This document provides an overview of open educational resources (OER) and open education. It discusses current developments in the field and considerations for institutions looking to incorporate OER and open education. Some of the key points covered include: 1) A quick tour of global developments in OER and open education, including the rise of MOOCs and open courseware. 2) Motivations for institutions to engage with OER and open education, such as improving quality, increasing access, and furthering educational innovation. 3) Practical considerations for starting OER initiatives, including developing a vision, selecting content, establishing technical infrastructure and workflows, supporting instructors, and addressing costs. 4) Additional

1. ICZM:
Open Education &
OER; Tour d’horizon
and how to start
• Joost Groot Kormelink

2. Introduction
• This presentation is meant as input for a further debate
around open educational resources (OER) and open
education (OE)
• Please see memorandum for definitions
• In this presentation we will first give a quick tour d’horizon
regarding OER and OE (i.e. MOOC’s): what is happening in
the word?
• Then we will have a closer look at what it means to start with
OER and Open education from an institutional perspective
Open education is a fascinating topic!

3. Content
Part A: Tour d’horizon
1a. What is happening in the world when it comes to open education
and OER?
1b. What are some of the main motives for institutes to start with
OER and open education
Part B: starting with OER and OE
2. Starting with OER: considerations
3. Stating with Open education: considerations
4. The other way round: integrate external OE and OER in your own
courses

4. Tour d’ Horizon1a.

5. Opening up in Education
In education we have seen the rise of parallel open or
‘opening’ movements around:
• Learning and teaching: open educational resources and
open delivery models (from OCW to OER, Open
Textbooks, and lately, MOOCs)
• Research: open access (OA) to research publications
(shaking up traditional publishing models and also
driving emergence of open peer review models)
• Data: open access to government and research data
(OD).

6. Parallel Open Movements
Open!!!
Data
Education
Research

7. What do we mean with open?
Some notions:
• Free
• Shared
• Choices
• Ability to adapt
• Cost effective
• Ability to tailor & build
your own
• Creative Commons
• Freedom of info and use
• Quality assurance
• Varied availability by
disciplines
• Available to anybody
• Digital
• Often multimedia
• Accessibility
CC-BY Brandon Muramatsu:
http://www.slideshare.net/bmuramatsu/oex

8. ‘Opening up
Education’
OER
Open
experiments
Open
Textbooks
MOOCs
OpenCourse
Ware
Open education and OER has many faces:

9. Different ingredients
OER
• Individual assets as web lectures,
presentations, book chapters, etc.
OCW ingredients
• OCW = OER organized as a course
(with learning
objectives, quizzes and almost
all course materials)
MOOC ingredients
• Complete course
• Videos
• Assignments, exams
• Certificates/recognition
• Feedback / Interaction
• Discussion Forum
• Feedback movies
• Community moderatorsMOOCs
OCW
OER

10. Since 2013 MOOC’s have become
a hype
• MOOC stands for Massive Open Online Course
• Over > 100 courses starting now every month
• In the next slide some of the well known platforms
What the press is saying:
New York Times 26/1/2013

11. www.coursera.org/
Examples of MOOC platforms
www.edx.org
https://www.futurelearn.com/
https://www.canvas.net/

12. And many more (often with a
national or regional focus)
For example:
EdRaak: (Arabic world)
Miríada X (Spain/Latin
America)
•see: www.class-
central.com/providers
for overview

13. But also in the field of OER and OCW
a lot of booming developments
INTERACTIVE SIMULATIONS
FOR SCIENCE AND MATH
https://phet.colorado.edu
/
Open textbooks
Educational videos

14. Khan Academy includes video library with over 9,000
videos in various topic areas as well as exercise
software
Khan Academy is very famous
Khan Academy includes a video library with over 9,000
videos in various topic areas as well as exercise software

15. OER and OE More and more mainstream
Over 260 institutions and organizations worldwide support open sharing in
education as member of the Open Education Consortium
http://www.oeconsortium.org/

16. 16
Example of universities in Africa working together to
develop high quality OER in the field of health: The
African Health OER Network:
http://www.oerafrica.org/healthoer

17. Motives1b
.

18. The opposite of
open is “broken”
CC-BY Cable Green: http://www.slideshare.net/cgreen/the-obviousness-of-open-policy-2011

19. We can and have to share and
educate as never before
‘ The value of knowledge increases
when it is shared with others!’

20. Why do universities start with OE
or OER?
Motives can be different
• Reputation & Visibility
• Improved quality: openness leads to higher quality
• Outreach task of an university
• Ambition to be part of a worldwide movement
• Forerunner digital education
• Educational experiments and innovation
• Specific Funding (government, alumni, donors)
• Spin-off research projects (informing the broader public)
• Preparation freshman (study choice)
• Research: and more to more to collect data from participants

21. Government perspective:
Total Number of Students Participating in Higher Education Worldwide:
http://www.oecd.org/edu/Education-at-a-Glance-2014.pdf
‘ We need one new university every day’
• OER and OE are a way to meet increasing demand
for HE (see figures below)
• How can higher education systems be developed to
provide access, affordability, participation, and
quality lifelong learning for all? OE as answer?

22. but there are also quite a few challenges
• Not all education is suited for online offering
• Finding the right materials is not easy as teacher. Also the local relevance is
often far from optimal. Quality of materials is very different
• Certification/grading/exams of open education is still problematic (cheating is
easy)
• Cultural differences/ educational traditions may also reduce the possibilities
for re-use
• Access to computers & Internet is still a big issue in developing countries
• Changing role of teachers requires new skills
• Exams committee are often reluctant to approve courses that are not
developed in-house
• Didactics need rethinking
• Not all courses suited for mobile learning (telephones) which students often
prefer (or as only option)
• Expectations and readiness of our students………………………….

23. Starting with Open
Educational
Resaources
2.

24. If an organisation wants to start
with OER, a number of issues
have to be adressed
A. Vision/ambition: what do we want OER as what is our target group?
Strategic collaboration with other institutes? Political support?
B. Content selection (how to organize the process)?
C. Technical infrastructure (repository/content management system)
and recording facilities
D. Workflow/ Organisation (OER bureau) including Licencing (dealing
with copyrights)
E. Support and recognition teachers
F. Costs
In the next slides this will be elucidated

25. A. Vision/Ambition
Potential reasons for develop OER can be as we have seen
A. Moral /idealistic duty (as public university)
B. Unique knowledge
C. Act as forerunner (in your country)
D. Be part of a worldwide movement
E. Attracting new students
F. Allowing more self study (own students)
G. Visibility and reputation
H. ‘Freemium’ model: offering something for free that attracts
clients for paid services
For example: TU Delft offers MOOCs also to attract students
on-campus for paid online follow-up courses

26. A. Why OER and MOOCs (continued)
I. Efficiency reasons (for example cheap textbooks for students
J. Research (data from participants)
For strategic and efficiency reasons cooperation with strategic partners is
important to take into consideration (not only content but also facilities and
support)

27. b. Selection of content: process
There are many options/criteria for organizing this process
• Bottom-up or top-down process or combination
• Rewards for teachers (including prizes etc.)
• Do the materials have to allow for self –study?
• Only selected fields (relevance, enhancing repuation)
• Potential copyright problems
• Establishment of an Editorial board needed?
• Invidual courses or only set of courses

28. Content: potential criteria
• Leave it to pioneers (high quality)
• Focus on key areas
• External funding available
• Editorial board
• Electives, need for life long learning
• Back-up for alumni (update knowledge)
• Pilots
Key: rewards teachers

29. C. Facilities: a content management
system is required

30. And also recording facilities
• Screen caster
• Professional studio
• Recordings in Classroom

31. d. Issues to be handled (support side)
• Metadata: at which level (course of for each individual resource)?
• Marketing; how can people find us?
• Repository or content management system. Can we use the library for that?
• Templates (do we want a common look and feel?)
• Do we want to be part of a regional or worldwide community (and become
members of such consortia)?
• Recording facilities (see net slides)?
Typically these issues are handled by an OER-bureau (see next slide)

32. c. OER bureau Basic tasks
• Organisation (OER bureau) typically requires expertise form library
(repository, metadata, copyright and marketing
• Responsible for publishing materials (repository), maintaining website
(portal),
• Templates, licenses and copyright issues.
• Addressing questions from teachers
• Accountable to management
• Search strategies for finding OER
• Typically needed: around 0.8 to 1.2 fte (mostly 2 persons)
Content
Lay-out
Cooperate
Identity
Author rights
Upload
content
Metadata
Staff member OER bureau
Peer review Adjustments
Faculty/department

33. A few additional remarks about
licensing for open education
• With licensing we indicate whether it is allowed (or not) to
share re-use and remix the educational resources
• Most used licence world wide is creative commons
• Creative commons (CC) has 6 options, depending on to what
extent you want to allow re-use and re-mix.
• For these licences: see next slide
• TU Delft policy: CC 4.0 unless otherwise stated
• Difficult: you often cannot use/publish all resources because
of copyright.

34. CC-licences

35. Ad E and F: Recognition and
costs for publishing OER
• Recognition of teachers is key (dispensation other tasks,
prizes, best practices, etc.)
• Rough estimate: 40 hrs for a teacher for a complete course
(meaning OpenCourseWare) and 40 hours support staff

36. Starting with Open
Education3.

37. Open education
•As indicated MOOCs are the flavor of
the month
• But what does it take to develop such
courses?
Image CC-BY-NC Gordon Lockhart:
http://gbl55.wordpress.com/2011/03/08/cck11-man-this-mooc-is-something-else/

38. Needed for development of MOOCs
in addition to OER
• Passionate teachers during recordings and webinars camera)
• Reflection on institutional priorities (what does it bring us, selection
process)
• Dedicated support team for teachers (recording, instructional
designers, marketers, beta-testers, technical support
• Didactics: Online/open education is different from on-campus. See
presentation about online education)
• More professional recording facilities for short videos (7-10
minutes)
• Publication platform: for example an existing platform (negotiate
fee) or an open platforms under own umbrella (like, for example
MOOCIT)

39. Costs
• Very rough calculation: For a new MOOC you will
need about 800 hrs. work in total of which 50% by
the teacher

40. Re-use of external
materials in own
courses
4.

41. The other way round: Reuse of
materials from others
Many high quality materials are available but finding
the right materials for the local context can be difficult.
Some kind of search strategy is needed

42. Example: Phyton courses
•Suppose we want to support students in learning
Python. Are these courses then relevant?
• www.edx.org/course/introduc
tion-python-data-science-
microsoft-dat208x-0
• https://www.edx.org/course/l
earn-program-using-python-
utarlingtonx-cse1309x

43. Or this one?
•https://www.edx.org/
course/engineering-
building-nature-delftx-
bwn101x

44. Recommended Key reading
• A Basic Guide to Open Educational Resources (OER)
http://unesdoc.unesco.org/images/0021/002158/215804e.pdf