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Open Educational Resources and the Peer2Peer University Indira Gandhi National Open University, Delhi, 6/1/2010 by Stian Håklev Ontario Institute for  Studies in Education, University of Toronto
The purposes of OER The value of openness The Peer2Peer University Outline
If we don’t know what the purpose of an OER is, we won’t know what to consider when designing, we can’t begin to evaluate the quality, or measure the success  Purposes of OER
Three purposes/uses Direct use Reuse/remix Transparency Production Four
Production
Lanzhou City University case study case study Have already been evaluating best courses internally since 2003. Developed system of  indicators of course quality Issue announcement, meeting of heads of departments Teaching committee to identify basic and advanced courses they could apply for Brought teachers together with computer department School gave certain amount of funding Clear philosophy:  Construction of CQOCW will improve quality of  all  courses Not just about putting old courses online, but rethink content, teaching methodology, etc. Internal committee to evaluate courses, then  invited 20 external experts - used online  material, also sat in on classes In the end, 11 courses were selected for  provincial CQOCW ( 浅 议 精品 课 程在教学工作中的作用 ,  王雪引 )
Direct use
OLI CMU mainpage
Reuse
CNX mainpage
Transparency
ou salamanca
Openness as a transformative value
Free as in speech/beer
free software
creative commons
ccmixter
Three pillars of openness Open license Open files/data Open collaboration
the story of a seed
wikipedia
a story enabled by openness
 
 
 
Case studies from India
nptel youtube
IIT Youtube 1
egyankosh yt
egyan tsp list
egyan book
ind textbook fpag
By making India’s research and teaching available you benefit the world – and India itself!
The Peer2Peer University
intro open ed I 90 90
Intro Oed schedule
RSTM week 1 top
RSTM week 1 small
RSTM Week 1 comments
 
 
 
 
 
Current status Developing new tech platform (based on Drupal) Support system for new course organizers Launching second cycle Expanding to new languages Supporting research
Research questions Motivation, retention rates Actual learning happening Accessibility to different learners Link between iterations of courses Pathways to formal accreditation Alternative ways of demonstrating learning
 
 
Thank you!  Stian Håklev [email_address] http://reganmian. net

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