Open educational resources (OER) refer to openly licensed educational materials that can be legally shared and adapted. The document discusses OER in higher education courses related to aquaculture and fisheries. It outlines what OER include, how they are licensed, where to find and contribute OER, and why they are used. Barriers to OER adoption include lack of awareness, quality concerns, and difficulty modifying resources. However, OER provide opportunities for affordable and accessible education through additional learning sources. The document concludes by recommending increased cooperation between higher education and research to strengthen open education in aquaculture and fisheries fields.

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2. Open educational resources in higher
education courses in aquaculture and
fisheries. Opportunities, barriers, and future
perspective
By
Dr. Riaz ud Din Qureshi
Deputy Director Fisheries
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3. OUT LINES
 What are open educational Resources?
 What dose OER include?
 How are OER licensed?
 How are CC licenses specified?
 Where can I find OER?
 Where can I find and contribute OER?
 Why use OER?
 What means by MOOCS?
 OER and Open Access Publication?
 Why not all learning materials OER?
 How OER about teaching and learning Aquaculture?
 Conclusion. 3

4. What are Open Educational
Resources
OERs are any type of educational materials that
are in the public domain or introduced with an
open license. The nature of these open materials
means that any one can legally and freely copy,
use, adapt and re-share them UNESCO
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5. What dose OER Include?
Open educational resources include full courses,
modules, textbooks, streaming videos, tests,
software, and any other tools, materials, or
techniques used to support access & knowledge.
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7. How are OER licensed
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The use of Creative Commons licenses is
not essential, but these have been widely
adopted for use with OER

8. How are CC licenses specified?
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The 4 basic questions covered by
Creative Commons licenses can be
combined in six ways which can be
displayed as a logo and included in
web page and other computer code

9. Where I can find OER?
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OER can be found in many different places on the Internet. There
have been substantial efforts to create and curate OER
repositories such as MERLOT (California State University) or
portals that provide access to resources elsewhere on the
Internet such as TEMOA (Latin America) or OER Africa

10. Where can I contribute OER?
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There are also
independent projects to
create open online
learning resources such as
Wikiversity–a side project
to Wikipedia –inviting
contributions from anyone
with relevant expertise

11. Why use OER?
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The development and use of OER is strongly supported by the
European Union, The United Nations Education, Science and
Cultural Organization (UNESCO) and many other organisations
for a range or reasons including:
 Belief in a principle of wide and free access to learning
 Potential for cost saving in education if efficiency in
producing materials is improved
 Potential for increased quality through peer review and
community improvement
 Opportunities for industry to contribute to enhancing
relevance of available materials.

12. MOOCs and other free education
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 The Open Education Movement is part of a wider ecosystem
of free or low-cost education provision. The most widely
publicized and debated initiatives in recent years have been
the Massive Open Online Courses (MOOCs) from some of
the leading universities.
 In most cases the materials are provided free of charge, but
remain the copyright of the author or publishing institution,
so are not OER.
 An increasing number of institutions are also providing
materials through Apple’s iTunesU or Google’s YouTube EDU.
In the long-term participants in these projects expect to
make financial returns through attracting students to other
courses or charging for additional tuition, accreditation or
other additions to the free offering.

13. OER and OPEN Access Publications
 Open Access is related to OER as it
aims to make the results of research
available to everyone and allows
redistribution. However it does not
generally allow repurposing
(altering the content)
 Nevertheless, Open Access
references fit well with OER as part
of a broader learning package and
are included in portals such as
Temoa
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14. Why are not all learning materials
OER?
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 Despite much policy support, most teaching and
learning materials are not published as OER.
Reasons for this include:
 Without potential for direct financial return the
production of materials by the private sector or
individuals will be inhibited
 Individuals may see little benefit and potential
risks in releasing their own materials for peer
use and review
 OER threatens competition between institutions
based on the materials they produce and may
alter existing funding arrangements or hand
more power to a smaller number of global
players
 A focus on open access to materials encourages
learner-centres pedagogies and diminishes the
role of teaching

15. Google Scholar –aquaculture +
“open educational resources”
 25 Short courses including.
 Reference to the EU VOR3R project -
http://voa3r.eu/(Virtual Open Access Agriculture
&Aquaculture Repository)
 Policy Document from the Tasmanian Government
promoting use of OER and eLearning
 Links to resources in DOER Commonwealth
Universities directory of OER
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16. Testing the portals –search
“aquaculture”
MERLOT –www.merlot.org
OER Africa –www.oerafrica.org
TEMOA –www.temoa.info
OpenEducationEuropaopeneducationeuropa.eu
5 hits (3 projects, 1 MOOC, 1 News item)
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17. Stake holder Engagement
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STUDENTS
INDUSTRY
RESEARCH

18. Aquaculture courses
 A 5 ECTS course has been
developed to introduce European
Aquaculture, making use of the
resources on the web site. There
are also some presentation slides
and other materials on research
project management, data
management and communication
of results. Most materials have a
CC licenses.
 Example: AQUA-TNET Collaborative
Learning 18

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Aquaculture industry case studies as Open Educational
Resources with learning activities and supporting country
profiles on video

20. BARRIERS
 Lack of awareness
 Lack of trust in Quality
 Difficulty in modifying resources
 Language
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21. conti
• Barriers
 Technical, such as lack of broadband access;
 Economic, such as inadequate resources to invest in the necessary
software and hardware;
 Social, such as a lack of the skills needed to use technology;
 Policy‐oriented, such as the lack of academic recognition of the
development of OER by teaching staff;
 Legal, such as the time and expense associated with gaining permission to
use third part owned copyrighted materials or its removal from material.
 Access to the computer and internet is difficult for rural areas residents.
 Low education level especially computer related.
 Payment of fee for any course.
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22. OPPORTUNITIES
 To get courses on line in fisheries and aquaculture different portal
available i.e aqua-tnet etc.
 Universities and collages can offer the short courses on aquaculture and
fisheries open or campus based as per the requirement of the educator
and students'
 Universities can offer such portal with funding from higher education
commission at which different courses for fisheries and aquaculture.
 Internet also provide the opportunity to offer courses free online with the
help of sponsring.
 Aquacase.3 provides courses and information's anout aquaculture and
fisheries provide opportunity to avail online.
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23. Benefits and Challenges
Benefits
 Affordability and
accessibility
 Additional sources for
learning
 Encouragement
 Up to date and relevant
 Collaboratively
developed
Challenges
 Sustainability
 Quality
 Recognition of value in
larger scope
 Faculty and institutional
buy- in.
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24. OER INITIATIVES IN PAKISTAN
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Schools
Digitized Textbooks
grade 6-10
Videos in the text to
augment student
understanding.
Virtual University of Pakistan
• 6000 hours of course
material
• Over 160 university course
Universities

25. Recommendations
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Promote reinforced
cooperation between higher
education institutions,
research institutions and
enterprises with a view to
strengthen the knowledge
triangle as the basis for a
more innovative and creative
economy with fisheries and
aquaculture.

26. WAR FORWARD
There is a dire need of collaboration in between
universities and other academic institutions
with fisheries department to offer online
certificate, diploma coursed in fisheries and
aquaculture addressing specially biofloc, cage
culture and IPRS technology in fisheries and
aquaculture.
(26)

27. USEFUL LINKS
 Aqua-tnetdiscussions on LinkedIn -http://www.linkedin.com/groups?gid=4447985
 Aqua-tnetdiscussions on Facebook -https://www.facebook.com/groups/aquatnet/
 Aqua-tnetnews on ScoopIt! -http://www.scoop.it/t/aqua-tnet
 Aquaculture International Special Edition on Advances in Teaching & Learning from Aqua-tnet-
http://link.springer.com/journal/10499/23/3
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 Aqua-tnetdiscussions on LinkedIn -http://www.linkedin.com/groups?gid=4447985
 Aqua-tnetdiscussions on Facebook -https://www.facebook.com/groups/aquatnet/
 Aqua-tnetnews on ScoopIt! -http://www.scoop.it/t/aqua-tnet
 Aquaculture International Special Edition on Advances in Teaching & Learning from Aqua-
tnet-http://link.springer.com/journal/10499/23/3

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