This document provides a summary of Brandon Muramatsu's presentation on open education resources (OER). The presentation introduces OER and discusses how they can be viewed as part of a broader conversation around teaching, collaborating, and sharing course materials and practices. It defines OER according to the Hewlett Foundation and discusses how the concept has evolved from open content to include full courses and certifications. Examples of interesting developments in open education today are presented, including open course libraries and the Saylor Foundation. The presentation concludes by considering what open education may look like moving forward.
Slides from presentation made at the League for Innovation CIT 2006. Forgive the title-this is the first attempt at presenting this material. Feel free to leave constructive comments and/or suggestions
Slides from presentation made at the League for Innovation CIT 2006. Forgive the title-this is the first attempt at presenting this material. Feel free to leave constructive comments and/or suggestions
Moodle Introduction by eLeDia by Ralf Hilgenstock, German Moodle partner. The presentation gives ou an overview about the concept, structures and tools of Moodle Learning management system.
Maarten C, Tom W. and myself presented a case study of the use of social software in an online teacher training course (www.eliseleren.be) at the EDEN 2007 conference in Naples (Italy).
MCLI Technology Tools in the Classroom - Elie Chmouni v2Mary McGlasson
This is actually not my presentation, but the presentation of a CGCC colleague, Elie Chmouni, for the 2011 Maricopa Teaching and Learning with Technology Conference.
LMS, open-source ou propriétaire? Par Exia.CesiFFFOD
Présentation de Morgan Saveuse, directeur des Etudes d'Exia.Cesi, lors d'un web-conférence du fffod le 10/04/12 : LMS, open-source ou propriétaire ?
Enregistrement de la conférence : http://livesession.adobeconnect.com/p9pjlgrs804/
Moodle Introduction by eLeDia by Ralf Hilgenstock, German Moodle partner. The presentation gives ou an overview about the concept, structures and tools of Moodle Learning management system.
Maarten C, Tom W. and myself presented a case study of the use of social software in an online teacher training course (www.eliseleren.be) at the EDEN 2007 conference in Naples (Italy).
MCLI Technology Tools in the Classroom - Elie Chmouni v2Mary McGlasson
This is actually not my presentation, but the presentation of a CGCC colleague, Elie Chmouni, for the 2011 Maricopa Teaching and Learning with Technology Conference.
LMS, open-source ou propriétaire? Par Exia.CesiFFFOD
Présentation de Morgan Saveuse, directeur des Etudes d'Exia.Cesi, lors d'un web-conférence du fffod le 10/04/12 : LMS, open-source ou propriétaire ?
Enregistrement de la conférence : http://livesession.adobeconnect.com/p9pjlgrs804/
Présentation de la plateforme e-learning d'accompagnement des salariés pour construire un projet professionnel par Jerôme Celle et Emmanuelle Gernet du FONGECIF Bretagne lors des 13es rencontres du FFFOD à Saint-Brieuc le 18/11/2015
«Moodle expliqué en LEGO», une adaptation de l'excellente présentation de Tomaz Lasic (http://www.slideshare.net/moodlefan/what-is-moodle-explained-with-lego-presentation).
Landscape of the Future: Open Content, Open Knowledge, Open SharingBrandon Muramatsu
OERs are educational resources--textbooks, instructional modules, simulations, multimedia applications--that are freely available for use, reuse, adaptation, and sharing. They are usually released under a Creative Commons or similar license that supports open or nearly open use of the content. OERs expand access to high-quality instructional resources in formal and informal learning environments and can drive innovation to support and enhance teaching. Educators can endorse, adopt, and improve OERs, resulting in instructional materials and resources that embody what the educational community deems most valuable. Learners can access OERs to direct their own learning. The presenters will introduce and review the OER movement, and highlight several OER initiatives--such as MIT's OpenCourseWare project, the Open University's Open Learn, and Open Learning: Bridge to Success.
Presented by Brandon Muramatsu and Jean Runyon at eLearning 2012 in Long Beach, CA.
The innovation du jour for teaching and learning, OERs are at their core of some of the largest grant-funding sources for new courses and course materials— including the Department of Labor's TAA grant which provides $2billion for community colleges and workforce development. What are OERs? What makes them unique? A phrase that was coined in 2002 at a UNESCO forum, OERs are defined as “educational resources—lesson plans, quizzes, syllabi, instructional modules, simulations, etc.—that are freely-available for use, reuse, adaptation, and sharing.” Why should faculty and educational technologists care?
This workshop is designed for faculty and educational technologists using existing and developing new OERs, but elements will be useful for administrators who have faculty and staff who are using or developing OERs. Attend this workshop to: understand the OER landscape; learn how to find, critically evaluate and use OERs developed by others; identify and select open educational resources for use in discipline-specific courses; understand Creative Commons licenses; learn what resources exist for developing and/or adopting OERs; and learn about the issues involved in adopting OERs and localizing them.
Presented by Brandon Muramatsu and Jean Runyon, at Elearning 2012 preconference workshop on February 18, 2012
Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
Here are the day 2 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-2
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.
MOOCs and open practices Teaching and Learning 2016 MG abridgedmichaelgloveresearch
Michael Glover presentation at Teaching and Learning Conference, 30 March, University of Cape Town, 2016. Link to research project: http://roer4d.org/sp10-3-impact-of-oer-in-and-as-moocs-in-south-africa
What can Open Access offer me as a teacher?: A guide to Open Access and to ed...Stian Håklev
Presentation given with Clare Brett as part of Master of Teachers Tech Day at OISE, Oct 20 2010.
Abstract: Open Access (OA) and Open Educational Resources (OER's) are terms being increasingly used in educational circles. There are a lot of free, well-designed and interesting curriculum resources out there for the discerning teacher to find and use in their classroom. This workshop will provide a tour of some of the key locations for finding such resources for k-12 teachers, as well as introducing you to the ideas behind Open Access in general, and a discussion of interesting new directions for lifelong professional development, such as the Peer-to-Peer university. The workshop will consist of introducing you to the terms and resources of Open Access as well as small group discussions on strategies and issues about using these resources in your classroom. This will be an interactive session, where your questions are welcome and will guide the kinds of materials we discuss.
QA in e-Learning and Open Educational Resources (OER)Jon Rosewell
Introductory slides for a workshop on updating the e-learning quality assurance benchmarks of the E-xcellence NEXT project http://www.eadtu.nl/e-xcellencelabel
Bridging the Gap: Mixing approaches, content and tools to help college studentsBrandon Muramatsu
The Next Generation Learning Challenge has provided a call to action for those involved in Open Educational Resources to meet the needs of the US education system. One of the challenges is to deploy open core courseware to address the retention and completion issues in community colleges. In the Open Learning: Bridge to Success (B2S) initiative The Open University working in partnership with MIT, Anne Arundel Community College (AACC) and University of Maryland University College (UMUC) will develop open bridging modules to help learners having problems in coping with credit bearing courses. Modules focussed on learning to learn and understanding mathematics will be released as complete open educational resource packages from The Open University's existing successful programme of entry-level (pre-degree) "Openings" modules. The Open University has an established open presence through its OpenLearn open content site which offers a wide range of units, and the courses will be developed in the open to benefit not only students in the partner institutions but any learners who wish to use them.
The project will run its first pilots with Community College students from September and this presentation focuses on the early phase of the project including: release of the initial materials, augmentation with other OER, design of the research methodology and early lessons from working together as partners. Already working in the open is changing how we think about the provision of content and the instruction of practical experiences alongside meeting curriculum needs. We anticipate presenting the design requirements and how they have been met through open provision, reflections from those involved in the projects, the first feedback from students at the pilot colleges, and the indications from the additional users in the open.
Presented by Dale Allen, Jeff Merriman, Brandon Muramatsu, Domy Raymond, and Mike Reilly, Grantmakers for Education, San Francisco, CA, October 22-23, 2015
We share a potential model for online recitation sessions for MIT residential courses based on our experiences running similar sessions for courses in the MITx MicroMasters Program in Statistics and Data Science.
The Best of Both Worlds: Transforming OpenCourseWare in an age of InteractivityBrandon Muramatsu
The Best of Both Worlds: Transforming OpenCourseWare in an age of Interactivity presented by Peter Pinch and Brandon Muramatsu in Arlington, VA on November 20, 2014.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter 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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Digital Artefact 1 - Tiny Home Environmental Design
OEx: OpenEducation-x
1. 1
I’m told everything has t
OEX end in “x”, to be cool!
OPENEDUCATION-X
Brandon Muramatsu
Citation: Muramatsu, B. (2012, April). OEx. Invited Presentation at Tacoma Community College, April 27, 2012.
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3. Outline
3
Introductions
Things that interest me…
What is this “Open” thing I keep hearing
about?
Let’s think about Open differently!
What’s interesting in “Open” today?
What does this all mean for you?
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4. Outcomes
4
A healthy discussion!
Understand the scope of the Open landscape
Understand current trends and implications of
Open
Identify something to take with you…
(hopefully)
How will you adopt, produce, or encourage the
use of Open?
What does Open mean for Tacoma Community
College?
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5. 5 Introductions
Please introduce yourselves
• Name, department, role
And describe your expectations.
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6. Expectations
6
All the newness, the Use library resources in
change, would like faculty courses, learn from
to be deeply involved courses to work with
Understand how to support students and faculty
for the long term How can we do more with
Find the wealth of open OER
resources Understand OER better, to
Help to create their own help faculty and integrate
into their courses
Listen to perceptions about
OER, engaging in using Exploit everything we know
and creating open about OER, how does
resources OER improve the lives of
the students
Institutional barriers—for
example CTC not serving How to help make project
all the students they more successful
could, how can Open
enable that
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7. My bonafides…
7
B.S. & M.S. in Mechanical Engineering
Taught multimedia design and open education
~10 years developing educational digital libraries
NEEDS/SMETE.ORG/MERLOT/NSDL
~8 years in Open education
Worked at UC Berkeley, Cal State University
Office of the Chancellor, COSL, MIT
Work with lots of really smart people all over the
world
Four Letter Words…Been There, Done That
Learning Objects, Metadata, Digital Libraries
MIT (oh wait)
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8. 8 Things that interest me…
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9. Things that interest me
9
1. Certification and micro-certifications
Forcourses, and for learning concepts
P2PU challenges, badges, and so on
2. Modularity and disaggregation of content
3. Content from non-traditional academic sources
TED-Ed, MIT+K-12 (Khan Academy
collaboration), etc.
Collectively…
If publishers are being disrupted Open Textbooks
If faculty and non-faculty are producing OER
Unless Might traditional certification / accreditation be
otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United
10. Things that interest me (cont.)
10
4. Moving from passive content to active
experiences
5. Formative assessment embedded in content
Inline,not a separate system / experience
Automatically scored (adaptive and customized)
Not just for high-stakes testing (e.g., SAT, GRE)
What intrigues me…
Giving control to students and faculty, moving to
individual formative feedback
Building an assessment player / embedded
assessment engine.
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11. Things that interest me (cont.)
11
6. Streamlined content creation enabling content
management on top of simple authoring
Workflow, and systems to produce and use
materials
(I really wish Tom would figure this out for me! :P )
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12. What is this “Open” thing I keep hearing
12
about?
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13. What have you heard about
13
“Open”?
Free Quality assurance
Shared Varied availability by
Choices disciplines
Ability to adapt Available to anybody
Cost effective Digital
Ability to tailor & build Often multimedia
your own Accessibilty—more
Creative Commons accessible to some
and less to others
Freedom of info and
use
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14. Open… Education
14
Source
Content / Educational Resources
CourseWare / Courseware We’re going to
Textbooks focus on these
items
Courses
Educational Practice
Access / Journals
Knowledge
Policy
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15. What are some benefits and
challenges of Open?
15
Benefits Challenges
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16. 16 Let’s think about Open differently!
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17. How do you define
17
“Open Educational Resources”?
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18. OER: l’innovation du jour?
18
We’re going to talk about OER writ large.
We’re not going to bore you with definitions!
(Well, we’ll try!)
We’re not going to get all religious about
OERs!
Photo: Flickr @_boris cc-by-nc-sa
Photo: Flickr @dullhunk, cc-by
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19. OER: l’innovation du jour?
19
I’d like you to think about OER as an entry
to a conversation
A conversation about teaching, crafting courses,
& more importantly sharing courses and course
materials
A conversation about collaborating with
peers, and even students
This doesn’t sound like it’s specific to OERs
does it?
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20. Poll: Do you…
20
Talk about courses with peers?
Borrow course materials, teaching
techniques, sources?
Share materials back with your peers?
Provide attribution for what you’ve
borrowed?
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21. OER is all of these things!
21
At it’s heart, OER is about doing these
sorts of things!
And, it’s about encouraging sharing of
materials and practices…
And, it’s clearly communicating what
others are allowed to do with the
materials…
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22. Ok, let’s get a bit more formal
22
Photo: Flickr @mringlein, cc-by-nc-nd
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23. OER: A Definition
23
OER are teaching, learning, and research
resources that reside in the public domain or
have been released under an intellectual
property license that permits their free use or
re-purposing by others. Open educational
resources include full courses, course materials,
modules, textbooks, streaming videos, tests,
software, and any other tools, materials, or
techniques used to support access to
knowledge.
Atkins, Daniel E., John Seely Brown, Allen L. Hammond. (2007-02). “A Review of Open Educational Resources
(OER) Movement: Achievements, Challenges, and New Opportunities.” Menlo Park, CA: The William and Flora
Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United Foundation. p. 4.
Hewlett
24. Going beyond “Traditional”
24
OE“R”
OERs are a part of Open Education
OERs focus on resources
They have been getting a lot of attention at the
federal and state levels
They are primarily course materials and open
textbooks
Many have been developed by academics,
colleges and universities
But, Open Education is the bigger concept
Sharing, availability and access
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25. Open Education in the Modern
25
Era
“Open Educational Udacity
“Open Content” Resources” OpenLearn OpenCourseWare Open Course Coursea
David Wiley Coined By UNESCO (Open University) Consortium Library TED-Ed
1998 2002 2006 2008 2010 2012
2001 2000s 2007 2009 2011
Wikipedia William and Flora Hewlett Cape Town Open High School of Utah MITx
Creative Commons Foundation DeclarationAmerican Graduation Initiative
MIT OpenCourseWare Support & $2B in funding
University of the People
Based upon: WikiEducator. (2012). OER Timeline. http://wikieducator.org/OER_timeline
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26. Importance of Open Education
26
Open is a means to an
Potential for… end:
Changing the nature of the educational
Improved learning
experience
Smaller
chunks, focused objectives
MOOCs, alternate credentialing
Reigning in costs without sacrificing quality or
access
Student and institutional
Reclaiming control
From publishers, from static content
Unless Enabling flexibility undermix and match 3.0 United
otherwise specified, this work is licensed to a Creative Commons Attribution
27. 27 Set them freeee…
Creating an OER
Demonstration
Photo: Patrick McAndrew, CC-by
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28. Let’s make an OER
28
Apply
Decide to
Share
✓ License, Citati
on, Metadata
Share
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29. Apply a license, citation and
29
metadata
Select and add a License
Selecta Creative Commons license
Add Creative Commons logo and/or license
statement to the slides
Add a citation
Add to the title slide and final slide
Add metadata
Add metadata to Presentation properties
Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United
30. Creative Commons: Pick a
30
License
Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United
31. Creative Commons: Attribution
31
Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United
33. Apply a license, citation and
33
metadata
Select and add a License
Selecta Creative Commons license
Add Creative Commons logo and/or license
statement to the slides
Add a citation
Add to the title slide and final slide
Add metadata
Add metadata to Presentation properties
Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United
34. Let’s make an OER
34
Decide to Share
✓ Apply License,
Citation, Metadata
✓ Share
Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United
35. Slideshare.net
35
Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United
36. “That was easy!
Let’s make an OER
36
✓ ✓ ✓
Apply
Decide to Share License, Citation, M Share
etadata
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37. 37
What’s interesting in “Open”
today?
Disrupting the status quo
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38. OER Smörgåsbord
Open as a conversation:
Sharing, access, materials, practice
Open as a continuum
Individual Standalone Course Materials “Courses” Courses +
Images Modules Open Textbooks Certification
Flickr MIT OCW Open Course Library MITx
OpenLearn Saylor.org Udacity / Coursera
TED-Ed
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39. Open Moving Forward
39
OCL Logo Credits: Timothy Valentine & Leo Reynolds CC-BY-NC-SA
Content Snippets Courses
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40. Comparing Open Content to Open
Courses
40
Snippets &
Content (Materials)
Courses+
Syllabi, lecture Complete learning
notes & videos experience
Sample homework Scored homework
and exams and exams
Textbooks Community /
discussion
No grade /
certificate Grade / certificate
Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United
41. Washington’s Open Course
Library
A collection of openly licensed (CC-BY)
educational materials for 81 high-enrollment
college courses
Project Goals:
Lower textbook costs for students
Improve course completion rates
Provide new resources for faculty
Credit: Tom Caswell, CC BY
Please visit: http://opencourselibrary.org
Credit: Timothy Valentine & Leo Reynolds CC-BY-NC-SA
Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United
42. Extending Open Content
42
Open (Creative Commons License) enables
others to build upon the content
Content: A portion of a course, the materials in
a course
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43. 43
Saylor.org
www.saylor.org
Credit: Saylor Foundation, CC BY
44. www.saylor.org
Saylor.org Precalculus II
44
Course Homepage
Credit: Saylor Foundation, CC BY
45. www.saylor.org
Saylor.org Precalculus II
45
Course Overview
Credit: Saylor Foundation, CC BY
46. www.saylor.org
Saylor.org Precalculus II
46
Course Assessments
Credit: Saylor Foundation, CC BY
48. Non-traditional producers of
48
OER
Have you heard of TED?
Have you seed TED-Ed?
http://education.ted.com
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49. education.ted.com
TED-Ed
49
TED-Ed Homepage
Credits: TED Conferences, LLC, Used under
50. education.ted.com
TED-Ed
50
“Peter Donnelly shows how stats fool juries”
Credits: TED Conferences, LLC, Used under
51. education.ted.com
TED-Ed
51
Quiz for “Peter Donnelly shows how stats fool
juries”
Credits: TED Conferences, LLC, Used under
52. education.ted.com
TED-Ed
52
Dig Deeper for “Peter Donnelly shows how
stats fool juries”
Credits: TED Conferences, LLC, Used under
53. TED-Ed
53
Flip (create your own lesson) for “Peter
Donnelly shows how stats fool juries”
Credits: TED Conferences, LLC, Used under
54. Comparing Open Content to Open
Courses
54
Content (Materials) Courses+
Syllabi, lecture Complete learning
notes & videos experience
Sample homework Scored homework
and exams and exams
Textbooks Community/discuss
ion
No grade /
certificate Grade / certificate
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59. Is it innovative? Or is it the right
59
time?
Is it a typical online course?
Video + transcript (not caption)
Online, self-scored…
Homework, customized questions
Online labs, customized
Open to the world
Class size 150,000 students (20,000 persisting)
Two faculty & 4 TAs
Certificate upon successful completion
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60. 60
What does this all mean for
you?
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61. What does this all mean for you?
61
What are your unique contributions?
What does a move from content -> courses
mean?
What could you do to build upon / take
advantage of the open courses that are being
developed?
What does a modular curriculum look like for
you? What does it mean to produce small
chunks of material and weave them together?
Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United
62. 62 Contact Me
Brandon Muramatsu
mura@mit.edu
@bmuramatsu (Twitter, Slideshare)
www.mura.org
Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United
Editor's Notes
Citation: Muramatsu, B. (2012, April). OEx. Invited Presentation at Tacoma Community College, April 27, 2012.Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License.This work builds upon these two presentations, both licensed under a Creative Commons Attribution 3.0 United States License.Muramatsu, B., & Runyon, J. (2012, February). Demystifying open educational resources. Preconference workshop at eLearning 2012, Long Beach, CA.Muramatsu, B., & Runyon, J. (2012, February). Open content, open knowledge, open educational resources: The landscape of the future. Presentation at eLearning 2012, Long Beach, CA.
The Open Course Library is a collection of expertly developed educational materials – including textbooks, syllabi, course activities, readings, and assessments – for 81 high-enrollment college courses. 42 courses have been completed so far, providing faculty with a high-quality option that will cost students no more than $30 per course.
Course tracks the materials I’ve seen.Course materials structured/arranged by week, by small chunks. Lets me pick up where I left off.Video “lecture”, speed up/slow down, transcript.
Week 1 LabAdd resistors apply current and evaluate the circuit.
Week 1 LabAdd resistors apply current and evaluate the circuit.
Citation: Muramatsu, B. (2012, April). OEx. Invited Presentation at Tacoma Community College, April 27, 2012.Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License.This work builds upon these two presentations, both licensed under a Creative Commons Attribution 3.0 United States License.Muramatsu, B., & Runyon, J. (2012, February). Demystifying open educational resources. Preconference workshop at eLearning 2012, Long Beach, CA.Muramatsu, B., & Runyon, J. (2012, February). Open content, open knowledge, open educational resources: The landscape of the future. Presentation at eLearning 2012, Long Beach, CA.