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Elevator pitch:26 countries in 26 minutes Paul Bacsich, Ming Nie, Nick Jeans, Robert  Schuwer, Terence Karran, Gabi Wittha...
This presentation is based on analysis of…          Country reports    Mini reports              Australia        Argentin...
Gulf States and ThailandNick Jeans and Paul Bacsich with input from       POERUP country author team
Kuwait: “e-learning and OA but not OER”• General: substantial e-learning and not  only from Arab Open University• Schools:...
Qatar: “ICT in ed but no OER ”• General: Qatar National e-Learning Portal  within ICTQatar context:• Schools: none found• ...
Oman: “early days even for e-learning”• General: eOman portal with focus on  Knowledge Society• Schools: early e-learning ...
Thailand: “substantial e-learning, some OER”   • Schools: significant e-learning (not OER):     virtual schooling, TV as w...
UK, France, Romania, Poland,          Australia        Ming Nie with input from      POERUP country author team
UK: “Much past funding from government to HE”  • JISC/HEA OER Programme:     • Overall funding of more than GPB 13 million...
France: “Various OER initiatives in HE”• Digital universities:   • 7 thematic digital universities in 2012   • 23,000 reso...
Romania: “OER incorporated into policies”• OER in government programme:  • The Government Programme for 2013-16:    suppor...
Poland: “huge investment in schools”• Digital School Programme:  • Government investment of Euro 13 million  • Schools wil...
Australia: “various OER activities”• Open government (AusGOAL)• Free for Education (FFE) movement• OER for schools: Nation...
Netherlands, Flanders, Italy,         Greece     Robert Schuwer with input from      POERUP country author team
Netherlands• OER available from both educational  institutions as from cultural heritage and  public broadcast• National p...
Belgium (Flanders)• National:  – Klascement  – Content for special (needs) education• Leuven University  – Ariadne  – Cult...
Italy• National:   – Only books with a digital version available are to be     adopted   – Oilproject (2004): 2200 lessons...
Greece• OER activities through all educational sectors• Several OA repositories and an OA harvester• National:  – Digital ...
Mexico, Argentina, Spain,        Portugal    Terence Karran with input from     POERUP country author team
México: “the tortoise, not the hare”• National programmes – e-Mexico:  • Telesecundaria – providing learning materials for...
Argentina: “building on a heritage of ODL”• National programmes:  • Virtual Campus of Public Health available to the    pu...
Spain: “an embarrassment of OER riches”• List of 78 OA initiatives identified (3 modes):   • Open Access contents on the I...
Portugal: “OER efforts focussed on young children” • National programmes:    • Portal das Escolas: repository of digital c...
South Africa, Canada, New         Zealand    Gabi Witthaus with input from    POERUP country author team
South Africa: “high quality learning resources”OER policies:• The Department of Higher Education and Training has  include...
Canada: “a lot of open”• National policy initiatives not possible• Open access policies: Athabasca University,  Universiti...
New Zealand: “significant OER development”National policy guidance:• Government Open Access and Licensing  framework (NZGO...
Scandinavia, Hungary and US      Paul Bacsich with input from      POERUP country author team
Norway: “Some HE and schools OER activities” • General: strong development of e-learning • Schools: several initiatives in...
Denmark: “Several OER activities”• General: Significant e-learning but little  distance learning• Schools: Some major init...
Sweden: “A few OER activities”• General: substantial e-learning and distance  learning in HE; and some virtual schools• Sc...
Finland: “An immense amount of OER activities”  •   Long history of e-learning but not massified?  •   Years of good colla...
Hungary: “Not much OER”• Strong in Open Access, quite strong in e-  learning & distance learning, not in OER• Schools: OER...
US: “Leading the world in OER activities”• General: massive deployment of e-L and DL across  HE, colleges and schools (NB ...
Further information         POERUP website: www.poerup.infoWiki: http://poerup.referata.com/wiki/Country_reports          ...
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POERUP elevator pitch: 26 countries in 26 minutes

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Presentation by POERUP team at OER13 in Nottingham - an overview of open educational resources policies worldwide, based on the POERUP project research (http://www.poerup.info)

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Transcript of "POERUP elevator pitch: 26 countries in 26 minutes"

  1. 1. Elevator pitch:26 countries in 26 minutes Paul Bacsich, Ming Nie, Nick Jeans, Robert Schuwer, Terence Karran, Gabi Witthaus OER 13, 27 March 2013, Nottingham
  2. 2. This presentation is based on analysis of… Country reports Mini reports Australia Argentina Belgium Denmark Canada Finland France Greece Hungary Gulf States (3) Italy Mexico New Zealand Norway Poland Portugal The Netherlands Romania UK South Africa USA Spain Sweden Thailand
  3. 3. Gulf States and ThailandNick Jeans and Paul Bacsich with input from POERUP country author team
  4. 4. Kuwait: “e-learning and OA but not OER”• General: substantial e-learning and not only from Arab Open University• Schools: none found• HE: e-learning active, no OER found• CPD: Open Knowledge Zone• OA: Kuwait Foundation for the Advancement of Sciences
  5. 5. Qatar: “ICT in ed but no OER ”• General: Qatar National e-Learning Portal within ICTQatar context:• Schools: none found• HE: some e-learning including from non- Qatar providers but no OER
  6. 6. Oman: “early days even for e-learning”• General: eOman portal with focus on Knowledge Society• Schools: early e-learning activity, some content being developed• HE: Branch of Arab OU and some other early e-learning
  7. 7. Thailand: “substantial e-learning, some OER” • Schools: significant e-learning (not OER): virtual schooling, TV as well as internet • HE: substantial e-learning in HE e.g. at Ramkamhaeng University • HE: OER initiatives at: • Sukhothai Thammathirat Open University • Thailand Cyber University consortium (TCU) • Chulalongkorn University (part of OCW)
  8. 8. UK, France, Romania, Poland, Australia Ming Nie with input from POERUP country author team
  9. 9. UK: “Much past funding from government to HE” • JISC/HEA OER Programme: • Overall funding of more than GPB 13 million from 2009 until the Programme ended in 2012 • Massive amount of OER covering a variety of subjects released • SCORE: • Support Centre for Open Resources in Education • Provided support to OER-related activities, events, and service until closure in July 2012
  10. 10. France: “Various OER initiatives in HE”• Digital universities: • 7 thematic digital universities in 2012 • 23,000 resources (video, courses, exercises, MCQ) • Not all resources are OERs• Other OER initiatives: • MOOC ItyPA: first French-speaking MOOC • SILLAGES initiative: multimedia educational contents as OER, preparing students for entrance examination • Exo7: an online math exercises sites for HE students
  11. 11. Romania: “OER incorporated into policies”• OER in government programme: • The Government Programme for 2013-16: support the innovative integration of Web2.0 and OER in education• OER in educational policies: • The public policies for ICT integration in the pre-university system: promotion the use of open/free resources; development and sharing of resources by teachers
  12. 12. Poland: “huge investment in schools”• Digital School Programme: • Government investment of Euro 13 million • Schools will be computerized and educational materials will be produced and released in CC BY 3.0 licence• No significant OER activities in HE
  13. 13. Australia: “various OER activities”• Open government (AusGOAL)• Free for Education (FFE) movement• OER for schools: National Digital Learning Resource Network, Scootle• OER for HE: A university consortium to develop an OER protocol; The Australasian Council on Open, Distance and E-learning to promote the uptake of OER; USQ has a formal OER strategy, and joined OCW and OERu
  14. 14. Netherlands, Flanders, Italy, Greece Robert Schuwer with input from POERUP country author team
  15. 15. Netherlands• OER available from both educational institutions as from cultural heritage and public broadcast• National program Wikiwijs – Mainstream OER in all educational sectors• HE uptake of interest caused by MOOCs• Some disciplines strong initiatives – Medical education (HE) – Green education (Sec. ed to university)
  16. 16. Belgium (Flanders)• National: – Klascement – Content for special (needs) education• Leuven University – Ariadne – Cultural studies
  17. 17. Italy• National: – Only books with a digital version available are to be adopted – Oilproject (2004): 2200 lessons and 10K students• Regional – Trio Toscane (only free availability, no OER)• Several institutional OER projects (HE)• Survey 2009 revealed the common problems preventing an uptake of OER (a.o. distrust, no culture of sharing, lack of funding)
  18. 18. Greece• OER activities through all educational sectors• Several OA repositories and an OA harvester• National: – Digital school: all textbooks of all educational sectors (e-books)• No institutional initiatives
  19. 19. Mexico, Argentina, Spain, Portugal Terence Karran with input from POERUP country author team
  20. 20. México: “the tortoise, not the hare”• National programmes – e-Mexico: • Telesecundaria – providing learning materials for 800,000 students and 23,000 teachers. • Edusat - Educational Satellite Television Network - 6 tv, 24 audio channels reaches over 10,000 schools with a total of 20,000 receivers.• OER in HE– small but growing. • Temoa, developed by ITESM: is a specialized search engine that enables the educational community to search a public bilingual catalogue of Open Educational Resources, to find those educational resources and materials that best meet their needs for teaching
  21. 21. Argentina: “building on a heritage of ODL”• National programmes: • Virtual Campus of Public Health available to the public health community - any professional can use it to support his activity and can participate in the virtual classroom, see learning objects, create courses, presentations, or videos (using Moodle Elluminate, MyMLE-Moodle Móvil and eXelearning), and add them to the Campus• OER in HE - Oportunidad Project • Strengthening and sustaining the EU-LA Common Higher Education Area, through a bottom-up approach, by the increasing use of open educational practices and resources (OEP & OER)
  22. 22. Spain: “an embarrassment of OER riches”• List of 78 OA initiatives identified (3 modes): • Open Access contents on the Internet but authors’ rights honoured • Mixed OA and OER, enabling either the use of copyright, or the use of Creative Commons licenses • OER initiatives using only Creative Commons license• International level: • Universia network of 1,1000 Universities located in 15 countries, 10.1 million students, 8 million users and 850,000 university teaching staff, Spain plus Latin American nations • OCW started by Universitat Oberta de Catalunya in 2008, 21 universities now offer OCW in Castillian, but also in Catalan, Galician and English
  23. 23. Portugal: “OER efforts focussed on young children” • National programmes: • Portal das Escolas: repository of digital contents for teachers and that offers over a thousand digital educational resources - texts, images, videos or music and blogs. Teachers in public education up to 12th grade can upload educational resources into this repository • OER in HE • Repositório Científico de Acesso Aberto de Portugal - used freely by all the scientific and higher education institutions for hosting their repositories, thus integrating them into a coherent system of scientific metadata open access repositories in the country
  24. 24. South Africa, Canada, New Zealand Gabi Witthaus with input from POERUP country author team
  25. 25. South Africa: “high quality learning resources”OER policies:• The Department of Higher Education and Training has included the development of an Open and Distance Learning (ODL) policy framework in its strategic plan for 2010–2014, which will include OER.Teacher education:• All educational resources developed through funded projects must be released under a CC licence.Regional cooperation:• The Southern African Development Community is developing an ODL policy and strategic plan for sharing learning materials.
  26. 26. Canada: “a lot of open”• National policy initiatives not possible• Open access policies: Athabasca University, Universities of Ottawa & Toronto/OISE• Provincial OER initiatives: BCcampus in British Columbia; Contact North in Ontario• OER initiatives at Athabasca, Manitoba, Thompson Rivers, Royal Roads, Capilano and OCAD Universities• Lack of public funding – a serious threat
  27. 27. New Zealand: “significant OER development”National policy guidance:• Government Open Access and Licensing framework (NZGOAL)Schools sector:• OER portals via WikieducatorTertiary education:• OARINZ: open access research repository (Ako Aotearoa website)• OER university – 8 NZ institutions• Otago Polytechnic has an OER policy
  28. 28. Scandinavia, Hungary and US Paul Bacsich with input from POERUP country author team
  29. 29. Norway: “Some HE and schools OER activities” • General: strong development of e-learning • Schools: several initiatives including: • Norwegian Broadcasting Corporation • Norwegian Centre for Science Education • Ovttas: for Sami schools • HE: Not much except Universities of Oslo and Stavanger
  30. 30. Denmark: “Several OER activities”• General: Significant e-learning but little distance learning• Schools: Some major initiatives: • EMU – main public portal • Danish Public Broadcasting: “Academy” • University of Copenhagen portal for schools• HE: A bit at Aarhus University
  31. 31. Sweden: “A few OER activities”• General: substantial e-learning and distance learning in HE; and some virtual schools• Schools: a few including: • Länkskafferiet • National Library of Sweden Open Access• HE: OERSverige and a similar one for South Sweden universities
  32. 32. Finland: “An immense amount of OER activities” • Long history of e-learning but not massified? • Years of good collaboration in EU projects • Schools Initiatives: LeMill, YLE, and Edu.fi • HE: seems to be not much though note Helsinki Metropolia University (AS) in OCW
  33. 33. Hungary: “Not much OER”• Strong in Open Access, quite strong in e- learning & distance learning, not in OER• Schools: OER activities in Sulinet• HE: activities under way at U Miskolc and Eötvös Loránd U• Grass-roots activities by students
  34. 34. US: “Leading the world in OER activities”• General: massive deployment of e-L and DL across HE, colleges and schools (NB Re.ViCa, VISCED, Sloan- C, WCET reports)• HQ/core of many OER-related organisations• Schools: Free textbook movement is key driver; but only one OER Virtual School?• HE: OCW and the MOOCs, but lots more• Business models emerging faster for free/low-cost HE – UNow, UoPeople, Coursera, Ameritas, edX, US HEIs in OER U, WGU use of OER, etc
  35. 35. Further information POERUP website: www.poerup.infoWiki: http://poerup.referata.com/wiki/Country_reports Contact: paul.bacsich@sero.co.uk
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