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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

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
  • Transcript

    • 1. A LOOK INTO THE FUTURE PRESENT
    • 2. EDUCATIONALRESOURCES
    • 3. 1) They are more than digital textbooks2) Let’s hope so & LEARNING? 2 CHANGE TEACHING WILL THEY &1 WHAT ARE THEY
    • 4. 1) They are more than digital textbooks2) Let’s hope so
    • 5. Source: http://latimesblogs.latimes.com/technology/2011/09/foldit-gamers-help-unlock-aids-fighting-proteins.html
    • 6. April 2011
    • 7. Trade Adjustment AssistanceCommunity College and Career Training Grants Program
    • 8. WHAT ARE OPEN EDUCATIONAL RESOURCES?
    • 9. EXAMPLE 1:THIS PRESENTATION
    • 10. THIS IS NOT MYPRESENTATION ©
    • 11. SLIDESHARE http://slideshare.net
    • 12. DAVID WILEY Associate Professor Brigham Young University
    • 13. CABLE GREEN Director of Global Education, Creative Commons www.creativecommons.org
    • 14. COMPFIGHT http://compfight.com
    • 15. ©copyrightUse this to prevent sharing
    • 16. Use this to enforce sharing
    • 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. The 4RsReuseRedistributeReviseRemix
    • 19. ? WHY SHARE?
    • 20. NETWORKEDDIGITALTECHNOLOGIESEasy to create, collaborate, revise, distribute
    • 21. NETWORKSOF PEOPLE USINGTECHNOLOGYCreating, collaborating, revising, distributing
    • 22. OPEN CONTENT
    • 23. OPEN CONTENT
    • 24. OPEN CONTENT
    • 25. OPEN CONTENT
    • 26. OPEN CONTENT
    • 27. Open courses Image Source: Flickr CC, user Marc_Wathieu
    • 28. OPEN COURSES Image Source: Flickr CC, user Marc_Wathieu
    • 29. OPEN COURSES
    • 30. OPEN COURSES
    • 31. OPEN COURSES
    • 32. OPEN SOURCE SOFTWARE
    • 33. OPEN SOURCE SOFTWARE
    • 34. OPEN TEXTBOOKS
    • 35. OPEN TEXTBOOKS
    • 36. OPEN TEXTBOOKS
    • 37. OPEN TEXTBOOKS
    • 38. Upload one copy Everyone can use it simultaneouslyCopying, storing, and distributing digital material FREE*
    • 39. OPEN LEARNING
    • 40. HOW WILL OER AND DIGITAL TECHNOLOGYCHANGE TEACHING & LEARNING
    • 41. the future of Education
    • 42. the future of Education 1904
    • 43. the future of Education[series of classroom photos] 1932
    • 44. the future of Education 1947
    • 45. the future of Education 1965
    • 46. 201
    • 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. 1. TEACHING2. SPACE FOR SOCIAL INTERACTION3. ACADEMIC SUPPORT, FEEDBACK, & GRADES4. CERTIFICATION & DEGREES
    • 49. CONTENT WILL BE FREE & OPENLYACCESSIBLEPOWERFUL COMPUTING DEVICES WILLBE UBIQUITOUSDIGITAL LITERACY WILL BE A FUNDAMENTALSKILL—FOR STUDENTS & TEACHERS
    • 50. CONTENT WILL BE FREE & OPENLYACCESSIBLEPOWERFUL COMPUTING DEVICES WILLBE UBIQUITOUSTHE TEACHER’S ROLE WILL BE TO MAKESENSE OF/FILTER/CURATE UNLIMITEDCONTENT
    • 51. CONTENT WILL BE FREE & OPENLYACCESSIBLEPOWERFUL COMPUTING DEVICES WILLBE UBIQUITOUSTHE TRADITIONAL CLASSROOM, COURSE,AND SEMESTER WILL QUICKLY LOSERELEVANCE
    • 52. CONTENT WILL BE FREE & OPENLYACCESSIBLEPOWERFUL COMPUTING DEVICES WILLBE UBIQUITOUSASSESSMENTS WILL NEED TO MEASUREALL OF THESE NEW WAYS OF LEARNING
    • 53. Textbook Costs & DigitalLearning Resources Workgroup
    • 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. 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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