Open Educational Resources


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Open Educational Resources

Joao Jose Saraiva da Fonseca

Educacao a distancia

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  • Open Educational Resources

    1. 1. OER in the Global Educacional Arena <ul><li>Compilado por </li></ul><ul><li>João José Saraiva da Fonseca </li></ul><ul><li>A partir das referências apresentadas no final </li></ul>
    2. 2. About OER … Perspective “ The most promising initiative in e-learning is the concept - and the developing reality - of Open Educational Resources” --- Sir John Daniel --- former Vice-Chancellor UKOU, UNESCO, Commonwealth of Learning
    3. 3. OER - Thesis <ul><li>OER = </li></ul><ul><li>open innovation => </li></ul><ul><li>generates knowledge </li></ul><ul><li>i.e. deserves strong support from universities & governments </li></ul>
    4. 4. OER … a New Wave Learner-centred instead of Teacher-centred 1/ ‘Open’ should imply much more than offering open access to a large content base. 2/ ‘Educational’ should rather be read as ‘Learning’, putting the learner in the centre instead of the formal educational system and its teachers. 3/ ‘Resources’ should go beyond the initial focus on online delivery of digital content towards web-based facilities supporting dialogue, collaboration and more in general learning communities. Adaptation of OER Definition needed …
    5. 5. EUROPEAN ASSOCIATION OF DISTANCE TEACHING UNIVERSITIES <ul><li>The role of open educational resources </li></ul><ul><li>enhancing the quality of teaching and learning in the mainstream : open knowledge and make it accessible within the university; create tools to construct knowledge in an open and collaborative environment (staff and students); study advise through profiling courses and programmes by open content </li></ul><ul><li>widening participation : provision of non formal content: make available validated content to everyone everywhere; activate formal learning; activate social learning in various contexts (individual, workplace, community); involve students and staff in further knowledge construction </li></ul>
    6. 6. EUROPEAN ASSOCIATION OF DISTANCE TEACHING UNIVERSITIES <ul><li>The role of open educational resources </li></ul><ul><li>Inter-campus education: sharing staff and courses, broadening course offerings between institutions, sharing knowledge in a context of regional development, cooperation universities-employers, creating an open space of teaching and learning (course, curriculum, institutional level) </li></ul><ul><li>Internationalisation of higher education: exploration of content (quality, level, topics) for student recruitment, motivate and stimulate students for courses and programmes, assessment of prior knowledge, share course materials or learning objects in an international context (Labspace OpenLearn; Ariadne), profile curricula, common teaching and learning spaces at the course or curriculum level, open content for international cooperation and for development cooperation (sustainable and affordable access to validated content worldwide) </li></ul>
    7. 7. OER as a motor of change <ul><li>Open Source, Open Access and Open Content: </li></ul><ul><ul><li>Provide inherent quality control </li></ul></ul><ul><ul><li>Enable sustainable contents </li></ul></ul><ul><ul><li>Stimulate knowledge development through re-use </li></ul></ul><ul><ul><li>Enlarge the user base and in this way foster the creation of added meaning </li></ul></ul><ul><ul><li>Make an economy adjusted to the reality of scarcity of time and abundance of information </li></ul></ul>K.U.Leuven
    8. 8. OER QUESTIONS (1) <ul><li>Primary question : ‘How can OER contribute in responding to the ‘Education for all’ UNESCO policy, to capacity building and to widening participation & access?’ </li></ul><ul><li>Secondary question : ‘What role is there for OER in developing / strengthening a knowledge-based society ?’ </li></ul><ul><li>Connecting ODL universities characteristics to the OER concept promises to offer a most powerful line of action in society regarding both questions (primary / secondary). </li></ul><ul><li>‘ Open’ is not equal to ‘free’. </li></ul><ul><li>Keep OER away from a fundamentalist approach or a dogmatic view. </li></ul>
    9. 9. OER QUESTIONS (2) <ul><li>Diversity is crucial when considering OER opportunities regarding target groups, goals & ambitions, development state, national systems, scale & scope, content share, etc. </li></ul><ul><li>Because of this, international prioritization is difficult; should be done at institutional and at most national level. </li></ul><ul><li>‘ Knowledge is a public good’ requires public funding . </li></ul><ul><li>Sustainability is not for granted and depends on a change in funding schemes . </li></ul><ul><li>It is necessary to explore the potential and added value of public-private collaborations and partnerships. </li></ul><ul><li>Through Recommendations into Action … </li></ul>
    10. 10. <ul><li>For a university with a large scale e-learning environment a policy on Open Educational Resources can: </li></ul><ul><ul><li>help to profile the university on the internet </li></ul></ul><ul><ul><li>be a way to mainstream educational contents </li></ul></ul><ul><ul><li>enable students outside the university to participate </li></ul></ul><ul><ul><li>facilitate regional expertise networks involving professional knowledge circles </li></ul></ul><ul><ul><li>keep a bond with alumni students </li></ul></ul>K.U.Leuven
    11. 11. UNESCO Document ‘ OER: the Way Forward ’ Priority issues (1-6) for Developing countries Priority issues (1-6) for Developed countries Research Capacity development Learning support services Copyright and licensing Technology tools Quality Assurance Communities and networking Sustainability Capacity development Communities and networking Awareness raising and promotion Awareness raising and promotion
    12. 12. OER: Workflow
    13. 13. Evaluation Aspects:
    14. 14. Fontes