Mary Lou Forward, Executive Director of the OpenCourseWare Consortium gives an update on the state of the Consortium on May 5 at the OCWC Global Meeting 2011
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
Mary Lou Forward, Executive Director of the OpenCourseWare Consortium gives an update on the state of the Consortium on May 5 at the OCWC Global Meeting 2011
There are two very powerful trends in higher education that are converging—the commercialization of OpenCourseWare (OCW) and the strong national and international interest in lowering the cost of degree attainment. This presentation will trace the history and then detail the current events leading up to the converging of these two trends as symbolized by several recent announcements about the granting of credit for learning achieved primarily through OCW.
Internationalizing Learning Concepts through OCW. AIEA 2011Gary Matkin
This presentation addresses the following 2011 Association of International Education Administrators (AIEA) Annual Conference themes, 1) information technology and international collaboration, 2) strategies of international partnerships and exchange, and 3) joint degrees and off-shore operations. It is based on growing efforts of the University of California, Irvine (UCI) to expand its OpenCourseWare (OCW) Web site to include material relevant to international students and teachers. It includes a description of the partnership between UCI and the Fundacão Getulio Vargas, Brazil (FGV) for the development of an international MBA program and the exchange and innovative use of open educational resources (OER) primarily in the form of OCW.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This presentation is intended to put the recent U.S. movement toward Massive Open Online Courses (MOOCs) into perspective, assessing its effects on higher education in the U.S. and around the world. This presentation is informed in part by the University of California, Irvine’s (UCI) long-term involvement in the OpenCourseWare (OCW) and Open Educational Resources (OER) movements and its more recent experience in producing and offering seven MOOC courses through Coursera. This presentation goes beyond asking questions to making predictions that can guide institutional responses.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
Overview of open educational resources for university libraries, relating the vision and mission of OER to the Open Access movement in libraries worldwide. Presentation to the International Association of Scientific and Technological University Libraries by the OpenCourseWare Consortium.
Presentation by the OCW Consortium to the International Association of Scientific and Technological University Libraries. Describes the OER and OCW movements and their relation to the values and work of university libraries.
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
School of Education - Seminarie Online BegeleidenSteven Verjans
Dutch presentation given through videoconferencing during the Seminar on Online Tutoring of the School of Education of the Association KULeuven on May 10th 2012.
Vertrekkend vanuit een aantal concrete voorbeelden beschrijf ik een aantal kenmerken van leersituaties die een rol spelen bij het 'kiezen' van een passende online begeleiding. Ik besluit met een vooruitblik naar de rol van sociale media voor online begeleiden.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
Overview of open educational resources for university libraries, relating the vision and mission of OER to the Open Access movement in libraries worldwide. Presentation to the International Association of Scientific and Technological University Libraries by the OpenCourseWare Consortium.
Presentation by the OCW Consortium to the International Association of Scientific and Technological University Libraries. Describes the OER and OCW movements and their relation to the values and work of university libraries.
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
School of Education - Seminarie Online BegeleidenSteven Verjans
Dutch presentation given through videoconferencing during the Seminar on Online Tutoring of the School of Education of the Association KULeuven on May 10th 2012.
Vertrekkend vanuit een aantal concrete voorbeelden beschrijf ik een aantal kenmerken van leersituaties die een rol spelen bij het 'kiezen' van een passende online begeleiding. Ik besluit met een vooruitblik naar de rol van sociale media voor online begeleiden.
Teacher design teams als strategie voor ICT-integratie in de lerarenopleiding Vrije Universiteit Brussel
Deze bijdrage past naadloos in het algemene thema van de studiedag: de lerarenopleiding in de 21e eeuw en de toekomstige rol van de leraar. Een aantal studies wijzen immers op de cruciale rol van deze instituten om toekomstige leraren voor te bereiden om digitale middelen te integreren in onderwijsleerprocessen (bv. Drent & Meelissen, 2007). De vraag stelt zich welke strategieën kunnen ingezet worden om leraren af te leveren die digitale middelen op een adequate manier kunnen inschakelen in hun onderwijspraktijk. Met deze presentatie werpen we eerst ons licht op de strategieën die vanuit de literatuur effectief blijken (zie Tondeur et al., In Press). Vervolgens koppelen we de resultaten van deze reviewstudie aan de resultaten van een case studie over de ervaringen van studentleraren en beginnende leraren over de strategieën die zij cruciaal vonden in hun opleiding. Een van de strategieën die telkens terugkeert is het belang van het aanbieden van goede praktijkvoorbeelden. Probleem is volgens de respondenten dat zij onvoldoende voorbeelden over geïntegreerd ICT-gebruik ervaren gedurende hun opleiding. De inzet van teacher design teams (TDT) kan hiervoor een geschikte oplossing bieden. TDT kan worden omschreven als een groep van twee of meer leraren(opleiders) die samen curriculummaterialen (her)ontwerpen (Handelzalts, 2009). Onderzoek wijst uit dat ontwerpen in team een belangrijke bijdrage kan betekenen tot de professionalisering van leraren(opleiders) omdat ze op die manier over hun eigen onderwijspraktijk reflecteren (zie bv. Withcomb, Borko & Liston, 2009). Bovendien tonen recente studies aan dat de betrokkkenheid van leraren(opleiders) in TDT een effectieve strategie kan zijn om de competenties te ontwikkelen die nodig zijn om digitale middelen te integreren in onderwijs (bv. Alayyar, 2011; Koehler & Mishra, 2005). De interventie in Groep T zal gekaderd worden vanuit de beschrijving van de voornaamste kenmerken van TDT en de gerelateerde condities om dergelijke TDT te ondersteunen. Groep T is van start gegaan met TDT voor verschillende innovatiedomeinen van hun lerarenopleiding waaronder digitale aspecten van leren. Gedurende de presentatie schetsen we vanuit de praktijk de opzet en proces van deze manier van professionalisering.
Referenties
Alayyar, G. (2011). Developing pre-service teacher competences for ICT integration through design teams. The Netherlands: University of Twente.
Drent, M. & Meelissen, M. (2007). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51 (1). pp. 187-199.
Koehler, M. & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-52.
Handelzalts, A. (2009). Collaborative curriculum design in teacher design teams. The Netherlands: University of Twente.
Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ott
Prof Andy Lane, Open University, OpenLearn Director and Senior Fellow on SCORE project presents an overview of international OER work, with a focus on the OCWC,
The Chinese National Top Level Courses Project - using Open Educational Resou...Stian Håklev
Presentation as part of the CIDE seminar series, OISE, University of Toronto, 23/3//2010. Audio available here: http://www.archive.org/details/TheChineseNationalTopLevelCoursesProject-UsingOpenEducational
Presentation on: The Use & Creation of Open Educational Resources & OpenCourseWare in Teaching in South African Higher Education Institutions - HELTASA Conference (November 2012)
Open Education Revolution: From Open Access to Open CredentialingUna Daly
Online Teaching Conference Presentation on how Open Education has changed from Open Access to Open Credentialing. Presentation by Una Daly, Community College Outreach Manager at OCW.
The production of open courses as a transformative practice: A case study of ...Stian Håklev
Invited presentation given at OpenCourseWare Consortium Global Meeting 2011 in Cambridge, MA, in May. The whole thesis and more information can be accessed here: http://reganmian.net/top-level-courses
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth (OE Global 2015)
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
OCW Consortium update may 2011
1. advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. Open Sharing, Global Benefits The OpenCourseWareConsortium www.ocwconsortium.org
2. advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. Thank you to our conference planners: MIT: Judith Leonard and Yvonne Ng OCW Consortium: Meena Hwang Tufts University: Mark Bailey, Caroline Campbell McCormick, Mary Lee, Robyn Schwab and Robbin Smith Umass Boston: Eileen McMahon Co-Chairs: Steve Carson and Brandon Muramatsu Platinum Sponsor
3. advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. a snapshot of the Consortium
5. 1 1 1 9 11 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1 1 43 new members since May 2010
6. advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. Activities of the OpenCourseWare Consortium are generously supported by: The William and Flora Hewlett Foundation Sustaining Members of the OCW Consortium: The African Virtual University China Open Resources for Education Delft University of Technology FundaçãoGetulio Vargas Japan OpenCourseWare Consortium Johns Hopkins Bloomburg School of Public Health Korea OpenCourseWare Consortium Massachusetts Institute of Technology Netease Information Technology Co. Open Universiteit Tecnológico de Monterrey Tufts University Universia Universidad Politécnica de Madrid University of California, Irvine University of Michigan University of the Western Cape And contributions of member organizations
10. advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. Board members 2011-2012 Steve Carson Larry Cooperman *Yoshimi Fukuhara *Yougsup Kim Ignasi Labastida i Juan *Murilo Matos Mendonca AnkaMulder Philipp Schmidt *Joel Thierstein *Edmundo Tovar *elected in May 2011
12. advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. highlights of Consortium work this year
13. advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses.
14. advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. Bylaws changes approved by the membership: Affiliate members => Organizational members Membership requirements will be based on showing significant support for OpenCourseWare, not production of a minimum number of courses Voters may vote for candidates for all open seats in Board of Directors election
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17. advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. Impact & Visibility Project Showcase Case Studies
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21. advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. A snapshot of our users
26. advancing formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses. In what ways can OCW be improved? A meta directory of available courses I want to see a listing of courses by subject, suggestions about which courses to take in which order, etc. Only the searching could be improved. A nice page of all courses by subject. The way in which the courses are indexed could be improved. List the courses The problem is browsing becomes a chore and turns me away
33. 16-18 April 2012 Cambridge, UK Mathematical Bridge by Christopher Chan CC-BY-NC-SA www.flickr.com/photos/chanc/1016886822/ Global Conference 2012
Editor's Notes
Open and inclusive – to more of the OER movement, Spearheaded by board, approved by members
Project showcase is about keeping the community updated on what members are doing;
Case studies being developed around uses and impact of OCW
Who are we impacting? Conduct a short survey on our site
We were surprised to learn that the majority of our users have never used or never heard of OCW. We realized that before we make OCW resources accessible on our site, we need to educate our readers as to what OCW is and how they can use it. To that end, we are publishing informational articles about OCW on our blog (wanted to make “blog” a hyperlink to our blog post but apparently hyperlinks aren’t available in the notes section of PPT.)