The document discusses open educational resources (OER) and massive open online courses (MOOC). It defines OER as teaching, learning and research materials that can be freely used and modified. Benefits of OER include free access to high-quality resources, cost savings for students, and opportunities for faculty collaboration. The document also outlines strategies for finding, evaluating, customizing and creating OER. MOOCs are then introduced as online courses designed for unlimited participation that are open, online and use course structures. The main differences between OER and MOOCs are variability, coverage, author participation and availability.

1. Ms.Tamilchudar.R
Asso Professor
SAHS,VMRF-DU

2. • OER- An Introduction
• 5R’s of OER
• Advantages of OER
• Identifying, Finding, and Adopting OER
• Evaluating the Quality of OER
• Customizing and Integrating OER
• OER Licensing
• Creating, Licensing and Publishing OER
• MOOC – An Introduction
• Types of MOOC
• Advantages of MOOC
• Differences between OER and MOOC

3. OER are
• teaching, learning, and research resources
• reside in the public domain
• have been released under an intellectual
property license that
• permits their free use and
• re-purposing by others

6. • Free access to high-quality
educational resources
• Developed collaboratively,
reviewed, revised, and
shared across institutions.
• Adapted to fit within the
context of specific courses
• To meet the needs of
specific students
• Cost effective compared to
textbooks and other
classroom resources.

7. Faculty
• Save time and energy
• Tailor resources to fit specific context
• Expand interdisciplinary teaching
• Network and Collaborate with Peers
Students
• learning materials as soon as the course starts
• Cost effective
• Easy access

8. Recent results of Florida Virtual Campus’ 2018 Student
Textbook and Course Materials Survey show:
• 64.2% of surveyed students did not purchase a required
textbook because of the cost, which these students felt
resulted in them earning a poor grade (35.6%) or failing a
course (17.2%)
• 42.8% of students surveyed also indicated that they have
taken fewer courses occasionally or frequently
Because of the cost of required textbooks,
• 40.5% did not register for a course
• 22.9% dropped a course
• and 18.1% withdrew from a course.

10. Using Google Advanced Search
• http://www.google.com/advanced_search
Using OER Repositories
• Community College Consortium for Open
Educational Resources site
Other OER Search Resources
• Openly Available Sources Integrated Search
(OASIS)
• Open Educational Resources (OER): Find OER
• https://openstax.org/subjects
• NDLI

12. • Rubrics to guide your evaluation of OER:
OER Assessment Rubric
https://www.achieve.org/resources
BC Open Textbooks Review Criteria
Find OER
Concepts and Characteristics of OER
A Basic Guide to Open Educational Resources
OER Evaluation Criteria

14. • Keep these things in mind when you are
customizing an OER, and creating a derivative
work:
• Check the license on the OER you want to use to
be sure that it allows for derivative works.
• Consider your options for applying a Creative
Commons license to your OER so that others
can access, use, and modify it.
• Keep accessibility in mind. Make your
customized, derivative work accessible to all
learners.

15. • Most commonly used
intellectual property
license
• Permits free use and re-
purposing
• Works with legal
definitions of copyright to
automatically
provide usage rights
https://guides.library.queen

16. Icon Right Description
Attribution (
BY)
Licensees may copy, distribute, display and perform the
work and make derivative works and remixes based on it
only if they give the author or licensor the credits
(attribution) in the manner specified by these. Since
version 2.0, all Creative Commons licenses require
attribution to the creator and include the BY element.
Share-
alike(SA)
Licensees may distribute derivative works only under a
license identical ("not more restrictive") to the license that
governs the original work. Without share-alike, derivative
works might be sublicensed with compatible but more
restrictive license clauses, e.g. CC BY to CC BY-NC.)
Non-
commercial
(NC)
Licensees may copy, distribute, display, and perform the
work and make derivative works and remixes based on it
only for non-commercial purposes.
No
Derivative
Works (ND)
Licensees may copy, distribute, display and perform only
verbatim copies of the work, not derivative works
and remixes based on it. Since version 4.0, derivative
works are allowed but must not be shared.

18. Keep these practices in mind when creating a new OER:
• Work with stakeholders for help with creating new OER, and
to explore options for publishing and sharing your work
• Consider asking faculty or students at your institution or other
institutions to review your OER and provide feedback.
• Follow accessibility guidelines to ensure that everyone can
access and use your OER.
• Select a Creative Commons license that you feel
comfortable with that supports open pedagogy.
• Publish your work in an editable format – especially if you
want others to reuse and remix your work.
• Determine the best place to share your work. Consider options
inside (LMS) and outside (open Web) your campus online
learning spaces.

20. • MASSIVE It should allow access to a very large number
of students, much larger than a face-to-face class, or a
traditional online course.
• OPEN Open has several meanings in MOOCs. On one
hand, the course should be open to everyone and should
not require some prerequisites such as possession of a
qualification or a level of performance in earlier studies.
• ONLINE The course is done remotely via the Internet
and does not require physical attendance at a classroom.
This feature is essential for anyone from anywhere in the
world with an Internet connection can participate in these
courses.
• COURSE It should have some learning objectives to be
achieved by students after certain activities within in a
given period of time.

21. • Series of 10-20 minute lectures with
• Built-in quizzes,
• Weekly auto-graded assignments,
• Teacher moderated discussion forums
• Notable companies include Coursera,
edX, and Udacity

22. xMOOC
• Based on traditional
course structure
characterized by a
specified aim of
completing the course
• Instructor is the expert
provider of knowledge,
and student interactions
are usually limited
• Obtaining certain
knowledge certification of
the subject matter
cMOOC
• Based on connectivist
pedagogy-
aggregated, remixable, re-
purposable, and feeding
forward
• Attempt to connect
learners to each other to
answer questions or
collaborate on joint
projects
• The learners are not
assessed or tested

23. Here are some main platforms offering great
MOOCs:
• Coursera
• edX
• Udacity
• Udemy
• SWAYAM NPTEL

24. • Open access, exposing top level professors at schools
that would otherwise be unavailable to much of the
World's population
• Open courses for all interested, regardless of location,
resulting in a more diverse student base
• Collecting data via computer programs helps closely
monitor the success and failure of each student.
Traditional classroom participation cannot offer this type
of precise information.
• Some enthusiastic professors have found global sharing
of knowledge more appealing.
• Many acknowledge that MOOCs help them reevaluate
their pedagogical methods, while improving knowledge
sharing.
• No tuition fees

25. COMPONENT OER MOOC
Variability Can be changed and
combined independently of
their authors
Not changed, except
possibly periodically, by
their original authors
Coverage Offers individual teaching
materials, and less often
curriculum units and
courses
Complete courses with
supporting materials
Authors’ participation Does not provide for active
participation of their authors
in their use
Includes active participation
of the institution that
published them and
interaction with MOOC
users
Availability Available at any time Has a start and end date,
with a schedule to be
followed
Evaluation Nil Tests/Quizzes/Assignments