This document discusses open educational resources (OER) and some of the opportunities and challenges associated with them. Some key points made include:
1) OER have the potential to significantly reduce costs for students, with some estimates indicating savings of $500 per student per quarter.
2) OER provide access to high quality educational content for free from leading universities and allow instructors more flexibility in using and adapting materials.
3) However, questions remain around the sustainability of funding OER development and hosting as well as ensuring the quality of available content. Instructors may also need support to develop skills in evaluating and creating OER materials.
4) Legal issues around intellectual property and creative commons licensing
Everything You Need To Know About MOOCs (Well Almost)Iain Doherty
The document provides an overview of Massive Open Online Courses (MOOCs), including their history, types (cMOOCs, sMOOCs, xMOOCs), key characteristics, and pedagogical approaches. It discusses the earliest MOOC in 2008 and the emergence of main MOOC platforms Coursera and edX. While sMOOCs focus on transmission of information, cMOOCs emphasize connectivist learning and xMOOCs aim to research new learning models. For MOOCs to succeed, teachers will need to change practices and address issues of learning, identity and monetization.
MOOCs (Massive Open Online Courses) are online courses available to anyone without limitations. They originated in 2008 and have grown with increased internet access. MOOCs aim to increase access to education, reduce costs, and strengthen teaching and learning. They offer flexibility but can be challenging to facilitate discussions and prevent student dropout. There are two main types - C-MOOCs emphasize connections between learners, while X-MOOCs are offered by universities in partnership with companies. Popular MOOC platforms include edX, Coursera, and Udemy.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
A MOOC is a massive open online course that provides learning content online to any person who wants to take the course. Key aspects of a MOOC include large numbers of students, open access from any location, and online course delivery. MOOCs originated in the early 2000s and have grown significantly since then. They can benefit educational institutions by providing data to improve teaching practices and expanding access to learning opportunities. While MOOCs offer advantages like open participation, challenges also exist like helping all learners master the content.
Making use of MOOCs
Janet Small, Andrew Deacon, & Sukaina Walji
Centre for Innovation in Learning & Teaching, University of Cape Town. UCT 2015/6 Teaching & Learning Conference workshop
University of Cape Town 30 March 2016
This document is a presentation about Massive Open Online Courses (MOOCs). It provides background on the origin and development of MOOCs through platforms like MITx, edX, Coursera and Udacity. It discusses characteristics of MOOCs like large enrollments, open access, and lack of fees or prerequisites. The presentation also covers pros and cons of MOOCs, concerns about their sustainability and future, patterns in student enrollment, and questions about their role and fit within traditional higher education. It concludes with information about Open Educational Resources and the OER Commons platform.
This document discusses open educational resources (OER) and some of the opportunities and challenges associated with them. Some key points made include:
1) OER have the potential to significantly reduce costs for students, with some estimates indicating savings of $500 per student per quarter.
2) OER provide access to high quality educational content for free from leading universities and allow instructors more flexibility in using and adapting materials.
3) However, questions remain around the sustainability of funding OER development and hosting as well as ensuring the quality of available content. Instructors may also need support to develop skills in evaluating and creating OER materials.
4) Legal issues around intellectual property and creative commons licensing
Everything You Need To Know About MOOCs (Well Almost)Iain Doherty
The document provides an overview of Massive Open Online Courses (MOOCs), including their history, types (cMOOCs, sMOOCs, xMOOCs), key characteristics, and pedagogical approaches. It discusses the earliest MOOC in 2008 and the emergence of main MOOC platforms Coursera and edX. While sMOOCs focus on transmission of information, cMOOCs emphasize connectivist learning and xMOOCs aim to research new learning models. For MOOCs to succeed, teachers will need to change practices and address issues of learning, identity and monetization.
MOOCs (Massive Open Online Courses) are online courses available to anyone without limitations. They originated in 2008 and have grown with increased internet access. MOOCs aim to increase access to education, reduce costs, and strengthen teaching and learning. They offer flexibility but can be challenging to facilitate discussions and prevent student dropout. There are two main types - C-MOOCs emphasize connections between learners, while X-MOOCs are offered by universities in partnership with companies. Popular MOOC platforms include edX, Coursera, and Udemy.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
A MOOC is a massive open online course that provides learning content online to any person who wants to take the course. Key aspects of a MOOC include large numbers of students, open access from any location, and online course delivery. MOOCs originated in the early 2000s and have grown significantly since then. They can benefit educational institutions by providing data to improve teaching practices and expanding access to learning opportunities. While MOOCs offer advantages like open participation, challenges also exist like helping all learners master the content.
Making use of MOOCs
Janet Small, Andrew Deacon, & Sukaina Walji
Centre for Innovation in Learning & Teaching, University of Cape Town. UCT 2015/6 Teaching & Learning Conference workshop
University of Cape Town 30 March 2016
This document is a presentation about Massive Open Online Courses (MOOCs). It provides background on the origin and development of MOOCs through platforms like MITx, edX, Coursera and Udacity. It discusses characteristics of MOOCs like large enrollments, open access, and lack of fees or prerequisites. The presentation also covers pros and cons of MOOCs, concerns about their sustainability and future, patterns in student enrollment, and questions about their role and fit within traditional higher education. It concludes with information about Open Educational Resources and the OER Commons platform.
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
Moodle in the World of MOOCs: What Might the Future Look Like?Iain Doherty
This is my keynote presentation for the 2013 iMoot. The presentation covers the role of Moodle - and by extension other Learning Management Systems - in a world of open teaching and learning.
Pedagogy, Technology, & the Future of Higher Education - USNH ATI 2015Scott Robison
This document provides an overview of topics that will be covered at an upcoming conference on technology and education called ATI. It discusses using digital tools and open educational resources to improve and expand learning opportunities for students. Specific technologies mentioned include learning management systems, wearable devices, drones, and hyperloops. The document emphasizes using technology to realize educators' visions for their courses rather than focusing on the technologies themselves. It also discusses the benefits of open educational resources in increasing access and affordability for students and their positive impacts on learning outcomes. The conference aims to encourage collaboration between educators and students and consideration of how technology can help higher education better serve the public good.
Week 3 presentation Salesman wiki finalvictoriahui
This document provides an overview of massive open online courses (MOOCs). It discusses the origins of MOOCs from early open courseware projects at MIT and the formation of edX, Coursera and Udacity. Key aspects of MOOCs are described such as their open enrollment, lack of fees/prerequisites and format of online video lectures. Both potential benefits and concerns about MOOCs are outlined. The document also briefly introduces OER Commons, an online library for open educational resources.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
This document discusses open educational resources and Tom Caswell's work promoting their use. It summarizes the Cape Town Open Education Declaration of making education available to hundreds of millions. It outlines Washington's strategic plan to provide online learning tools and its open licensing policy. The Open Course Library project aims to design open courses, lower costs, and engage colleges in open discussions. The first 42 courses were released, saving students over $1 million in textbook costs in the first year.
The document discusses open educational resources (OER) and open textbooks. It notes that the amount of digital information is doubling every 11 hours, and that digital content can be made available to everyone at little to no cost. Open educational resources are freely available online for teaching, learning, and research. The document outlines the benefits of open textbooks over traditional textbooks, such as lower costs for students, continuous updates, and unlimited access. It also discusses challenges and strategies for adopting open textbooks, including locating high-quality open resources, customizing materials, and disseminating them both digitally and in print.
Considering MOOC Learner Experiences: An insider's perspective. Presented by Ed Campbell, Learning Designer at the Learning LandsCAPE conference
May 2016
Creating Successful OER Institutional InitiativesAdam Croom
This document outlines strategies for creating a successful open educational resources (OER) initiative at an institution. It emphasizes measuring outcomes like student savings and success over actions like workshops. It recommends starting with easy wins, designating a leader, and including people from across the institution. Specific approaches suggested include getting administrative support, presenting to departments, directly asking faculty to pilot OER, and promoting early OER adopters.
As technology becomes pervasive, the teaching and learning landscape is now capable of presenting an interoperable and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning facilitators, learning contents, and educational technology. Although we have a plethora of learning resources, searching for specific content is not easy and takes time to view and identify the content being searched. As such a tagging metadata mechanism is envisaged that will facilitate for content search. The tagging of these learning objects will lead to an intelligent virtual content selection environment. Further the concept of technogogy is applied in the tagging process; defined as the interplay of the learners, content, pedagogy and technology that depicts the convergence on a joint coordinate system of the design of a learning transaction.
Open Education Week: MOOCs at UCT
Presentation for Open Education Week, University of Cape Town, 11 March 2015
Sukaina Walji with Laura Czerniewicz, Andrew Deacon, Mary-Ann Fife, Tasneem Jaffer & Janet Small
Centre for Innovation in Learning & Teaching, University of Cape Town
This document provides an introduction to open educational resources (OER). It discusses how OER differ from traditional closed educational resources by being openly licensed and freely available online. Examples of early OER projects like MIT OpenCourseWare and the Khan Academy are presented. The benefits of OER for collaboration between institutions and adaptation of content to different contexts are explored. Challenges in implementing OER initiatives and shifting academic practices are also examined based on the presenter's research.
This document discusses Massive Open Online Courses (MOOCs). It provides definitions of key terms like MOOC and explains the history and types of MOOCs. The types discussed are cMOOCs (connectivist), sMOOCs (standard), and xMOOCs. Benefits of teachers taking MOOCs are outlined, including increasing specific knowledge, satisfying personal interests, observing other teachers, and potential for informal collaboration. MOOCs can also aid professional development and supplement classroom learning. Additional benefits include improving digital skills, exploring online learning models, and expanding international professional networks.
Una Daly presented on the benefits of open educational resources and open textbooks. She discussed how rising costs of education and textbooks negatively impact students, and how open textbooks can help by providing free or low-cost digital content that can be customized. Open licensing allows open textbooks to be freely shared and adapted. Several large-scale open textbook projects were highlighted that have led to cost savings for students and improved learning outcomes. Research also suggests that open textbooks increase interactions with materials and faculty collaboration. Adopting open textbooks requires selecting materials, customizing content as needed, gathering user feedback, and ensuring sustainability.
A MOOC is a massive open online course that is open for anyone to register for free. MOOCs integrate social networking and online resources, and are facilitated by leading experts. They are designed to build on learners' engagement as participants organize themselves based on learning goals, prior knowledge, and interests.
This document discusses updates on educational technology (EdTech) and massive open online courses (MOOCs). It summarizes that EdTech uses tools for e-learning like blogs, podcasts and wikis. MOOCs from universities like Coursera, edX and Udacity offer free online courses to millions of students worldwide. MOOCs are successful because they provide structured learning like traditional classes. The future of MOOCs is predicted to include more students from overseas, universities flipping classrooms, and credits being offered for passing MOOC assessments.
This document discusses MOOCs (Massive Open Online Courses) and their relevance for organizations. It defines MOOCs and outlines UCT's strategy for offering MOOCs, which aims to position UCT as a world-class university, promote African scholarship, share learning globally, and apply lessons to degree courses. Challenges of MOOCs like limited internet access are addressed. Case studies show how businesses and governments use MOOCs for skills training. Emerging models blend MOOCs with formal courses. MOOCs offer opportunities but require consideration of digital literacy and content suitability.
OER and The Economies of Sale - MACS 2014Charles Key
This presentation, given to the 2014 fall meeting of the Michigan Association of College Stores, provides an overview of the argument for Open Educational Resources and how college stores can participate.
This document discusses open educational resources (OER), including benefits, challenges, and potential solutions. Some key benefits of OER are lower costs for students and faculty, increased convenience of access, opportunities for collaboration, and ability to customize materials. However, challenges include varying levels of technology skills among users, lack of quality control and standards, and lack of incentive and support for faculty creation of OER. Potential solutions proposed are having colleges recognize OER work equally in tenure decisions, promoting OER through academic organizations, and seeking targeted government and private grants to fund OER development.
The document discusses the development of open educational resources (OER) and open textbooks. It notes that digital content is growing exponentially and can be shared globally at low or no cost. Open textbooks offer potential savings for students, as they allow one digital copy to be used by many simultaneously. The document outlines challenges to adopting open textbooks but also strategies institutions can take, such as forming taskforces and working with bookstores, to promote open educational resources on their campuses.
Learning through engagement: MOOCs as an emergent form of provision. Presentation at ICDE World Conference, Sun City, South Africa, October 2015. Sukaina Walji, Laura Czerniewicz, Andrew Deacon, Janet Small
Moodle in the World of MOOCs: What Might the Future Look Like?Iain Doherty
This is my keynote presentation for the 2013 iMoot. The presentation covers the role of Moodle - and by extension other Learning Management Systems - in a world of open teaching and learning.
Pedagogy, Technology, & the Future of Higher Education - USNH ATI 2015Scott Robison
This document provides an overview of topics that will be covered at an upcoming conference on technology and education called ATI. It discusses using digital tools and open educational resources to improve and expand learning opportunities for students. Specific technologies mentioned include learning management systems, wearable devices, drones, and hyperloops. The document emphasizes using technology to realize educators' visions for their courses rather than focusing on the technologies themselves. It also discusses the benefits of open educational resources in increasing access and affordability for students and their positive impacts on learning outcomes. The conference aims to encourage collaboration between educators and students and consideration of how technology can help higher education better serve the public good.
Week 3 presentation Salesman wiki finalvictoriahui
This document provides an overview of massive open online courses (MOOCs). It discusses the origins of MOOCs from early open courseware projects at MIT and the formation of edX, Coursera and Udacity. Key aspects of MOOCs are described such as their open enrollment, lack of fees/prerequisites and format of online video lectures. Both potential benefits and concerns about MOOCs are outlined. The document also briefly introduces OER Commons, an online library for open educational resources.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
This document discusses open educational resources and Tom Caswell's work promoting their use. It summarizes the Cape Town Open Education Declaration of making education available to hundreds of millions. It outlines Washington's strategic plan to provide online learning tools and its open licensing policy. The Open Course Library project aims to design open courses, lower costs, and engage colleges in open discussions. The first 42 courses were released, saving students over $1 million in textbook costs in the first year.
The document discusses open educational resources (OER) and open textbooks. It notes that the amount of digital information is doubling every 11 hours, and that digital content can be made available to everyone at little to no cost. Open educational resources are freely available online for teaching, learning, and research. The document outlines the benefits of open textbooks over traditional textbooks, such as lower costs for students, continuous updates, and unlimited access. It also discusses challenges and strategies for adopting open textbooks, including locating high-quality open resources, customizing materials, and disseminating them both digitally and in print.
Considering MOOC Learner Experiences: An insider's perspective. Presented by Ed Campbell, Learning Designer at the Learning LandsCAPE conference
May 2016
Creating Successful OER Institutional InitiativesAdam Croom
This document outlines strategies for creating a successful open educational resources (OER) initiative at an institution. It emphasizes measuring outcomes like student savings and success over actions like workshops. It recommends starting with easy wins, designating a leader, and including people from across the institution. Specific approaches suggested include getting administrative support, presenting to departments, directly asking faculty to pilot OER, and promoting early OER adopters.
As technology becomes pervasive, the teaching and learning landscape is now capable of presenting an interoperable and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning facilitators, learning contents, and educational technology. Although we have a plethora of learning resources, searching for specific content is not easy and takes time to view and identify the content being searched. As such a tagging metadata mechanism is envisaged that will facilitate for content search. The tagging of these learning objects will lead to an intelligent virtual content selection environment. Further the concept of technogogy is applied in the tagging process; defined as the interplay of the learners, content, pedagogy and technology that depicts the convergence on a joint coordinate system of the design of a learning transaction.
Open Education Week: MOOCs at UCT
Presentation for Open Education Week, University of Cape Town, 11 March 2015
Sukaina Walji with Laura Czerniewicz, Andrew Deacon, Mary-Ann Fife, Tasneem Jaffer & Janet Small
Centre for Innovation in Learning & Teaching, University of Cape Town
This document provides an introduction to open educational resources (OER). It discusses how OER differ from traditional closed educational resources by being openly licensed and freely available online. Examples of early OER projects like MIT OpenCourseWare and the Khan Academy are presented. The benefits of OER for collaboration between institutions and adaptation of content to different contexts are explored. Challenges in implementing OER initiatives and shifting academic practices are also examined based on the presenter's research.
This document discusses Massive Open Online Courses (MOOCs). It provides definitions of key terms like MOOC and explains the history and types of MOOCs. The types discussed are cMOOCs (connectivist), sMOOCs (standard), and xMOOCs. Benefits of teachers taking MOOCs are outlined, including increasing specific knowledge, satisfying personal interests, observing other teachers, and potential for informal collaboration. MOOCs can also aid professional development and supplement classroom learning. Additional benefits include improving digital skills, exploring online learning models, and expanding international professional networks.
Una Daly presented on the benefits of open educational resources and open textbooks. She discussed how rising costs of education and textbooks negatively impact students, and how open textbooks can help by providing free or low-cost digital content that can be customized. Open licensing allows open textbooks to be freely shared and adapted. Several large-scale open textbook projects were highlighted that have led to cost savings for students and improved learning outcomes. Research also suggests that open textbooks increase interactions with materials and faculty collaboration. Adopting open textbooks requires selecting materials, customizing content as needed, gathering user feedback, and ensuring sustainability.
A MOOC is a massive open online course that is open for anyone to register for free. MOOCs integrate social networking and online resources, and are facilitated by leading experts. They are designed to build on learners' engagement as participants organize themselves based on learning goals, prior knowledge, and interests.
This document discusses updates on educational technology (EdTech) and massive open online courses (MOOCs). It summarizes that EdTech uses tools for e-learning like blogs, podcasts and wikis. MOOCs from universities like Coursera, edX and Udacity offer free online courses to millions of students worldwide. MOOCs are successful because they provide structured learning like traditional classes. The future of MOOCs is predicted to include more students from overseas, universities flipping classrooms, and credits being offered for passing MOOC assessments.
This document discusses MOOCs (Massive Open Online Courses) and their relevance for organizations. It defines MOOCs and outlines UCT's strategy for offering MOOCs, which aims to position UCT as a world-class university, promote African scholarship, share learning globally, and apply lessons to degree courses. Challenges of MOOCs like limited internet access are addressed. Case studies show how businesses and governments use MOOCs for skills training. Emerging models blend MOOCs with formal courses. MOOCs offer opportunities but require consideration of digital literacy and content suitability.
OER and The Economies of Sale - MACS 2014Charles Key
This presentation, given to the 2014 fall meeting of the Michigan Association of College Stores, provides an overview of the argument for Open Educational Resources and how college stores can participate.
This document discusses open educational resources (OER), including benefits, challenges, and potential solutions. Some key benefits of OER are lower costs for students and faculty, increased convenience of access, opportunities for collaboration, and ability to customize materials. However, challenges include varying levels of technology skills among users, lack of quality control and standards, and lack of incentive and support for faculty creation of OER. Potential solutions proposed are having colleges recognize OER work equally in tenure decisions, promoting OER through academic organizations, and seeking targeted government and private grants to fund OER development.
The document discusses the development of open educational resources (OER) and open textbooks. It notes that digital content is growing exponentially and can be shared globally at low or no cost. Open textbooks offer potential savings for students, as they allow one digital copy to be used by many simultaneously. The document outlines challenges to adopting open textbooks but also strategies institutions can take, such as forming taskforces and working with bookstores, to promote open educational resources on their campuses.
The document discusses open educational resources (OER) and the University of Exeter's efforts to promote their use. It notes that OER should be seen as part of scholarly work and integrated into curriculum design. Exeter launched projects to explore OER issues and release course materials as OER. It recommends a two-stage approach of creating some high-quality OER and developing OER versions of programs, and embedding OER awareness into staff development. Challenges include copyright, quality assurance, and incentivizing staff contribution and use of OER.
This document discusses the development of open educational resources (OER) and open textbooks. It notes that digital content is growing exponentially and can be shared globally at low or no cost. Open textbooks offer potential savings for students, as they allow one digital copy to be used by many simultaneously. The document outlines challenges and opportunities in adopting open textbooks, including locating high-quality open resources, customizing them for courses, and disseminating them both digitally and in print.
Open Educational Resources: Benefits & ChallengesDavid Herman
This presentation discusses the benefits and challenges of open educational resources (OER). Some key benefits include reducing costs for students, allowing for customization of materials, enabling sharing of instructor-created content, and promoting equitable access to education. However, significant challenges also exist, such as the time required to find and review OER, ensuring the quality and accuracy of content, meeting accessibility standards, and questions around the long-term sustainability and licensing of OER materials. Overall, OER presents an exciting opportunity for students, instructors, and content creators but also comes with challenges to consider.
This document summarizes a presentation on opening educational practices in Scotland. It discusses open educational resources (OER) and open licensing. It defines OERs as educational materials that can be legally copied, used, adapted and shared. The "5Rs" framework for open licensing allows users to retain, reuse, revise, remix and redistribute open content. The presentation addresses benefits of OER including cost savings for students and allowing educators more flexibility. It also discusses challenges to adopting open practices and strategies for facilitating adoption, including sharing practices between institutions.
This slide deck is part of the reusable pack of "Thinking About Open" workshop content that was developed by Beck Pitt and Bea de los Arcos as part of the Opening Educational Practices in Scotland (OEPS) project.
You can find instructions and suggestions on how to use the slide deck here: http://www.slideshare.net/OEPScotland/thinking-about-open-workshop-instructions
"Thinking About Open is a half-day workshop exploring what openness and open educational practices are. The workshop aims to help instigate discussion at your organisation on how openness could make a difference to your own practices whilst acting as a springboard for further discussion on the practicalities of open practice. The workshop utilises a range of case studies and examples of openness to help facilitate discussion.
This workshop is aimed at anyone with an interest in finding out more about openness and how it can make a difference to their own practice." (Reference: https://oepscotland.org/events/workshops/)
The document discusses the HEFCE/JISC/HEA OER programme, which provided £5.7 million in funding for 12-month pilot projects to open up existing high-quality UK higher education resources. The programme aimed to make resources freely available and reusable under open licenses. It supported projects in three strands: institutional, individual, and subject-based. Projects were required to deposit resources in Jorum Open and be evaluated. The document provides details on the programme and shares information about related open education initiatives.
Open educational resources (OER) provide several benefits like reducing costs for students, encouraging active engagement, and allowing for customization. However, OER also face challenges such as ensuring quality, addressing issues of sustainability and copyright, and providing accessibility across different languages. Additionally, the lack of a central database makes OER difficult to search and cite.
This document discusses open educational resources (OER) and the Open Course Library project in Washington State. It summarizes that:
1) High textbook costs reduce access to higher education, with students spending over $1,000 per year. The Open Course Library aims to lower these costs to under $30 per course.
2) The Open Course Library project will develop 81 high-enrollment courses and make them freely available online under Creative Commons licenses. This could save students over $7 million per year if 25% of courses use the resources.
3) Openly licensing educational content produced with public funds can help increase access, quality, and completion rates in higher education while making more efficient use of resources.
Pedagogy, Technology, and the Future of Higher EdRobin DeRosa
This document summarizes the key topics and themes that were presented at the ATI (Advanced Technology Institute) conference. The conference focused on exploring how emerging technologies can be used to enhance teaching and learning, while emphasizing that the primary goal should be improving pedagogy rather than just introducing new technologies. Specific technologies discussed included learning management systems, wearables, drones, and hyperloops. However, the document stresses that technology should support student-centered learning and open educational resources/pedagogies in order to reduce costs and empower students. It encourages attendees to adopt these practices in their own teaching and to advocate for institutional policies that promote affordable, open education.
This document summarizes an online learning platform called illi that aims to empower self-directed learning through open educational resources. Key features include crowdsourced educational content that students can customize into personalized learning experiences at their own pace. The platform also uses analytics and algorithms to recommend content tailored to individual learning styles. It seeks to make advanced placement curriculum accessible online to more students.
This document summarizes an online learning platform called illi that aims to empower students to customize their own education solutions. It provides open educational content that students can access at their own pace. Content can be created and shared by users, and organized into personalized "notebooks". Student learning is tailored using analytics and algorithms. The platform also aims to make Advanced Placement content more accessible online to help more students prepare for AP exams. Key features include crowdsourced content, modular courses, user ratings, and personalized learning through data.
This document summarizes an online learning platform called illi that aims to empower self-directed learning through open educational resources. Key features include crowdsourced educational content that students can access at their own pace, modular courses that can be customized into personalized learning experiences, and user ratings and reviews to curate high-quality materials. The platform also seeks to apply these online learning approaches to Advanced Placement content.
This document discusses open educational resources (OERs). It defines OERs as teaching, learning, and research materials that are freely available or have an open license allowing free use and modification. The document outlines benefits of OERs such as expanded access, ability to modify resources to better align with learning outcomes, and continually improving resources. Challenges of OERs include issues with quality, effort required to adopt, static formats that are difficult to modify, sustainability concerns if resources are not updated, and the time required to find, evaluate, adopt, adapt, and create OERs.
Presentation given for TAACCCT grantee Consortium for Healthcare Education Online (CHEO) Faculty Professional Development Workshop. Boulder, Colorado, May 14, 2015.
Why, What and How of OER. Educational trends and how Open Education can help address these. Copyright and Open Licensing. Getting Started with an OER project.
This document provides an overview of open educational resources (OER) and affordable learning solutions. It discusses the motivations for using OER, including reducing student costs and leveraging taxpayer funding. It also covers challenges such as quality assurance and sustainability. The document outlines how faculty can find, use, author, and engage with OER through technologies and integration with learning management systems. It emphasizes the importance of institutional policies and support for OER use and recognition.
Similar to Open Educational Resource - Jumping in with Both Feet? (20)
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
3. COST? OER stands to dramatically reduce the costs for
students.
« According to Tidewater
Community College, their Zero
Textbook program (“Z Degree)
saves each student about $500
each quarter, or about the cost
of 1 course.
Bliss, TJ. Z as in Zero: Increasing College Access and Success trough Zero Textbook Cost Degree.
http://www.hewlett.org/blog/posts/z-zero-increasing-college-access-and-success-through-zero-
textbook-cost-degrees
4. ACCESS TO MORE QUALITY
CONTENT
« OER is the promise of accessing high quality
content for free.
« Leading Universities offer nearly a thousand
courses online (MOOCs, Open Courseware, etc.)
« One instructor describes the process of using OER
as “breaking the umbilical cord” to publisher
content.*
« Librarians are becoming content specialists -
again.
*Tidewater Community College's Textbook-Free "Z-Degree“ https://www.youtube.com/watch?v=eu_LPUxtDgc
5. COURSE MATERIALS ARE LESS
RESTRICTED
« Could be accessed by students before
and after the course
« Connected to the wider world, courses
can become a launch pad for further
discovery
« Content is accessible by more teachers
and students, and “Peer Review” is on a
global scale.
8. SUSTAINABILITY
« Who will organize and house OER in
the future?
« Will foundations and higher education
be able to sustain their commitment to
quality content with funds to assemble
and curate the best?
« As MOOCs evolve, will they be
monetized out of OER models?
9. QUALITY OF CONTENT
«Instructors may not be willing to trade a
volume of quality content for the time
needed to locate and an adapt it.
«Geoff Cain, College of the Redwoods
suggests that the number of resources is “so
vast that it can literally paralyze instructors.”*
«If institutions begin to depend on OER
content, will there be institutional support for
staff development of the skills necessary to
create OER content and, more importantly,
evaluate it.
*McCrae, B. 4 Challenges for OER in Higher Education 6/26/2012. http://campustechnology.com/articles/2012/06/26/4-challenges-
for-oer-in-higher-education.aspx (access 3/3/2015
10. LEGAL REQUIREMENTS
« Using publisher material has very
clear and traditional legal
requirements.
« Creative Commons licensing is
new and still evolving. How can we
help instructors make informed
judgments about intellectual
property – their own and others’?
11. NO COST IS NOT FREE
« OER Repositories and institutions of
higher education have incentivized the
development and maintenance, e.g.,
providing stipends to faculty to develop
content. UMass –Amherst estimated they
save students $135,000 by paying 15
professors $17,00 to produce content.
« OER is a paradigm shift from “The
Textbook is the Content” to The Content
is the Content. Faculty require support in
this shift in the areas of professional
development and instructional design.