A LOOK INTO THE FUTURE       PRESENT
EDUCATIONALRESOURCES
1) They are more than digital textbooks2) Let’s hope so    & LEARNING? 2  CHANGE TEACHING      WILL THEY                  ...
1) They are more than digital textbooks2) Let’s hope so
Source: http://latimesblogs.latimes.com/technology/2011/09/foldit-gamers-help-unlock-aids-fighting-proteins.html
April 2011
Trade Adjustment AssistanceCommunity College and Career   Training Grants Program
WHAT ARE OPEN EDUCATIONAL RESOURCES?
EXAMPLE 1:THIS PRESENTATION
THIS IS NOT MYPRESENTATION ©
SLIDESHARE   http://slideshare.net
DAVID WILEY   Associate Professor              Brigham Young University
CABLE GREEN   Director of Global Education,              Creative Commons              www.creativecommons.org
COMPFIGHT   http://compfight.com
©copyrightUse this to prevent sharing
Use this to enforce sharing
Open Educational Resources         Open educational resources (OER) areteaching, learning, and research resources that    ...
The 4RsReuseRedistributeReviseRemix
?   WHY    SHARE?
NETWORKEDDIGITALTECHNOLOGIESEasy to create, collaborate, revise, distribute
NETWORKSOF PEOPLE USINGTECHNOLOGYCreating, collaborating, revising, distributing
OPEN CONTENT
OPEN CONTENT
OPEN CONTENT
OPEN CONTENT
OPEN CONTENT
Open courses   Image Source: Flickr CC, user Marc_Wathieu
OPEN COURSES               Image Source: Flickr CC, user Marc_Wathieu
OPEN COURSES
OPEN COURSES
OPEN COURSES
OPEN SOURCE SOFTWARE
OPEN SOURCE SOFTWARE
OPEN TEXTBOOKS
OPEN TEXTBOOKS
OPEN TEXTBOOKS
OPEN TEXTBOOKS
Upload one copy      Everyone can use it simultaneouslyCopying, storing, and distributing digital material                ...
OPEN LEARNING
HOW WILL OER AND     DIGITAL   TECHNOLOGYCHANGE TEACHING &    LEARNING
the future of Education
the future of Education              1904
the future of Education[series of classroom photos]                        1932
the future of Education           1947
the future of Education           1965
201
CONTENT WILL BE FREE & OPENLYACCESSIBLEPOWERFUL COMPUTING DEVICES WILLBE UBIQUITOUSTHE SERVICES THAT COLLEGES &UNIVERSITES...
1. TEACHING2. SPACE FOR SOCIAL  INTERACTION3. ACADEMIC SUPPORT,  FEEDBACK, & GRADES4. CERTIFICATION & DEGREES
CONTENT WILL BE FREE & OPENLYACCESSIBLEPOWERFUL COMPUTING DEVICES WILLBE UBIQUITOUSDIGITAL LITERACY WILL BE A FUNDAMENTALS...
CONTENT WILL BE FREE & OPENLYACCESSIBLEPOWERFUL COMPUTING DEVICES WILLBE UBIQUITOUSTHE TEACHER’S ROLE WILL BE TO MAKESENSE...
CONTENT WILL BE FREE & OPENLYACCESSIBLEPOWERFUL COMPUTING DEVICES WILLBE UBIQUITOUSTHE TRADITIONAL CLASSROOM, COURSE,AND S...
CONTENT WILL BE FREE & OPENLYACCESSIBLEPOWERFUL COMPUTING DEVICES WILLBE UBIQUITOUSASSESSMENTS WILL NEED TO MEASUREALL OF ...
Textbook Costs & DigitalLearning Resources Workgroup
Examine VCCS administrative practices and policies that unnecessarily add to the cost ofacademic textbooksExplore how netw...
THANKS.                QUESTIONS?Richard Sebastian, Ph.D. | Director Of Teaching & Learning Technologies                 V...
Open Educational Resources
Open Educational Resources
Open Educational Resources
Open Educational Resources
Open Educational Resources
Open Educational Resources
Open Educational Resources
Open Educational Resources
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Open Educational Resources

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A presentation on open educational resources for the kickoff meeting of the VCCS Textbook Costs & Digital Learning Resources

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  • This project demonstrates the power of the Internet, of collaboration, of sharing.
  • Here are the two questions I hope to answer for you today
  • Here are the two questions I hope to answer for you today
  • This is not an iPad. It may not be a very good product at all. But it throws down the gauntlet for making mobile tablet technology cheap and widely accessible.
  • Here are the two questions I hope to answer for you today
  • This is not my presentation both in terms of the contentas well as in terms of exclusive ownership—like copyright.Let me tell you what I mean..
  • This is not my presentation both in terms of the contentas well as in terms of exclusive ownership—like copyright.Let me tell you what I mean..
  • I adapted it presentation from another OER presentation by Dr. David Wiley, a professor at BYU and a leader in the OER movement. He knows much more about this issue than I do, so why not go straight to the source? But isn’t that plagiarism? No. Why--
  • I adapted it presentation from another OER presentation by Dr. David Wiley, a professor at BYU and a leader in the OER movement. He knows much more about this issue than I do, so why not go straight to the source? But isn’t that plagiarism? No. Why--
  • I adapted it presentation from another OER presentation by Dr. David Wiley, a professor at BYU and a leader in the OER movement. He knows much more about this issue than I do, so why not go straight to the source? But isn’t that plagiarism? No. Why--
  • I adapted it presentation from another OER presentation by Dr. David Wiley, a professor at BYU and a leader in the OER movement. He knows much more about this issue than I do, so why not go straight to the source? But isn’t that plagiarism? No. Why--
  • His work is licensed in a way that allows me to use it freely under specific conditions
  • His work is licensed in a way that allows me to use it freely under specific conditions
  • His work is licensed in a way that allows me to use it freely under specific conditions
  • Especially, networked digital technologies have fundamentally changed the landscape of education. Think back to the YouTube video and a number of other examples. The Internet is a powerful tool and people are discovering they don’t necessarily NEED college to accomplish what they want to accomplish
  • Especially, networked digital technologies have fundamentally changed the landscape of education. Think back to the YouTube video and a number of other examples. The Internet is a powerful tool and people are discovering they don’t necessarily NEED college to accomplish what they want to accomplish
  • An educational artifact
  • Here are the two questions I hope to answer for you today
  • Predictions about the future of education are less risky. The teacher (expert) delivers the content to the receptive studentStudents learn the same material at the same paceThey learn on a structured schedule of semesters or quarters, and the content they need fills up these periodsStudents indicate their understanding of the content by taking testsWhen they have mastered the content, they receive some kind of official acknowledgement—a grade, a certificate, a degree.
  • Predictions about the future of education are less riskyThe teacher (expert) delivers the content to the receptive studentStudents learn the same material at the same paceThey learn on a structured schedule of semesters or quarters, and the content they need fills up these periodsStudents indicate their understanding of the content by taking testsWhen they have mastered the content, they receive some kind of official acknowledgement—a grade, a certificate, a degree.
  • Predictions about the future of education are less riskyThe teacher (expert) delivers the content to the receptive studentStudents learn the same material at the same paceThey learn on a structured schedule of semesters or quarters, and the content they need fills up these periodsStudents indicate their understanding of the content by taking testsWhen they have mastered the content, they receive some kind of official acknowledgement—a grade, a certificate, a degree.
  • Predictions about the future of education are less riskyThe teacher (expert) delivers the content to the receptive studentStudents learn the same material at the same paceThey learn on a structured schedule of semesters or quarters, and the content they need fills up these periodsStudents indicate their understanding of the content by taking testsWhen they have mastered the content, they receive some kind of official acknowledgement—a grade, a certificate, a degree.
  • Predictions about the future of education are less riskyThe teacher (expert) delivers the content to the receptive studentStudents learn the same material at the same paceThey learn on a structured schedule of semesters or quarters, and the content they need fills up these periodsStudents indicate their understanding of the content by taking testsWhen they have mastered the content, they receive some kind of official acknowledgement—a grade, a certificate, a degree.
  • Predictions about the future of education are less risky. Despite the Horizon predictions, you have to wonder if these new technologies will only be laid over our current model of ed:The teacher (expert) delivers the content to the receptive studentStudents learn the same material at the same paceStudents learn on a structured schedule of semesters or quarters, and the content they need fills up these periodsStudents indicate their understanding of the content by taking a test on the contentWhen they have mastered the content, they receive some kind of official acknowledgement—a grade, a certificate, a degree.
  • Here are the two questions I hope to answer for you today
  • Here are the two questions I hope to answer for you today
  • Here are the two questions I hope to answer for you today
  • Here are the two questions I hope to answer for you today
  • Here are the two questions I hope to answer for you today
  • Here are the two questions I hope to answer for you today
  • Open Educational Resources

    1. 1. A LOOK INTO THE FUTURE PRESENT
    2. 2. EDUCATIONALRESOURCES
    3. 3. 1) They are more than digital textbooks2) Let’s hope so & LEARNING? 2 CHANGE TEACHING WILL THEY &1 WHAT ARE THEY
    4. 4. 1) They are more than digital textbooks2) Let’s hope so
    5. 5. Source: http://latimesblogs.latimes.com/technology/2011/09/foldit-gamers-help-unlock-aids-fighting-proteins.html
    6. 6. April 2011
    7. 7. Trade Adjustment AssistanceCommunity College and Career Training Grants Program
    8. 8. WHAT ARE OPEN EDUCATIONAL RESOURCES?
    9. 9. EXAMPLE 1:THIS PRESENTATION
    10. 10. THIS IS NOT MYPRESENTATION ©
    11. 11. SLIDESHARE http://slideshare.net
    12. 12. DAVID WILEY Associate Professor Brigham Young University
    13. 13. CABLE GREEN Director of Global Education, Creative Commons www.creativecommons.org
    14. 14. COMPFIGHT http://compfight.com
    15. 15. ©copyrightUse this to prevent sharing
    16. 16. Use this to enforce sharing
    17. 17. Open Educational Resources Open educational resources (OER) areteaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and repurposing by others.
    18. 18. The 4RsReuseRedistributeReviseRemix
    19. 19. ? WHY SHARE?
    20. 20. NETWORKEDDIGITALTECHNOLOGIESEasy to create, collaborate, revise, distribute
    21. 21. NETWORKSOF PEOPLE USINGTECHNOLOGYCreating, collaborating, revising, distributing
    22. 22. OPEN CONTENT
    23. 23. OPEN CONTENT
    24. 24. OPEN CONTENT
    25. 25. OPEN CONTENT
    26. 26. OPEN CONTENT
    27. 27. Open courses Image Source: Flickr CC, user Marc_Wathieu
    28. 28. OPEN COURSES Image Source: Flickr CC, user Marc_Wathieu
    29. 29. OPEN COURSES
    30. 30. OPEN COURSES
    31. 31. OPEN COURSES
    32. 32. OPEN SOURCE SOFTWARE
    33. 33. OPEN SOURCE SOFTWARE
    34. 34. OPEN TEXTBOOKS
    35. 35. OPEN TEXTBOOKS
    36. 36. OPEN TEXTBOOKS
    37. 37. OPEN TEXTBOOKS
    38. 38. Upload one copy Everyone can use it simultaneouslyCopying, storing, and distributing digital material FREE*
    39. 39. OPEN LEARNING
    40. 40. HOW WILL OER AND DIGITAL TECHNOLOGYCHANGE TEACHING & LEARNING
    41. 41. the future of Education
    42. 42. the future of Education 1904
    43. 43. the future of Education[series of classroom photos] 1932
    44. 44. the future of Education 1947
    45. 45. the future of Education 1965
    46. 46. 201
    47. 47. CONTENT WILL BE FREE & OPENLYACCESSIBLEPOWERFUL COMPUTING DEVICES WILLBE UBIQUITOUSTHE SERVICES THAT COLLEGES &UNIVERSITES HAVE TRADITIONALLYPROVIDED WILL BE AVAILABLE ONLINE FORFREE (OR WILL BE INEXPENSIVE)
    48. 48. 1. TEACHING2. SPACE FOR SOCIAL INTERACTION3. ACADEMIC SUPPORT, FEEDBACK, & GRADES4. CERTIFICATION & DEGREES
    49. 49. CONTENT WILL BE FREE & OPENLYACCESSIBLEPOWERFUL COMPUTING DEVICES WILLBE UBIQUITOUSDIGITAL LITERACY WILL BE A FUNDAMENTALSKILL—FOR STUDENTS & TEACHERS
    50. 50. CONTENT WILL BE FREE & OPENLYACCESSIBLEPOWERFUL COMPUTING DEVICES WILLBE UBIQUITOUSTHE TEACHER’S ROLE WILL BE TO MAKESENSE OF/FILTER/CURATE UNLIMITEDCONTENT
    51. 51. CONTENT WILL BE FREE & OPENLYACCESSIBLEPOWERFUL COMPUTING DEVICES WILLBE UBIQUITOUSTHE TRADITIONAL CLASSROOM, COURSE,AND SEMESTER WILL QUICKLY LOSERELEVANCE
    52. 52. CONTENT WILL BE FREE & OPENLYACCESSIBLEPOWERFUL COMPUTING DEVICES WILLBE UBIQUITOUSASSESSMENTS WILL NEED TO MEASUREALL OF THESE NEW WAYS OF LEARNING
    53. 53. Textbook Costs & DigitalLearning Resources Workgroup
    54. 54. Examine VCCS administrative practices and policies that unnecessarily add to the cost ofacademic textbooksExplore how networked digital technology can best be leveraged to lower the overall costof textbooks, including using open educational resourcesInvestigate ways which currently licensed electronic resources can be used in electronic"course packs," as a substitute for text books, or for the supplementary material oftenrequired for a course of studyIdentify opportunities for interested VCCS faculty to explore using openly licensedresources in their coursesExamine the current relevance of printed textbooks in an age of interactive, web-basedcontent, digital publishing, and collaborative social networksRecommend strategies and policies for creating an institutional culture that embraces andpractices openness, transparency, collaboration, and sharing
    55. 55. THANKS. QUESTIONS?Richard Sebastian, Ph.D. | Director Of Teaching & Learning Technologies Virginia Community College System 804.819.4795 | rsebastian@vccs.edu

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