This document discusses engaging with open educational resources (OER). It summarizes the SBCTC Open Course Library project, which aims to design and share 81 high-enrollment courses using OER to improve completion rates and lower textbook costs for students. The first 42 courses were released in 2011 and saved students over $1 million in textbook costs in the first year. Lessons from the project include using collaborative tools and building open sharing into teaching workflows and technologies going forward. The document provides recommendations for where to find openly licensed materials like images and videos as well as search for open educational resources.
Keynote address at Innovation in Tertiary Education Services 2014 conference, Auckland, New Zealand, 5th May 2014.
Discusses how MOOCs are stimulating a climate of innovation and change in education online, shows case studies of innovative teaching formats in a range of Universities and Community Colleges.
Argues that MOOCs are performing at plateau of stable expectations, and that their greatest impact is a set of invigorated conversations around cost, access, quality and delivery of education.
Compares two interdisciplinary courses, one a blended/hybrid course at Harrisburg Community Colleges, and one offered later as a MOOC at UC Irvine, both using topic of Zombies as a vehicle.
Concludes that MOOCs have unleashed an innovative set of approaches across HE (rather than being in them selves innovative). Schools focussed on classroom delivery have an opportunity to re-invent what they do. Elite institutions can use the MOOC as an intermediary format for delivering their content across multiple formats
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
Keynote address at Innovation in Tertiary Education Services 2014 conference, Auckland, New Zealand, 5th May 2014.
Discusses how MOOCs are stimulating a climate of innovation and change in education online, shows case studies of innovative teaching formats in a range of Universities and Community Colleges.
Argues that MOOCs are performing at plateau of stable expectations, and that their greatest impact is a set of invigorated conversations around cost, access, quality and delivery of education.
Compares two interdisciplinary courses, one a blended/hybrid course at Harrisburg Community Colleges, and one offered later as a MOOC at UC Irvine, both using topic of Zombies as a vehicle.
Concludes that MOOCs have unleashed an innovative set of approaches across HE (rather than being in them selves innovative). Schools focussed on classroom delivery have an opportunity to re-invent what they do. Elite institutions can use the MOOC as an intermediary format for delivering their content across multiple formats
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
The university as a hackerspace - Joss Winn - Jisc Digital Festival 2014Jisc
The University of Lincoln has explored opportunities as diverse as the potential of open data, developed a research data infrastructure, nurtured student developers and developed a research-led approach to teaching known as the student as producer, to name a few. However, these projects and initiatives have not been throw away experiments. Rather, they have helped inform the University’s new Digital Education Strategy aimed at meeting the needs and improving the experience of its students and researchers at a time when the idea and purpose of the university is being challenged.
This provides an overview of some of the innovative projects and initiatives the University of Lincoln has undertaken in the past few years and how universities can explore approaches to teaching and research support, while helping inform the institutional mission and strategy. It will also provide an opportunity for managers, learning technologists and teachers to discuss the potential for such an approach at their institution and to share relevant experiences and ideas.
This presentation deals with the " Massive Open Online Course (MOOC ) which is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user forums to support community interactions between students, professors, and teaching assistants
Finding and Sharing Educational Resources using Twitter, Hashtags and Storify...Mark McGuire
This presentation reports on the use of Twitter, hashtags and Storify to connect with individuals inside and outside the university who have a shared interest in the future of libraries. The objective was to discover and share educational resources that were applicable to a class project, by engaging with experts through social media, rather than by searching for the resources directly. A related aim was to discover how even limited social contact with others could result in a more collaborative, networked approach to problem solving, in keeping with contemporary design practice. Over the 13-week course, 250 Twitter messages were collected, narrated and archived by the course Lecturer (and author), using Storify. During class discussions, students reported that the resources were useful, and they commented on the effectiveness of reaching out beyond the classroom in this way. This trial also provided insights into how such collaborations could be taken further.
Open and online: connections, community and reality Catherine Cronin
Slides for Open Education Week webinar by Catherine Cronin & Sheila McNeill, hosted by the University of Sussex.
Webinar recording available here: https://connectpro.sussex.ac.uk/p96542464/
Open Educational Resources: Building a Culture of SharingCatriona Savage
Speech given by Susan D'Antoni of UNESCO on 23 April 2009 at "Open Educational Resources in Poland" - a one-day conference at the Parliament of the Republic of Poland, organised by the Polish Coalition for Open Education (KOED). To download the full text of the speech, go to http://oerwiki.iiep-unesco.org/index.php?title=OER_presentations.
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
The university as a hackerspace - Joss Winn - Jisc Digital Festival 2014Jisc
The University of Lincoln has explored opportunities as diverse as the potential of open data, developed a research data infrastructure, nurtured student developers and developed a research-led approach to teaching known as the student as producer, to name a few. However, these projects and initiatives have not been throw away experiments. Rather, they have helped inform the University’s new Digital Education Strategy aimed at meeting the needs and improving the experience of its students and researchers at a time when the idea and purpose of the university is being challenged.
This provides an overview of some of the innovative projects and initiatives the University of Lincoln has undertaken in the past few years and how universities can explore approaches to teaching and research support, while helping inform the institutional mission and strategy. It will also provide an opportunity for managers, learning technologists and teachers to discuss the potential for such an approach at their institution and to share relevant experiences and ideas.
This presentation deals with the " Massive Open Online Course (MOOC ) which is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user forums to support community interactions between students, professors, and teaching assistants
Finding and Sharing Educational Resources using Twitter, Hashtags and Storify...Mark McGuire
This presentation reports on the use of Twitter, hashtags and Storify to connect with individuals inside and outside the university who have a shared interest in the future of libraries. The objective was to discover and share educational resources that were applicable to a class project, by engaging with experts through social media, rather than by searching for the resources directly. A related aim was to discover how even limited social contact with others could result in a more collaborative, networked approach to problem solving, in keeping with contemporary design practice. Over the 13-week course, 250 Twitter messages were collected, narrated and archived by the course Lecturer (and author), using Storify. During class discussions, students reported that the resources were useful, and they commented on the effectiveness of reaching out beyond the classroom in this way. This trial also provided insights into how such collaborations could be taken further.
Open and online: connections, community and reality Catherine Cronin
Slides for Open Education Week webinar by Catherine Cronin & Sheila McNeill, hosted by the University of Sussex.
Webinar recording available here: https://connectpro.sussex.ac.uk/p96542464/
Open Educational Resources: Building a Culture of SharingCatriona Savage
Speech given by Susan D'Antoni of UNESCO on 23 April 2009 at "Open Educational Resources in Poland" - a one-day conference at the Parliament of the Republic of Poland, organised by the Polish Coalition for Open Education (KOED). To download the full text of the speech, go to http://oerwiki.iiep-unesco.org/index.php?title=OER_presentations.
Qatar University Technology Enabled Learning and OpennessPaul_Stacey
Presentation given to Qatar University Technology Enabled Learning Implementation Committee and Curriculum Stakeholders (Programs Coordinators, Curriculum Committee Members, etc.). Doha October 29, 2014.
Creative Commons - Building a Global Adult Learning CommonsPaul_Stacey
Presentation video taped at Folkbildningsrådet in Stockholm 28-Jan-2014. Folkbildningsrådet is the Swedish agency responsible for Swedens folk high schools, learning circles and adult education.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
edna workshop session 2009. Many educators are looking to the Web to make the sharing of learning resources 'free and easy'. This presentation addresses questions such as: What does free mean? Where do I find this stuff? How good is it? And what can I do with it?
As well as highlighting how to find open education resources, images and media, the session helps educators understand licences used when sharing online resources, including Creative Commons, and shows ways to record attribution in different types of situations.
http://net.educause.edu/eliweb119 (recording here too - though I'm not sure if Educause requires you be an ELI member to see it - I think it will be open - hope so :)
Join Malcolm Brown, EDUCAUSE Learning Initiative director, and Veronica Diaz, ELI associate director, as they moderate this webinar with Cable Green, PhD, Director of Global Learning, Creative Commons. Cable Green, Director of Global Learning @ Creative Commons, will discuss how, if we are smart, we will use today's technical and legal tools to build and share high quality, affordable educational resources with everyone who wants to learn. The combined forces of digital content, the Internet and the effect of Moore's law push the cost of storing, replicating and distributing educational materials, once created, to near zero. Open licensing allows this content to be reused, revised, remixed and redistributed so others may localize, customize, translate, and (most important) collect and share open data on the effectiveness of the educational resources to continuously improve their quality. Cable will also discuss how open policies, once adopted, make sustainability a non-issue and ensure publicly funded educational resources are open educational resources.
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Open Assessments and OERs as Enablers in Competency-Based Education Tom Caswell
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Title: Open Assessments and OERs as Enablers in Competency-Based Education
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It has been said that if you are measuring seat time rather than competency then you are measuring the wrong end of the student. Competency-based education has received a great deal of attention as a disruptive innovation that promises to raise quality and lower the cost of higher education. EDUCAUSE defines competency-based education (CBE) as awarding academic credit based on mastery of clearly defined competencies. In traditional higher education time is fixed and learning varies, which is why students receive grades at the end of a quarter or semester. Contrast this with competency-based education, where learning is fixed and time varies for each student. But if time varies then how do students know when they are done? Assessments play a central role in CBE because student performance must be measured against set standards.
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1. Engaging with
Open Educational Resources
Tom Caswell
Open Education Policy Associate
State Board for Community & Technical Colleges
Image credit: Marc Wathieu CC BY-NC-SA
2. The Internet changes everything
Anyone can create and
deliver almost anything to
anyone for almost no cost.
Internet + Digital
Resources +
Open License
3. September 2007
Cape Town Open Education
Declaration
“…we have an opportunity to dramatically improve
the lives of hundreds of millions of people around
the world through freely available, high-
quality, locally relevant educational and learning
opportunities.”
4. Where do we start?
Photo credit: loop_oh CC BY-ND
http://whyopenedmatters.org
5. Strategic Technology Plan
Strategy I:
Create a single, system-wide suite of online
teaching and learning tools that provides all
Washington students with easy access to
“anywhere, anytime” learning.
http://www.sbctc.edu/general/a_strategictechplan.aspx
6. June 2010
SBCTC Open Policy
All digital software, educational resources and
knowledge produced through competitive
grants, offered through and/or managed by the
SBCTC, will carry a Creative Commons
Attribution License.
http://www.sbctc.edu/general/admin/Tab_9_Open_
Licensing_Policy.pdf
7. Textbook Affordability
English Composition I
50,000+ enrollments / year
x $100 textbook
$5+ Million every year
8. Affordances of Open
OER allows you to:
• Reuse
• Redistribute
And sometimes:
• Revise
• Remix
Photo credit: mag3737 CC BY-NC-SA
12. The Open Course Library
Funded: $1.2 million
Bill and Melinda Gates Foundation
Washington State Legislature
13. Goals of the Open Course Library
Design and share 81 high enrollment, gatekeeper courses
Improve course completion rates
Lower textbook costs for students (<$30)
Provide new resources for faculty to use in their courses
Fully engage our colleges in the global open educational
resources discussion.
14. Open Course Library
Phase 1: 42 courses
http://opencourselibrary.org
http://saylor.org
Phase 2 : 39 courses
Available Spring 2013
15. The first 42 courses were
released October 31, 2011
Over 80 media mentions worldwide
Over 25,000 visits from 125 countries to
http://opencourselibrary.org
16. Initial Impact
In the first year, students will save
$1.1 million in textbook costs
That’s more than we spent to develop the
courses…
17. Lessons Learned
Phase 1 Faculty Concerns:
Many were unfamiliar with ANGEL LMS
No way to compare work between course teams
Too many websites to keep track of
Phase 2 Adjustments:
Using Google Docs to collaborate & share as we go
All project information in one Google Site
18. Next Steps
Driving Open Course Library Course Adoptions
Regional conferences and workshops
New faculty trainings
Building open sharing into existing teaching workflows
and technologies
Next LMS will have “open sharing” feature
Explore open sharing via Tegrity
Working with system librarians to track and
promote open content
20. Great places to find openly licensed
images, video, clipart, etc:
search.creativecommons.org.
21. Where can I search specifically for
Open Educational Resources (OER)?
• opencourselibrary.org
• oercommons.org/oer
• Connexions (cnx.org)
• saylor.org
• oerglue.com/courses
Through a match from the Gates Foundation and the State Legislature, the Open Course Library initiative was created. The goals of the Open Course Library are to:design and share 81 high enrollment, gatekeeper coursesImprove course completion ratesLower textbook costs for students (<$30)Provide new resources for faculty to use in their coursesFully engage our colleges in the global open educational resources discussion
Through a match from the Gates Foundation and the State Legislature, the Open Course Library initiative was created. The goals of the Open Course Library are to:design and share 81 high enrollment, gatekeeper coursesImprove course completion ratesLower textbook costs for students (<$30)Provide new resources for faculty to use in their coursesFully engage our colleges in the global open educational resources discussion