The document discusses open educational resources (OER), which are freely accessible, digitized materials for education. It outlines who currently uses OER, including students, educators, institutions, and lifelong learners. Benefits include increased collaboration, engagement, and access to education. Challenges include technical issues, economic sustainability, cultural barriers, and quality control. Forces driving OER adoption include rising education costs and demand for access. The future may include widespread free education through OER and a changing role for traditional universities.
Achieving flexibility? The rhetoric and reality of the role of learning techn...RichardM_Walker
ascilite 2014 presentation on findings from the UCISA 2014 Technology Enhanced Learning Survey. The presentation explores the role of learning technologies in supporting flexibility in higher education learning and teaching.
UCT, Fort Hare or UNISA: Which university is OER ready?ROER4D
UCT, Fort Hare or UNISA: Which university is OER ready? Presentation at UCT Teaching and Learning Conference 2015/16
Glenda Cox & Henry Trotter
30 March 2016
Intercultural Understanding in the New Mobile Learning EnvironmentCITE
CHUN, Daniel J Y (CSALT - Faculty of Social Science, Lancaster University)
http://citers2013.cite.hku.hk/en/paper_611.htm
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Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
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CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Achieving flexibility? The rhetoric and reality of the role of learning techn...RichardM_Walker
ascilite 2014 presentation on findings from the UCISA 2014 Technology Enhanced Learning Survey. The presentation explores the role of learning technologies in supporting flexibility in higher education learning and teaching.
UCT, Fort Hare or UNISA: Which university is OER ready?ROER4D
UCT, Fort Hare or UNISA: Which university is OER ready? Presentation at UCT Teaching and Learning Conference 2015/16
Glenda Cox & Henry Trotter
30 March 2016
Intercultural Understanding in the New Mobile Learning EnvironmentCITE
CHUN, Daniel J Y (CSALT - Faculty of Social Science, Lancaster University)
http://citers2013.cite.hku.hk/en/paper_611.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Mobile learning anytime, anywhere: What are our students doing?Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
Fostering Cross-institutional Collaboration for Open Educational Resources Pr...PiLNAfrica
Although there are over a quarter of a million open courses published by an increasing number of universities, it remains unclear whether Open Education Resources (OER) is scalable and productively sustainable. The challenge is compounded when OER is examined in the light of its potential to allow both educators and learners in developing countries to contribute geographically bound learning resources in the context of varied infrastructural, technological and skill constraints. Between October and December 2009, 52 participants involved in various roles related to Health OER from five universities (one in the USA, two in Ghana and two in South Africa) were interviewed. The aim of the study was to investigate sustainability of OER based on possible cross-institutional collaboration as well as social and technical challenges in creating and sharing OER materials. The analytical framework was adopted from prior research in related areas: distributed scientific collaboration; cyber infrastructure; open source development; and Wikipedia. We adopted a qualitative approach for data collection, which included semi structured interviews and document analysis. The findings were analyzed and reported with many direct quotations included. The outcome of the data analysis is a model for productive, scalable, and sustainable OER based on cross-institutional collaboration. The report concludes with practical recommendations on how to the model can be operationalized.
Mobile learning anytime, anywhere: What are our students doing?Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
Fostering Cross-institutional Collaboration for Open Educational Resources Pr...PiLNAfrica
Although there are over a quarter of a million open courses published by an increasing number of universities, it remains unclear whether Open Education Resources (OER) is scalable and productively sustainable. The challenge is compounded when OER is examined in the light of its potential to allow both educators and learners in developing countries to contribute geographically bound learning resources in the context of varied infrastructural, technological and skill constraints. Between October and December 2009, 52 participants involved in various roles related to Health OER from five universities (one in the USA, two in Ghana and two in South Africa) were interviewed. The aim of the study was to investigate sustainability of OER based on possible cross-institutional collaboration as well as social and technical challenges in creating and sharing OER materials. The analytical framework was adopted from prior research in related areas: distributed scientific collaboration; cyber infrastructure; open source development; and Wikipedia. We adopted a qualitative approach for data collection, which included semi structured interviews and document analysis. The findings were analyzed and reported with many direct quotations included. The outcome of the data analysis is a model for productive, scalable, and sustainable OER based on cross-institutional collaboration. The report concludes with practical recommendations on how to the model can be operationalized.
Discussion outline related to Open Educational Resource Benefits and Challenges to meet Continuing Education requirements of OER online course at SBCT, Washington.
An Expert Survey on the Barriers and Enablers of Open Educational PracticeseLearning Papers
Author: Stefanie Panke
This paper is a report on the findings of a literature review and an expert survey conducted in December 2010 with a self-selected panel. A total of 19 participants were recruited through the UNESCO OER mailing list and the Educational Technology and Change Journal.
“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 and 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.”
-The William and Flora Hewlett Foundation
A presentation entitled 'Mediating Open Education: popular discourses, situated policies and institutional practices for participatory learning'. Presented at the MeCCSA (Association of Media, Communication and Cultural Studies) conference, 6-8 January 2010, London School of Economics and Political Science .
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
This presentation will present an overview of several major theories of innovation as they relate to contexts of open education, making clear connections to open educational practice and showing how innovation theories can apply to OER. The presentation is likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
• Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991)
• The diffusion of innovations theory (Rogers, 2010)
• SAMR framework (Puentedura, 2006; Orr et al., 2015)
• Cyclic Innovation Model (Berkhout, 2007)
• Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018)
This work contributes to the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project will run from 2021 to 2023 to support the modernisation of education in the European area through OER.
Version: draft for group discussion.
Prepared for Assignment 2, EDDE 804 - Leadership & Project Management in Distance Education, Ed. D. in Distance Education, Athabasca University, Canada
Bridging the Gap: The Power of Open Educational Resources and MOOCs to Levera...Don Olcott
ICODL Keynote - Looking at complexities of OERs - MOOCs and online learning as sources of disruptive innovations. Asks the critical question - Are MOOCs really a disruptive innovation with potential to shift existing educational markets OR is online learning the true disruptive innovation that will disrupt existing and future educational markets.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
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.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
Open Educational Resources: What Happens When Knowledge is Free?
1. What Happens When Knowledge is Free? Open Educational Resources in a Changing World Implications of OER in Post-Secondary Education Corey J. KnoxUniversity of Arizonacknox@email.arizona.edu By PresenterMedia.com
2. What is OER? (Open Educational Resources) Also Referred to as: Open source educational content Open content Open educational content Open courseware Open teaching
3. What is OER? 1) Digital Objects/Resources 2) A Philosophy/Movement
4. 1) Digital Objects/Resources What is OER? Digitized information and educational resources that are made available at no cost for use and revision by students, educators, self-learners and others for teaching, learning and research.
5. What is OER? 2) A Philosophy/Movement A “new educational perspective”. (The New Horizons Report, 2010) “Knowledge as a collective social product” (Prasad & Ambedkar)
6. Who is currently using OER? Life-long learners. Students Educators & Educational Institutions.
7. Who is currently using OER? NGO’s Teachers Without Boarders Government’s and Economic Institutions & Organizations (UNESCO, World Bank) For Profit Businesses
8. Who is currently using OER? Opencourseware Consortium: http://www.ocwconsortium.org/ (Open Source Resources, Repositories & Consortia)
46. The Future of OER Forces Propelling OER Worldwide Poverty/Lack of Education Increasing demand for technological and scientific expertise Globalization/Interconnectedness Availability of Technology that allows for collaboration and communication Financial strains of educational institutions
47. The Future of OER Changes in Institutional (Colleges and Universities) Roles and Structures Coursework structure “Unbundling” of traditional University roles Development of alternate signals of competence
48. The Future of OER Changes in Institutional (Colleges and Universities) Roles and Structures Coursework structure
49. The Future of OER Changes in Institutional (Colleges and Universities) Roles and Structures 2) “Unbundling” of traditional University roles
50. The Future of OER Changes in Institutional (Colleges and Universities) Roles and Structures 3) Development of alternate signals of competence
51. The Future of OER Widespread Free & Lower Cost Education Widespread free education to developing world: From the Capetown Declaration () “We are on the cusp of a global
52. Cape Town Declaration, 2004 “We are on the cusp of a global revolution in teaching and learning. Educators worldwide are developing a vast pool of educational resources on the Internet, open and free for all to use. These educators are creating a world where each and every person on earth can access and contribute to the sum of all human knowledge. They are also planting the seeds of a new pedagogy where educators and learners create, shape and evolve knowledge together, deepening their skills and understanding as they go.”
Editor's Notes
“Open Source Educational Content” or OER (Open Educational Resources) is commonly defined as digitized information and educational resources that are made available at no cost for use and revision by students, educators, self-learners and others for teaching, learning and research. It is also described as more than objects, but as a philosophy or a movement. A definition provided in the New Horizons Report (2010), describes OER as a “new educational perspective”. OER is increasingly taking on a larger transformational meaning related to “collective knowledge” both its production and use. Acknowledging and institutionalizing the idea that knowledge is not owned or produced by one group of people but is created and shared between all users who are in turn creators is a revolutionary development in education and society in general.
The Open High School of Utah is the first public secondary school in the world to commit itself to the exclusive use of open educational resources throughout its curriculum. You and your student will see a significant difference in the quality and flexibility of the Open Curriculum.
The Open High School of Utah is the first public secondary school in the world to commit itself to the exclusive use of open educational resources throughout its curriculum. You and your student will see a significant difference in the quality and flexibility of the Open Curriculum.
The Open High School of Utah is the first public secondary school in the world to commit itself to the exclusive use of open educational resources throughout its curriculum. You and your student will see a significant difference in the quality and flexibility of the Open Curriculum.
The Open High School of Utah is the first public secondary school in the world to commit itself to the exclusive use of open educational resources throughout its curriculum. You and your student will see a significant difference in the quality and flexibility of the Open Curriculum.
The Open High School of Utah is the first public secondary school in the world to commit itself to the exclusive use of open educational resources throughout its curriculum. You and your student will see a significant difference in the quality and flexibility of the Open Curriculum.
P2PU or The Peer 2 Peer University is a grassroots open education project that organizes learning outside of institutional walls and gives learners recognition for their achievements. P2PU creates a model for lifelong learning alongside traditional formal higher education. Leveraging the internet and educational materials openly available online, P2PU enables high-quality low-cost education opportunities. P2PU - learning for everyone, by everyone about almost anything
University of the People (UoPeople) is the world’s first tuition free online academic institution dedicated to the global advancement and democratization of higher education. The high-quality low-cost global educational model embraces the worldwide presence of the Internet and dropping technology costs to bring university level studies within reach of millions of people across the world. With the support of respected academics, humanitarians and other visionaries, the UoPeople student body represents a new wave in global education. In the initial stages, University of the People will offer a new learning experience in two fields: Computer Science and Business Administration. These programs may in the future, lead towards four undergraduate degrees: AS and a BS degree in Business Administration and an AS and a BS in Computer Science.Free now, plans on charging exam administration fee. Collaboration with Yale University.
OECD Organization for economic cooperation and development.
The concern that institutions in developing countries might become dependent on externally generated content, rather than have the content serve as a catalyst for the production of new, local OER” (Giving Knowledge for Free: The Emergence of Open Educational Resources, page 105, http://www.oecd.org/dataoecd/35/7/38654317.pdf)Institutional induced barriers related to providing “free” content and new roles for traditional educators and educational institutions
Where does the report say it is going and where do you think it is going?The Horizon’s report suggests that the open content is basically here. It is here. What is in on the immediate horizon is its adoption, integration into institutions of learning. Like many technologies and digital resources student/individuals are already there, and our institutions are slower to adapt to the new reality of “open source”. There are even projects that are working on ways of testing content knowledge and competencies that are learned through “open sources” and giving college credit. I believe that open content (and technology, social networking) has the potential or to fundamentally change the structures, definitions and process of learning and teaching and in a bigger sense change the way knowledge is produced (maybe it already has). As is often the case, large institutions are sometimes behind the curve, I think learners are already creating content and knowledge and using it new ways that are not connected to how institutions are “teaching”. They just aren’t getting “credit” for it. In 2-5 years Public funded universities will be only one of many avenues for accepted credentialing. Already, for-profit online universities are challenging the dominance of public and private large universities for students and dollars. In the next few year’s open education resources consortium and projects may offer an alternate educational structure, which will force traditional universities to adapt or go the way of the dinosaurs.
Where does the report say it is going and where do you think it is going?The Horizon’s report suggests that the open content is basically here. It is here. What is in on the immediate horizon is its adoption, integration into institutions of learning. Like many technologies and digital resources student/individuals are already there, and our institutions are slower to adapt to the new reality of “open source”. There are even projects that are working on ways of testing content knowledge and competencies that are learned through “open sources” and giving college credit. I believe that open content (and technology, social networking) has the potential or to fundamentally change the structures, definitions and process of learning and teaching and in a bigger sense change the way knowledge is produced (maybe it already has). As is often the case, large institutions are sometimes behind the curve, I think learners are already creating content and knowledge and using it new ways that are not connected to how institutions are “teaching”. They just aren’t getting “credit” for it. In 2-5 years Public funded universities will be only one of many avenues for accepted credentialing. Already, for-profit online universities are challenging the dominance of public and private large universities for students and dollars. In the next few year’s open education resources consortium and projects may offer an alternate educational structure, which will force traditional universities to adapt or go the way of the dinosaurs.
The bulk of introductory course materials are online, as videos or interactive environments; students engage with the material when convenient and show up only for smaller seminars.
Unbundling” the four elements of educating: design of a course, delivery of that course, delivery of credit and delivery of a degree. Learning institutions will not be responsible for all of these elements but perhaps only one or two of these elements (delivering or awarding the actual credential/degree, or testing for example)
Development of alternate signals of competence in an area—alternates to besides degrees. P2PU (http://p2pu.org/) is working to come up with alternative signals that indicate to potential employers that an individual is a good thinker and has the skills he or she claims to have — maybe a written report or an online portfolio.
Where does the report say it is going and where do you think it is going?The Horizon’s report suggests that the open content is basically here. It is here. What is in on the immediate horizon is its adoption, integration into institutions of learning. Like many technologies and digital resources student/individuals are already there, and our institutions are slower to adapt to the new reality of “open source”. There are even projects that are working on ways of testing content knowledge and competencies that are learned through “open sources” and giving college credit. I believe that open content (and technology, social networking) has the potential or to fundamentally change the structures, definitions and process of learning and teaching and in a bigger sense change the way knowledge is produced (maybe it already has). As is often the case, large institutions are sometimes behind the curve, I think learners are already creating content and knowledge and using it new ways that are not connected to how institutions are “teaching”. They just aren’t getting “credit” for it. In 2-5 years Public funded universities will be only one of many avenues for accepted credentialing. Already, for-profit online universities are challenging the dominance of public and private large universities for students and dollars. In the next few year’s open education resources consortium and projects may offer an alternate educational structure, which will force traditional universities to adapt or go the way of the dinosaurs.
Poverty, Development and Education educated families:• Are more empowered and confident• Have fewer children• have fewer of their children die in infancy• have healthier and better educated children• are better equipped to enter the paid labour force, which isparticularly important to the survival of female-headedhouseholds• Enjoy higher levels of economic productivity• Experience a longer and healthier life