1) The document discusses open education at the University of Cape Town (UCT), including UCT's adoption of open educational resources (OER) and open licensing.
2) UCT established the Centre for Innovation in Learning and Teaching (CILT) to promote open education through workshops, grants for OER development, and participation in the global Open Education Consortium.
3) UCT's open access repository, OpenUCT, was launched in 2014 and contains over 15,000 open educational resources, publications, theses, and other materials. OpenUCT has risen in the global Webometrics university rankings.
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.
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.
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.
OER - Open Educational Resources: finding, reusing, sharingLangOER
Slides of the webinar organised within the I-LINC project learning event 'First Steps for use of technology in the classroom – Towards Digital Citizenship and Inclusion'
Open Technology - The 3rd Pillar of Open EducationClint Lalonde
Presentation to KPU March 30, 2017 for Open Education Week.
The Open Education movement has gained a great deal of traction in the 10 years since the groundbreaking 2007 Capetown Declaration on Open Education, due largely in part to the increasing acceptance and use of Open Educational Resources (OER), like open textbooks. Recently, a second wave of open educators have begun to emphasize the importance of a new emerging pedagogical model enabled by open education, referred to as open pedagogy.
In addition to OER and open pedagogy, a third pillar of the open education movement revolves around the importance of open technologies. The 2007 Capetown Declaration sates that, "open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues."
In British Columbia, a small ad hoc group of educators known as the BC Open EdTech Collaborative has been quietly experimenting with different open technologies that have the potential to support open education practices, and with different models to be able to support users of open education technologies.
In this session, Clint Lalonde will talk about the connection between open education and open source software, the importance of open technologies to the open education movement, and will demonstrate some of the open education technologies that the BC Open EdTech Collaborative have been exploring.
What educational policy needs OER for, and what policy support does OER need?Dominic Orr
Presentation at: OER15 - 6th International Conference on Open Education – “'Mainstreaming Open Education”
Cardiff, 15 April 2015
Although Open Educational Resources (OER) have been one of the mainstays of discussion on open education over the past decade, we are now noticing a renewed attention of policy makers in the topic. Whilst many really cool initiatives are to be found around the world (for instance in Germany http://ow.ly/EdLOX ), OER can really only realize its potential in the mainstream, if it tackles mainstream problems. That means that it is important to re-start the discussion on OER so that there is a focus on OER as a means to an end, i.e. OER contributing to improving various aspects of education (see blog from TJ Bliss from the Hewlett Foundation: http://tjbliss.org/musings-on-oer-policy/ ). The Open University’s OER Research Hub, for instance, poses hypotheses about the benefits of OER (http://oerresearchhub.org/collaborative-research/hypotheses/). The most recent CERI/OECD report on OER (http://www.oecd.org/edu/ceri/open-educational-resources-oer.htm ), looks instead for typical problems in education systems first and searches for solutions which involve OER production and use. In a second step it looks to see whether the expected potential of OER is being realised. In this way, it can also formulate an assessment of the status quo and encourage a discussion on what policy interventions can do to help OER realise this potential. The report, which will be published late spring 2015, identifies six typical problems in education, which can benefit from OER production and use.
Keynote on conference "Changing Landscapes. The Exchange of Experiences in the Changing Distance Learning Landscape" from European Association of Distance Learning (EADL). 26 May 2016, Nicosia, Cyprus
ICDE Report: UNESCO Chairs in OER, International Meeting Krakow, Poland April...icdeslides
The UNESCO Open Educational Resources (OER) Chairs Meeting is being held within the framework of the Open Education Global Conference 2016 in Poland.
Participants in this global conference were able to hear from thought leaders in open education and had the opportunity to share ideas, practices and discuss issues important to the future of education worldwide. Sessions cover new developments in open education, research results, innovative technology, policy development and implementation, and practical solutions to challenges facing education around the world.
Getting started with Open Education: Open & Online Education for Capacity Bui...Gijs Houwen
Presentation about the opportunities for the use Open & Online Education for Capacity Building, and the need for a new (Open) model to do so.
Presented at the NUFFIC/PIE seminar on november 25th, 2014.
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
Cheryl Hodgkinson-Williams, (the Principal Investigator of the Research on Open Educational Resources for Development (ROER4D) project) and Andrew Deacon, from the Centre for Innovation for Learning and Teaching (CILT), presented a short seminar for the Chemical Engineering Department at the University of Cape Town on OER and MOOCs.
Introduction to MOOCs and internationalisation (MID2017)EADTU
Internationalisation of Higher Education: Impact of online, open education and MOOCs by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
OER - Open Educational Resources: finding, reusing, sharingLangOER
Slides of the webinar organised within the I-LINC project learning event 'First Steps for use of technology in the classroom – Towards Digital Citizenship and Inclusion'
Open Technology - The 3rd Pillar of Open EducationClint Lalonde
Presentation to KPU March 30, 2017 for Open Education Week.
The Open Education movement has gained a great deal of traction in the 10 years since the groundbreaking 2007 Capetown Declaration on Open Education, due largely in part to the increasing acceptance and use of Open Educational Resources (OER), like open textbooks. Recently, a second wave of open educators have begun to emphasize the importance of a new emerging pedagogical model enabled by open education, referred to as open pedagogy.
In addition to OER and open pedagogy, a third pillar of the open education movement revolves around the importance of open technologies. The 2007 Capetown Declaration sates that, "open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues."
In British Columbia, a small ad hoc group of educators known as the BC Open EdTech Collaborative has been quietly experimenting with different open technologies that have the potential to support open education practices, and with different models to be able to support users of open education technologies.
In this session, Clint Lalonde will talk about the connection between open education and open source software, the importance of open technologies to the open education movement, and will demonstrate some of the open education technologies that the BC Open EdTech Collaborative have been exploring.
What educational policy needs OER for, and what policy support does OER need?Dominic Orr
Presentation at: OER15 - 6th International Conference on Open Education – “'Mainstreaming Open Education”
Cardiff, 15 April 2015
Although Open Educational Resources (OER) have been one of the mainstays of discussion on open education over the past decade, we are now noticing a renewed attention of policy makers in the topic. Whilst many really cool initiatives are to be found around the world (for instance in Germany http://ow.ly/EdLOX ), OER can really only realize its potential in the mainstream, if it tackles mainstream problems. That means that it is important to re-start the discussion on OER so that there is a focus on OER as a means to an end, i.e. OER contributing to improving various aspects of education (see blog from TJ Bliss from the Hewlett Foundation: http://tjbliss.org/musings-on-oer-policy/ ). The Open University’s OER Research Hub, for instance, poses hypotheses about the benefits of OER (http://oerresearchhub.org/collaborative-research/hypotheses/). The most recent CERI/OECD report on OER (http://www.oecd.org/edu/ceri/open-educational-resources-oer.htm ), looks instead for typical problems in education systems first and searches for solutions which involve OER production and use. In a second step it looks to see whether the expected potential of OER is being realised. In this way, it can also formulate an assessment of the status quo and encourage a discussion on what policy interventions can do to help OER realise this potential. The report, which will be published late spring 2015, identifies six typical problems in education, which can benefit from OER production and use.
Keynote on conference "Changing Landscapes. The Exchange of Experiences in the Changing Distance Learning Landscape" from European Association of Distance Learning (EADL). 26 May 2016, Nicosia, Cyprus
ICDE Report: UNESCO Chairs in OER, International Meeting Krakow, Poland April...icdeslides
The UNESCO Open Educational Resources (OER) Chairs Meeting is being held within the framework of the Open Education Global Conference 2016 in Poland.
Participants in this global conference were able to hear from thought leaders in open education and had the opportunity to share ideas, practices and discuss issues important to the future of education worldwide. Sessions cover new developments in open education, research results, innovative technology, policy development and implementation, and practical solutions to challenges facing education around the world.
Getting started with Open Education: Open & Online Education for Capacity Bui...Gijs Houwen
Presentation about the opportunities for the use Open & Online Education for Capacity Building, and the need for a new (Open) model to do so.
Presented at the NUFFIC/PIE seminar on november 25th, 2014.
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
Cheryl Hodgkinson-Williams, (the Principal Investigator of the Research on Open Educational Resources for Development (ROER4D) project) and Andrew Deacon, from the Centre for Innovation for Learning and Teaching (CILT), presented a short seminar for the Chemical Engineering Department at the University of Cape Town on OER and MOOCs.
Introduction to MOOCs and internationalisation (MID2017)EADTU
Internationalisation of Higher Education: Impact of online, open education and MOOCs by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
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,
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
Open education: What does it mean to us, to South Africa and to you?Megan Beckett
In celebration of Open education Week (10-15 March 2014), we hosted an evening event at Siyavula to spread the message about open eductaion and OER. We specifically looked at what this means to us in South Africa where we have such a diverse education system with many challenges and how individuals can get involved in promoting open education and strengthening the movement. This can be as easy as using open licenses on any work you create, to taking part in a MOOC to becoming a volunteer on one of our Siyavula projects and joining a larger, growing community of people passionate about education and striving to make a difference.
ENCORE+: Your Place in the Open EcosystemRobert Farrow
The objective of this workshop is to give the participants an opportunity to imagine and recreate their work and business as Open. The workshop is focused on Open Educational Resources (OER), and on its applicability and benefit to business, innovation and technology in lifelong learning.
This workshop is designed to take the participants through a simulation experience, where each participant will imagine the business potential, innovation potential and technological changes available and possible for their work to be open (more open).
The workshop is facilitated by the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a European Commission funded project, aimed at establishing a European OER Ecosystem, for both academia and business.
The participants will be presented with research and findings from the project, directly linked to enabling their work to be open, profitable and innovative. Representatives from ENCORE+ business partners will showcase real-life examples of how OER is integral to their work and business as part of the introduction to the workshop.
The workshop is suited to all participants who are interested in OER, regardless of knowledge and experience with OER. The workshop is interactive, with practical simulation tasks guided by ENCORE+ facilitators and ENCORE+ OER research.
Open Educational Resources and Repositories: Discussion Breakout SessionSarah Currier
These slides accompanied a breakout discussion session on open educational resources and repositories at the 2009 Intrallect Conference, 25-26 March 2009.
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
Future of open education Cox presentation.pptxGlenda Cox
I was invited to present at a webinar with other UNESCO chairs on the ‘Future of open education’, hosted by the UNESCO chair for Social Sustainability, University of SZcZecin, Warsaw, Poland (17 May 2023).
Creative commons seminar held at the University of Cape Town. Back ground to open education and why it is imprtant. Rethinking why open is so important for university faculty
Open education and social justice: Collaboration and student co-creation at the University of Cape Town. Presented at Worcester Polytechnic Institute, Massachusetts, USA (Guest lecturer at the institution for 5 days). (21-28.01.2023)
Cox, G. 2023. OER development at UCT lessons to carry forward. Title of webinar: Capitalising on OER to improve educational performance in resource-limited settings. Yusuf Maitama Sule university Jano, Nigeria (9 May 2023).
OpenEd virtual conference. Introducing some new findings from the Digital Open Textbooks for development initiative (open textbook author views on students as partners)
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!
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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Open Education at UCT (2016)
1. Open Education @ UCT: Becoming
an Open Educator
Glenda Cox (Centre for Innovation in Learning and
Teaching) and Jill Claassen (Library)
University of Cape Town
4. Open Content part of the
“Open Movement”
The Open Movement
Open Source Software
Open Access
Open LicencesOpen Science
Open Society
BY Cheryl Hodgkinson-Williams
5. Open Content / Open educational resources (OER) / Open Courseware are
educational materials which are discoverable online and openly licensed
that can be:
Shared
Shared freely
and openly to
be…
Used
Improved
Redistributed
… used by
anyone to …
… adapt / repurpose/
improve under some type
of license in order to …
… redistribute
and share again.
15. Brazil:1750
USA: 24 000
+200 000 visits
184 countries
Australia: 2152
Philippines:
2400
India: 7300
Germany: 1802UK: 6800
South
Africa
102 000 June 2014- before
moving into OpenUCT
16.
17.
18. CILT
• Open
Educations
Resources
• CC awareness
LIBRARY
• Open Access
• Repository
help and
moderation
IP LAW
• Creative
Commons
legal Lead:
Tobias
Schonwetter
• Support from
RCIPS
19. OER grants for R10 000
next round 18 April
Workshops and seminars
on all aspects of Open
Education
Open education
consortium Global
Network with
international recognition
for open education
UCT MOOCs use
materials that will
become Open
Educational Resources
Research: Research on
OER for Development in
the Global South. Post
graduate studies in Open
Education
What does CILT offer:
20. Faculties and areas 2011-2015
Centre for Higher
Education Development
7
Commerce 7
Engineering 12
Health Science 24
Humanities 20
Science 7
Law 4
Library 1
Vice Chancellor’s office 1
Other (undefined) 2
TOTAL 85
OER grants for
R10 000 next
round 18 April
22. Open education
consortium Global
Network with
international recognition
for open education
Open
education
consortium
Global
Network with
international
recognition for
open
education
25. OCWC Educator award
• Dr Juan Klopper (FHS)
“I’m honoured to announce that I have been awarded
the Open CourseWare Consortium 2014 Award for the
category Individual Educator for my work on open
education.
Previous award winner, Walter Lewin, Physicist at MIT,
has been an inspiration and hero of mine and to be a
recipient of the same award, is a truly humbling
experience for me” http://www.juanklopper.com/
Over 200
000
viewsOpen
education
consortium
Global
Network with
international
recognition for
open
education
26. UCT MOOCs use
materials that will
become Open
Educational
Resources
UCT MOOCs
use materials
that will
become Open
Educational
Resources
29. UCT’s Open Access Policy, 2014
• The Policy is committed to preserving “scholarly work of UCT
scholars and to make this scholarship discoverable, visible and
freely available online to anyone who seeks it".
• The Policy encourages all forms of works of scholarship
available, which includes:
– essays, books, conference papers, reports, educational
resources, presentations, scholarly multi-media material,
audio-visual works and digital representations of pictorial
and graphical materials.
32. Choose A Creative Commons License
The repository’s licensing options are found in the Rights dropdown list
from the set of six Creative Commons licenses:
33. The distribution license
The submitter has to grant UCT a non-exclusive distribution license. By
granting this license, the submitter gives OpenUCT the right to share the
item further on their behalf and preserve it.
http://open.uct.ac.za/submission.html
34. The next steps: Moderation by Libraries
• Check copyright
• Check that teaching and learning material does not
conflict with UCT’s IP Policy (e.g. multiple choice tests
and examination questions, Syllabuses and curricula)
• Thereafter make item available globally
35. 2016 OpenUCT Statistics (T&L)
Activities and labs 2 Music score 1
Assessments 1 Other 83
Audio||Audio Lectures 43 Position paper 6
Book 4 Poster 3
Book chapter 1 Reading 17
Book review 1 Recorded lecture 23
Collection 7 Simulation 12
Curriculum Standards 1 Slideshow 26
Filmed lecture 2 Still image 2
Graphic 2 Teaching & learning strategy 3
Guide 4 Textbook 21
Guidelines 2 Training manual 1
Handbook 1 Training materials 18
HTML 17 Video 32
Interview 11 Video||Training materials 15
Lecture notes 29 Web page 16
Lesson plan 16 Web site 16
Moving image 3 Wiki 3
TOTAL: 445
36. 2016 Stats of OpenUCT
Books and Chapters in Books 56
Articles 1695
Thesis 11621
T&L 445
Grey Literature 1301
TOTAL: 15118
37. Webometrics ranking of OpenUCT
9TH
8TH
0
5
10
15
20
25
January 2015 January 2016
No.ofRepositories
OpenUCT WEBOMETRICS
RANKING
SOUTH AFRICA
12TH
8TH
0
10
20
30
40
50
60
70
January 2015 January 2016
No.ofRepositories
OpenUCT WEBOMETRICS
RANKING
AFRICA
470TH
370TH
0
500
1000
1500
2000
2500
January 2015 January 2016
No.ofRepositories
OpenUCT WEBOMETRICS
RANKING
WORLD
Attribution: Shireen Davis-Evans, UCT Libraries
39. You are invited to an Open Scholarship Symposium that will
have international and national speakers present on open
source, open access, OERs, open data and open publishing.
Details available at:
http://www.openaccess.lib.uct.ac.za/open-access-
symposium-2016
41. • Increase institutional visibility, advancing competitiveness, attracting
students and resources
• Promote effective social responsiveness
• Improve learning experience by selecting materials in pedagogically
sound and innovative ways
• Improve recruitment by helping the right students find the right
programmes
• Enhance teaching coherence across courses
• Ensure better long-term archiving, curation and reuse of teaching
materials
• Attract alumni as life-long learners
Why now for departments?
42. • Profile teaching and pedagogical idea
sharing
• Create record of teaching for teaching
portfolio
• Foster connections between other
colleagues, departments and even other
universities (especially cross-disciplinary
studies)
• Increase impact of teaching materials
• Extend use of teaching materials to high
school learners and life-long learners
Individual
Why now individually?
43. My online presence
• Research project: Instruments and research data on
Datafirst
(https://www.datafirst.uct.ac.za/dataportal/index.php
/catalog/central)
• Articles in Open Access Journals
• Open education resources: Slides in Slideshare: eg.
Introduction to OER (+4000 views)
• Slides and other materials in OpenUCT
• Thesis in OpenUCT when examined later in the year
• Twitter for communicating all of the above
45. Creators and Contacts
Prepared by: Glenda Cox. Glenda.cox@uct.ac.za
And Jill Claassen. Jill.claassen@uct.ac.za
Some of the slides were created by Michael
Paskevicius : mike.vicious@gmail.com
Other slides by Sarah Goodier, Cheryl
Hodgkinson-Williams and Shireen Davis-Evans
OpenUCT repository
https://open.uct.ac.za/
CILT website
http://www.cilt.uct.ac.za/
Roer4D website:
http://roer4d.org/
46. Open Education @ UCT by Glenda Cox and Jill
Claassen is licensed under a Creative Commons
Attribution 4.0 International License
Editor's Notes
What is the meaning of “open” in education?
Open in the sense that there is access to education eg. The Open University in the UK. It is not free but anyone can sign up.
Open education and OER are taking this further to mean access and free
Massively open online courses (MOOCs) are accessible to everyone, not always free and many materials are copyrighted and closed
The key aspect of an OER is that it is both discoverable online – so that people can find it AND openly licensed - so that people can legally make use of it. OER includes texts, different forms of media, ideas, as well as documented teaching strategies/techniques or practices.
Advocates of openness would suggest that the value in OER is in its potential to support learning in many ways and in many contexts.
https://stateof.creativecommons.org/report/
https://stateof.creativecommons.org/
More than 250 institutions and afflilated organistations
Update
EDUCATOR AWARDThe Educator award recognizes an educator who actively develops and/or uses open educational resources in creative and significant ways over a sustained period of time.
Lets drill down and talk about what this means to us as academics in the information age.
Why is this important?
OER allows us to profile and highlight our teaching and pedagogical ideas online (in addition to research)
It creates a record of our teaching material and leads to the development of teaching portfolios – essentially building a teaching profile in addition to your research profiles
Having our material online may foster connections between other colleagues, departments and even other universities especially cross-disciplinary studies.
It can increase the impact of our teaching materials and help us attract the right students by giving them some idea of what we teach at UCT
It may also extend the use of teaching materials to high school and life-long learners
4452 views in one Slideshare on Openness
Magnifying glass image (top left) by Tall Chris available at http://www.flickr.com/photos/tallchris/14288135/ under CC BY 2.0 (http://creativecommons.org/licenses/by/2.0/deed.en)
Academic image (2nd from the top right) by Tim Ellis available at: http://www.flickr.com/photos/tim_ellis/2269499855/ under CC BY-NC 2.0 (http://creativecommons.org/licenses/by-nc/2.0/deed.en)