Open Educational Resources - Production Workshop


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OER Production Workshop - Ghana February 2009

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  • what do we hope to see by expanding educational, cultural, informational access to information? HOLISTIC - culture not only using open materials, but creating their own and sharing DEFINING - de-emphasis of teacher/student hierarchy; reborn as learners -- OER
  • e.g. the U-M mission is to serve the people of Michigan and the world through preeminence in creating, communicating, preserving and applying knowledge, art, and academic values, and in developing leaders and citizens who will challenge the present and enrich the future.
  • Professor Walter Lewin - physics
  • 10 or so
  • china = 30 japan = 10 korea = 7 australia, iran, thailand, vietnam
  • flagged: who holds the copyright to faculty-created works
  • 40% of cost towards staff - that’s close to $2 million/year for MIT
  • Open Educational Resources - Production Workshop

    1. 1. Open Educational Resources / production workshop / february 2009 < University of Michigan > < OER Africa > < Kwame Nkrumah University of Science and Technology > < University of Ghana > Except where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License. Copyright © 2009 The Regents of the University of Michigan
    2. 2. the deliverable: develop a recommended plan for allocating resources to materials production as OER <ul><li>explore the concept of Open Educational Resources (OER) and its potential contribution to the University of Ghana College of Health Sciences </li></ul><ul><li>review the Health OER project </li></ul><ul><li>assess the teaching and learning needs at the University of Ghana to be addressed through the OER project </li></ul><ul><li>understand the potential of eLearning resources and get a glimpse of how openly licensed eLearning resources are produced </li></ul><ul><li>sort through copyright and open licensing issues </li></ul>Workshop objectives. together.
    3. 3. the end current landscape life cycle challenges the beginning
    4. 4. Mark Shandro - h ttp:// Begin at the end.
    5. 5. <ul><li>toward a culture of “ OPEN-ness ”: </li></ul><ul><li>a culture using creative materials for a variety of purposes: art, music, education , etc. </li></ul><ul><li>holistic view--how we get there is important </li></ul><ul><li>defining the 21st century education landscape </li></ul>Where does this all lead?
    6. 6. <ul><li>faculty using and creating openly licensed educational media </li></ul><ul><li>institutions supporting open access journals and textbooks </li></ul><ul><li>developers building openly licensed software tools on open source platforms </li></ul><ul><li>all parties participating in innovative teaching and learning exercises </li></ul>How do we get there?
    7. 7. Public Domain: Michael Reschke
    8. 8. What are the main features of OER? <ul><li>“ ...educational materials and resources offered freely and openly for anyone to use and under some license to re-mix, improve and redistribute.” </li></ul><ul><li>the content (courses & learning assets) </li></ul><ul><li>the delivery (electronic & print media) </li></ul><ul><li>the use and reuse (copyright licensing) </li></ul>
    9. 9. What are the institutional goals for OER? <ul><li>share and make teaching and learning resources easier to reuse for your community and for people everywhere </li></ul><ul><li>increase collaboration across institutions and disciplines through sharing educational content, courses, and curricula </li></ul><ul><li>utilize innovative software tools and explore research opportunities </li></ul><ul><li>support the mission of the university </li></ul>
    10. 10. <ul><li>your students </li></ul><ul><li>your faculty </li></ul><ul><li>your alumni </li></ul><ul><li>partner universities </li></ul><ul><li>outside universities </li></ul><ul><li>self-learners </li></ul><ul><li>public knowledge centers </li></ul>OER can benefit all these groups simultaneously Who benefits from OER production?
    11. 11. <ul><li>recognition :: faculty showcase work and connect with other researchers </li></ul><ul><li>participatory learning :: students participate in helping with publishing, content creation </li></ul><ul><li>curriculum development :: faculty and institutions increase curriculum collaboration with outside universities by opening and sharing resources </li></ul><ul><li>transparency :: staff have a more transparent view of university efforts and materials, which allows them to participate in the education process and better assist faculty research and instruction </li></ul>A few specific benefits.
    12. 12. The difference between OCW and OER. <ul><li>OCW : Open CourseWare </li></ul><ul><li>OER : Open Educational Resources </li></ul><ul><li>OCW focuses on sharing open content that is developed specifically to instruct a course (locally taught) </li></ul><ul><li>OER includes any educational content that is shared under an open license, whether or not it is a part of a course </li></ul><ul><li>OCW is a subset of OER </li></ul>
    13. 13. OCW // OER - overlap OER OCW syllabi, lecture notes, presentation slides, assignments, lecture videos - all related to a course OCW, single images, general campus lectures, image collections, singular learning modules, paper or article
    14. 14. OER and eLearning: a relationship. <ul><li>OER </li></ul><ul><li>may exist in electronic or paper form </li></ul><ul><li>may not contain enough context to be “instructional” </li></ul><ul><li>are always licensed for reuse, redistribution, and re-mixing </li></ul><ul><li>eLearning resources </li></ul><ul><li>exist only in electronic form </li></ul><ul><li>are generally designed to be instructional </li></ul><ul><li>may not always be licensed for open use </li></ul>
    15. 15. eLearning // OER - overlap OER eLearning intersection represents open, electronic, instructional resources
    16. 16. <ul><li>content = education </li></ul><ul><li>good content will overcome institutional capacity constraints </li></ul><ul><li>OER will make education cheaper in the short-term </li></ul><ul><li>openness automatically equates with quality </li></ul>Dispelling OER myths. Source: Adapted from OER Africa
    17. 17. What do we mean by open ? <ul><li>“ ...educational materials and resources offered freely and openly for anyone to use and under some license to re-mix, improve and redistribute .” </li></ul><ul><li>free, as in no fees, does not mean open </li></ul><ul><li>public access does not mean openly licensed </li></ul>
    18. 18. Open licensing: Creative Commons
    19. 19. Creative Commons: license conditions BY :: Attribution You let others copy, distribute, display, and perform your copyrighted work — and derivative works based upon it — but only if they give credit the way you request.
    20. 20. Creative Commons: license conditions SA :: Share Alike You allow others to distribute derivative works only under a license identical to the license that governs your work.
    21. 21. Creative Commons: license conditions NC :: Noncommercial You let others copy, distribute, display, and perform your work — and derivative works based upon it — but for noncommercial purposes only.
    22. 22. Creative Commons: license conditions ND :: No derivatives You let others copy, distribute, display, and perform only verbatim copies of your work, not derivative works based upon it.
    23. 23. Creative Commons: licenses
    24. 24. Public Domain All Rights Reserved Some rights reserved: a spectrum. least restrictive most restrictive
    25. 25. the end current landscape life cycle challenges the beginning
    26. 26. /
    27. 27. source: The New York Times source: MIT
    28. 30. Recent Developments source: OCW Consortium
    29. 31. /
    30. 32. /
    31. 33. /
    32. 34. /
    33. 35. /
    34. 36. /
    35. 37. /
    36. 38. the end current landscape life cycle challenges the beginning
    37. 39. The OER life cycle. Authoring Clearing Editing Archiving Publishing
    38. 40. The OER life cycle. Authoring creating resources designing learning experiences granting permission - licensing
    39. 41. The OER life cycle. Clearing dealing with policy issues tracking content use attaching metadata
    40. 42. The OER life cycle. Editing editing and formatting the resource converting the resource to various distribution media
    41. 43. The OER life cycle. distributing the resource adding value to the resource (creative uses of metadata, search, online communities, etc.) Publishing
    42. 44. The OER life cycle. Archiving refreshing/retiring resources preserving past resources maintaining access to past resources
    43. 45. the end current landscape life cycle challenges the beginning
    44. 46. <ul><li>cost </li></ul><ul><li>access to faculty </li></ul><ul><li>scale </li></ul><ul><li>refresh rate </li></ul>How it’s being done, elsewhere. Traditional OCW/OER publication model <ul><li>Staff Centric </li></ul><ul><li>Retroactive </li></ul>Challenges
    45. 47. <ul><li>OER production challenges: </li></ul><ul><li>cost </li></ul><ul><li>scale </li></ul><ul><li>access to faculty </li></ul><ul><li>refresh rate </li></ul><ul><li>content delivery </li></ul><ul><li>metadata </li></ul><ul><li>active vs. retroactive publishing </li></ul><ul><li>defining OER as a service </li></ul>What we have experienced.
    46. 48. the end current landscape life cycle challenges the beginning
    47. 49. How can you start your own OER process? <ul><li>Agenda </li></ul><ul><li>Day One: Fundamentals </li></ul><ul><li>OER introduction </li></ul><ul><li>Authoring and publishing </li></ul><ul><li>Day Two: Action Plan </li></ul><ul><li>Clearing: two scenarios for OER production </li></ul><ul><li>Dividing up the work </li></ul><ul><li>Local and remote support resources </li></ul><ul><li>Developing an action plan </li></ul>
    48. 50. Colin Rhinesmith - h ttp://