The document discusses the benefits and challenges of using open educational resources (OER) to develop online courses for a consortium of community colleges. It outlines how the consortium used grant funding to collaboratively create OER course content across multiple colleges, saving time and resources. While OER provided access and reuse of high-quality materials, its adoption faced challenges including technology issues, assessing content quality, and faculty reluctance to share or accept others' work. The presenters describe their strategies for implementing OER, including developing a detailed plan and providing support from instructional designers.
CHEO--OER -a fast and easy way to build and share coursescccscoetc
The document discusses the benefits and challenges of using open educational resources (OER) for course development. Some key benefits mentioned include decreased development time through collaboration and sharing of content, improved quality through remixing of resources, and cost savings. Challenges include issues with technology, the time required, reluctance to share or accept others' work, and different learning management systems. The document then provides examples of how a consortium developed OER courses and addressed challenges through planning, instructional designers, and creating a central website to host OER content.
The Colorado Virtual Studio System incorporates gated and monitored access to valued tools (production and post production equipment) in the creation of original student work. In order to access production equipment, students must present written work (outlines, then treatments, then screenplays) that serve as the blueprint to the final project (completed film). The student project leader assembles a team of specialists (actors, producers and/or directors, art directors, directors of photography, production managers, lighting and sound technicians, makeup, wardrobe, and set design trainees, logistical coordinators, production assistants, camera operators, location managers, etc.) required for successful project completion. However, within this system, project completion is not the mere lensing and editing of the proposed project. It is the delivery of the project to the consumer (audience) through a variety of venues. Consequently, the gated access to desired resources is contingent on market focus, just as it is in the real world.
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Cou...cccscoetc
CCCS successfully moved many Career and Technical Education (CTE) courses to blended/hybrid formats. Originally only 15 of 122 relevant courses were hybrid, but a deadline of December 2013 required all 122 be hybrid. CCCS developed a plan with the following steps:
1) Analyze certificates and courses, identifying high-enrollment and certifiable courses for hybrid conversion.
2) Create a course development plan with benchmarks and incentives for colleges to share hybrid courses.
3) Work with faculty through onsite instructional designers to "chunk" content into online and hands-on activities, and assess quality.
4) Publish hybrid courses openly online to increase enrollment in certificate programs and meet industry demands within
This document discusses several projects involving colleges moving their virtual learning environments (VLEs) to cloud hosting. It provides details on:
1) Several colleges that migrated their VLEs, mainly Moodle, to public or private clouds, citing benefits of increased resilience, integration, and cost savings.
2) Implementation challenges included technical issues, changes to staff work practices, and ensuring seamless transitions for students and faculty.
3) Successful projects benefited from established partnerships between colleges and experienced relationships with cloud hosting providers.
The document summarizes the DELILA project which aimed to provide open educational resources (OERs) to support embedding digital and information literacy into teacher training courses. The project involved converting existing teaching materials into OERs and customizing repositories at partner institutions to host the resources. Key challenges included addressing intellectual property rights and keeping materials up to date. Lessons learned included the need to consider OER aspects like licensing earlier in the resource creation process.
Jeremy Speller discusses UCL's experience with providing lecture content on iTunes U. UCL launched on iTunes U in 2008 after being approached by Apple. They initially captured 150 events totaling 200 hours of content. Usage has grown significantly, with over 1,500 items and 300,000 downloads to date. UCL also provides private streaming of this content integrated into their learning management system to benefit students. Future plans include further developing the private site and an online media application to streamline the ingest and distribution of content.
Workshop: Lessons from Online and edX / MITx CoursesBrandon Muramatsu
This document outlines a workshop on lessons learned from online and MOOC courses. The workshop agenda includes an introduction to the presenters' backgrounds in educational technology, a discussion of participants' experiences with online courses, a brief history of MOOCs, and highlights from online courses and MOOCs. One highlight discussed is the chemistry course 3.091/3.091x, where assessments of online students were found to be comparable to those of on-campus students, leading faculty to adopt online assessments for the on-campus course as well. The workshop aims to help participants understand pedagogical uses of educational technology and how their institution can implement online and digital learning.
Moodle Moot Virtual Conference 2015 (MMVC15):
Remixing OERs - Adapting for Purpose and Context
Online WizIQ class on: http://www.wiziq.com/online-class/2877060-mmvc15-remixing-oers-adapting-for-purpose-and-context
Date: 11am (GMT+2) Saturday 8th August 2015
Full paper:
Mallinson and Krull (2015) "An OER Online Course Remixing Experience" Open Praxis Vol 7 (3)
http://www.openpraxis.org/index.php/OpenPraxis/issue/view/13/showToc
CHEO--OER -a fast and easy way to build and share coursescccscoetc
The document discusses the benefits and challenges of using open educational resources (OER) for course development. Some key benefits mentioned include decreased development time through collaboration and sharing of content, improved quality through remixing of resources, and cost savings. Challenges include issues with technology, the time required, reluctance to share or accept others' work, and different learning management systems. The document then provides examples of how a consortium developed OER courses and addressed challenges through planning, instructional designers, and creating a central website to host OER content.
The Colorado Virtual Studio System incorporates gated and monitored access to valued tools (production and post production equipment) in the creation of original student work. In order to access production equipment, students must present written work (outlines, then treatments, then screenplays) that serve as the blueprint to the final project (completed film). The student project leader assembles a team of specialists (actors, producers and/or directors, art directors, directors of photography, production managers, lighting and sound technicians, makeup, wardrobe, and set design trainees, logistical coordinators, production assistants, camera operators, location managers, etc.) required for successful project completion. However, within this system, project completion is not the mere lensing and editing of the proposed project. It is the delivery of the project to the consumer (audience) through a variety of venues. Consequently, the gated access to desired resources is contingent on market focus, just as it is in the real world.
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Cou...cccscoetc
CCCS successfully moved many Career and Technical Education (CTE) courses to blended/hybrid formats. Originally only 15 of 122 relevant courses were hybrid, but a deadline of December 2013 required all 122 be hybrid. CCCS developed a plan with the following steps:
1) Analyze certificates and courses, identifying high-enrollment and certifiable courses for hybrid conversion.
2) Create a course development plan with benchmarks and incentives for colleges to share hybrid courses.
3) Work with faculty through onsite instructional designers to "chunk" content into online and hands-on activities, and assess quality.
4) Publish hybrid courses openly online to increase enrollment in certificate programs and meet industry demands within
This document discusses several projects involving colleges moving their virtual learning environments (VLEs) to cloud hosting. It provides details on:
1) Several colleges that migrated their VLEs, mainly Moodle, to public or private clouds, citing benefits of increased resilience, integration, and cost savings.
2) Implementation challenges included technical issues, changes to staff work practices, and ensuring seamless transitions for students and faculty.
3) Successful projects benefited from established partnerships between colleges and experienced relationships with cloud hosting providers.
The document summarizes the DELILA project which aimed to provide open educational resources (OERs) to support embedding digital and information literacy into teacher training courses. The project involved converting existing teaching materials into OERs and customizing repositories at partner institutions to host the resources. Key challenges included addressing intellectual property rights and keeping materials up to date. Lessons learned included the need to consider OER aspects like licensing earlier in the resource creation process.
Jeremy Speller discusses UCL's experience with providing lecture content on iTunes U. UCL launched on iTunes U in 2008 after being approached by Apple. They initially captured 150 events totaling 200 hours of content. Usage has grown significantly, with over 1,500 items and 300,000 downloads to date. UCL also provides private streaming of this content integrated into their learning management system to benefit students. Future plans include further developing the private site and an online media application to streamline the ingest and distribution of content.
Workshop: Lessons from Online and edX / MITx CoursesBrandon Muramatsu
This document outlines a workshop on lessons learned from online and MOOC courses. The workshop agenda includes an introduction to the presenters' backgrounds in educational technology, a discussion of participants' experiences with online courses, a brief history of MOOCs, and highlights from online courses and MOOCs. One highlight discussed is the chemistry course 3.091/3.091x, where assessments of online students were found to be comparable to those of on-campus students, leading faculty to adopt online assessments for the on-campus course as well. The workshop aims to help participants understand pedagogical uses of educational technology and how their institution can implement online and digital learning.
Moodle Moot Virtual Conference 2015 (MMVC15):
Remixing OERs - Adapting for Purpose and Context
Online WizIQ class on: http://www.wiziq.com/online-class/2877060-mmvc15-remixing-oers-adapting-for-purpose-and-context
Date: 11am (GMT+2) Saturday 8th August 2015
Full paper:
Mallinson and Krull (2015) "An OER Online Course Remixing Experience" Open Praxis Vol 7 (3)
http://www.openpraxis.org/index.php/OpenPraxis/issue/view/13/showToc
This document is an instructor's solutions manual for an advanced financial accounting textbook. It provides answers and solutions to exercises in 11 chapters that cover topics like business combinations, consolidation of subsidiaries, foreign currency transactions, and financial reporting for not-for-profit and public sector organizations. The copyright notice at the end indicates this solutions manual is intended solely for instructors' use in teaching courses using the textbook and assessing students.
Use of OER in CTE and Workforce Development, April 21 2011Una Daly
Use of OER in Career Technical Education and Workforce Development sponsored by the Workplace Learning Resource Center of CA and College Open Textbooks.
The document discusses teaching through open education, providing 4 case studies as examples. Case Study 1 discusses the flipped classroom approach used by Khan Academy, where students watch videos at home and class time is used for discussion. Case Study 2 examines how international students in the UK use open educational resources to support their learning. Case Study 3 profiles the Social Innovation Academy in Scotland, which trains volunteers using open materials. Finally, Case Study 4 considers the use of MOOCs for open education.
Teaching in Times of COVID- Technology in Chemistry Education - from added v...clairemcdonnell5
A reflection on what we have learned from the switch to online teaching, learning & assessment of chemistry since March 2020 and what we need to think about for the new academic year.
Presented online at the 2nd University of British Columbia Chemistry Teaching Workshop, themed 'Teaching in times of COVID: What We Learned and Where We Go From Here'
This letter requests permission to use a copyrighted image in an open educational resources project. It provides details on the open education initiative, which aims to make academic resources freely available under Creative Commons licenses. It asks to use the specified image in an engineering lecture presentation, and for permission to release the materials under a Creative Commons Attribution 2.0 UK license, with proper attribution.
Introduction to open educational resources, the eLearning Repository and the PORSCHE project
personal experiences of current practice
Introduction to Creative Commons and open licensing and questions
Copyright
Patient and non-patient consent
Demonstration of finding openly licensed resources online
Using the OER toolkit, attribution tools and attributing creators
This presentation discusses MIT's Strategic Education Initiatives office and its work on innovative educational technology and infrastructure. The office works on projects to advance digital learning through partnerships with universities, foundations, and other organizations. It is developing an educational infrastructure called "Backstage" to support content reuse across MIT courses on edX, OpenCourseWare, and other platforms. The presentation also provides examples of MIT's approach to educational technology, including automated exercises in chemistry and virtual laboratories, as well as residential experiments using MITx courses for online assessments.
This document provides information about online e-learning platforms and MOOCs (Massive Open Online Courses). It discusses what e-learning and MOOCs are, some examples of popular MOOC providers like Coursera and SWAYAM, and the advantages and disadvantages of using MOOCs for education. The history and objectives of MOOCs are outlined, and different types of MOOCs like xMOOCs and cMOOCs are defined.
1) Developing a MOOC course through SWAYAM provides financial assistance of up to 13.5 lakhs. Eligible individuals must have 5 years of postgraduate teaching experience and approval from their university.
2) Courses should be 4 credits, consisting of around 40 modules over 10-20 weeks. Content is developed using a four quadrant approach including video lectures, text, external resources, and self-assessments.
3) Video lectures should total around 20 hours and be broken into 8-10 minute segments. Accompanying text should be around 3000 words per module. Assessments include multiple choice, true/false, and matching questions.
At the intersection of open practice and institutional collaboration: eMundus...tbirdcymru
This presentation was shared at the OER15 Conference in Cardiff. It showcases the work of eMundus Project, an EU-funded project promoting open practice and institutional collaboration.
Neil Morris is the Director of Digital Learning at the University of Leeds. He gave a presentation on the changing landscape of higher education and the University's strategies for digital learning. Key points included increased student expectations, greater need for distinctiveness, and lack of digital skills. The presentation covered the University's blended learning strategy, policies on audio/video recordings and OERs, and plans for MOOCs and iTunes U. Student mobile device usage data was presented. The benefits of a digital learning strategy and external resources were discussed.
This document describes the DELILA project, which aims to promote open sharing of information literacy and digital literacy teaching materials between the University of Birmingham and LSE. The project will audit existing materials, convert suitable materials to open licenses, customize repositories at each institution to host the materials, and disseminate the project outcomes. The goals are to provide openly accessible resources to support embedding digital and information literacy into teacher training programs and to serve as a model for collaboration between institutions.
This document provides an overview of the University of Glasgow's strategy for blended and online learning. It discusses the university's history and vision for placing teaching at the center. The strategy has several strands including engagement with MOOCs, investment in blended and online learning programs, technology enablement, development of physical learning spaces, and staff development. It also highlights strategic enablers like learning and teaching funds and awards that support a culture of innovation.
The DELILA project aims to promote open sharing of information literacy and digital literacy teaching materials between higher education institutions. The project partners, LSE and University of Birmingham, conducted an audit of existing materials and mapped them to relevant frameworks. Materials were then converted to open educational resources and deposited in institutional repositories customized to improve accessibility and reuse of the resources. The project helped model best practices for sharing materials and addressed challenges around intellectual property and maintaining updated resources.
The document discusses copyright and intellectual property in the context of being a future faculty member. It argues that copyright is highly relevant to research, teaching, innovation and engagement as a faculty member. It introduces Creative Commons as an alternative to traditional copyright and explains how open licensing allows for sharing and adapting educational materials while still giving credit to creators. Barriers to open educational resources include legal issues, standardized curricula and social factors across different regions and contexts. The summary highlights the key topics and arguments covered in the document.
The document outlines the development process for MOOCs on the SWAYAM platform. It discusses pre-production, production, and post-production activities over a 6 month period. This includes inviting expressions of interest, developing course content and videos, conducting academic reviews, and obtaining necessary approvals. Guidelines are provided for course structure, assessment, and earning credits through SWAYAM MOOCs. Contribution to MOOC development can also provide points for promotion under the UGC's Academic Performance Indicator system.
This document provides information about virtual learning environment (VLE) training that will take place on September 2nd. The purposes of the training are to: (1) explain the rationale for using a VLE; (2) familiarize staff with the layout of the VLE; (3) identify where relevant information can be found on the VLE; (4) demonstrate the layout and structure of class pages; and (5) train staff to add content to the VLE such as folders, files, pictures, videos, and other embedded content. The VLE allows teachers to share educational materials online and provides benefits such as communication tools, a place for students to submit work, an online resource hub, customizable home pages,
Iswc 2011: Linking Data Across Universities: An Integrated Video Lectures Dat...Miriam Fernandez
1. The document discusses linking educational video content across multiple universities by representing the data using Linked Data principles and vocabularies.
2. Educational information like video lectures were extracted from different sources and integrated into a common classification scheme based on the Open Directory Project (DOP) taxonomy.
3. An evaluation of the integrated dataset found a high coverage (98%) and correctness (89%) of the assigned DOP classifications with over 51% being specialized classifications.
This document discusses calculating percent increase and decrease using shortcuts. It explains that to find percent increase, you take the new value minus the old value, divide by the old value, and multiply by 100. To find percent decrease, you take the old value minus the new value, divide by the old value, and multiply by 100. Examples are provided to demonstrate calculating percent change when values increase from 110 to 440. Students are instructed to practice calculation percent increases and decreases in a group work and homework section.
La fisiopatología es el estudio de los procesos anormales del cuerpo y las causas de las enfermedades. El documento presenta una clase sobre fisiopatología dictada por Patricio Javier Carrion el 11 de septiembre de 2014.
This document is an instructor's solutions manual for an advanced financial accounting textbook. It provides answers and solutions to exercises in 11 chapters that cover topics like business combinations, consolidation of subsidiaries, foreign currency transactions, and financial reporting for not-for-profit and public sector organizations. The copyright notice at the end indicates this solutions manual is intended solely for instructors' use in teaching courses using the textbook and assessing students.
Use of OER in CTE and Workforce Development, April 21 2011Una Daly
Use of OER in Career Technical Education and Workforce Development sponsored by the Workplace Learning Resource Center of CA and College Open Textbooks.
The document discusses teaching through open education, providing 4 case studies as examples. Case Study 1 discusses the flipped classroom approach used by Khan Academy, where students watch videos at home and class time is used for discussion. Case Study 2 examines how international students in the UK use open educational resources to support their learning. Case Study 3 profiles the Social Innovation Academy in Scotland, which trains volunteers using open materials. Finally, Case Study 4 considers the use of MOOCs for open education.
Teaching in Times of COVID- Technology in Chemistry Education - from added v...clairemcdonnell5
A reflection on what we have learned from the switch to online teaching, learning & assessment of chemistry since March 2020 and what we need to think about for the new academic year.
Presented online at the 2nd University of British Columbia Chemistry Teaching Workshop, themed 'Teaching in times of COVID: What We Learned and Where We Go From Here'
This letter requests permission to use a copyrighted image in an open educational resources project. It provides details on the open education initiative, which aims to make academic resources freely available under Creative Commons licenses. It asks to use the specified image in an engineering lecture presentation, and for permission to release the materials under a Creative Commons Attribution 2.0 UK license, with proper attribution.
Introduction to open educational resources, the eLearning Repository and the PORSCHE project
personal experiences of current practice
Introduction to Creative Commons and open licensing and questions
Copyright
Patient and non-patient consent
Demonstration of finding openly licensed resources online
Using the OER toolkit, attribution tools and attributing creators
This presentation discusses MIT's Strategic Education Initiatives office and its work on innovative educational technology and infrastructure. The office works on projects to advance digital learning through partnerships with universities, foundations, and other organizations. It is developing an educational infrastructure called "Backstage" to support content reuse across MIT courses on edX, OpenCourseWare, and other platforms. The presentation also provides examples of MIT's approach to educational technology, including automated exercises in chemistry and virtual laboratories, as well as residential experiments using MITx courses for online assessments.
This document provides information about online e-learning platforms and MOOCs (Massive Open Online Courses). It discusses what e-learning and MOOCs are, some examples of popular MOOC providers like Coursera and SWAYAM, and the advantages and disadvantages of using MOOCs for education. The history and objectives of MOOCs are outlined, and different types of MOOCs like xMOOCs and cMOOCs are defined.
1) Developing a MOOC course through SWAYAM provides financial assistance of up to 13.5 lakhs. Eligible individuals must have 5 years of postgraduate teaching experience and approval from their university.
2) Courses should be 4 credits, consisting of around 40 modules over 10-20 weeks. Content is developed using a four quadrant approach including video lectures, text, external resources, and self-assessments.
3) Video lectures should total around 20 hours and be broken into 8-10 minute segments. Accompanying text should be around 3000 words per module. Assessments include multiple choice, true/false, and matching questions.
At the intersection of open practice and institutional collaboration: eMundus...tbirdcymru
This presentation was shared at the OER15 Conference in Cardiff. It showcases the work of eMundus Project, an EU-funded project promoting open practice and institutional collaboration.
Neil Morris is the Director of Digital Learning at the University of Leeds. He gave a presentation on the changing landscape of higher education and the University's strategies for digital learning. Key points included increased student expectations, greater need for distinctiveness, and lack of digital skills. The presentation covered the University's blended learning strategy, policies on audio/video recordings and OERs, and plans for MOOCs and iTunes U. Student mobile device usage data was presented. The benefits of a digital learning strategy and external resources were discussed.
This document describes the DELILA project, which aims to promote open sharing of information literacy and digital literacy teaching materials between the University of Birmingham and LSE. The project will audit existing materials, convert suitable materials to open licenses, customize repositories at each institution to host the materials, and disseminate the project outcomes. The goals are to provide openly accessible resources to support embedding digital and information literacy into teacher training programs and to serve as a model for collaboration between institutions.
This document provides an overview of the University of Glasgow's strategy for blended and online learning. It discusses the university's history and vision for placing teaching at the center. The strategy has several strands including engagement with MOOCs, investment in blended and online learning programs, technology enablement, development of physical learning spaces, and staff development. It also highlights strategic enablers like learning and teaching funds and awards that support a culture of innovation.
The DELILA project aims to promote open sharing of information literacy and digital literacy teaching materials between higher education institutions. The project partners, LSE and University of Birmingham, conducted an audit of existing materials and mapped them to relevant frameworks. Materials were then converted to open educational resources and deposited in institutional repositories customized to improve accessibility and reuse of the resources. The project helped model best practices for sharing materials and addressed challenges around intellectual property and maintaining updated resources.
The document discusses copyright and intellectual property in the context of being a future faculty member. It argues that copyright is highly relevant to research, teaching, innovation and engagement as a faculty member. It introduces Creative Commons as an alternative to traditional copyright and explains how open licensing allows for sharing and adapting educational materials while still giving credit to creators. Barriers to open educational resources include legal issues, standardized curricula and social factors across different regions and contexts. The summary highlights the key topics and arguments covered in the document.
The document outlines the development process for MOOCs on the SWAYAM platform. It discusses pre-production, production, and post-production activities over a 6 month period. This includes inviting expressions of interest, developing course content and videos, conducting academic reviews, and obtaining necessary approvals. Guidelines are provided for course structure, assessment, and earning credits through SWAYAM MOOCs. Contribution to MOOC development can also provide points for promotion under the UGC's Academic Performance Indicator system.
This document provides information about virtual learning environment (VLE) training that will take place on September 2nd. The purposes of the training are to: (1) explain the rationale for using a VLE; (2) familiarize staff with the layout of the VLE; (3) identify where relevant information can be found on the VLE; (4) demonstrate the layout and structure of class pages; and (5) train staff to add content to the VLE such as folders, files, pictures, videos, and other embedded content. The VLE allows teachers to share educational materials online and provides benefits such as communication tools, a place for students to submit work, an online resource hub, customizable home pages,
Iswc 2011: Linking Data Across Universities: An Integrated Video Lectures Dat...Miriam Fernandez
1. The document discusses linking educational video content across multiple universities by representing the data using Linked Data principles and vocabularies.
2. Educational information like video lectures were extracted from different sources and integrated into a common classification scheme based on the Open Directory Project (DOP) taxonomy.
3. An evaluation of the integrated dataset found a high coverage (98%) and correctness (89%) of the assigned DOP classifications with over 51% being specialized classifications.
This document discusses calculating percent increase and decrease using shortcuts. It explains that to find percent increase, you take the new value minus the old value, divide by the old value, and multiply by 100. To find percent decrease, you take the old value minus the new value, divide by the old value, and multiply by 100. Examples are provided to demonstrate calculating percent change when values increase from 110 to 440. Students are instructed to practice calculation percent increases and decreases in a group work and homework section.
La fisiopatología es el estudio de los procesos anormales del cuerpo y las causas de las enfermedades. El documento presenta una clase sobre fisiopatología dictada por Patricio Javier Carrion el 11 de septiembre de 2014.
FRCC MAT050 Vocabulary and Proportions (Sect 1.6)cccscoetc
This document discusses key vocabulary terms and concepts related to proportions. It defines variables as letters representing changing numbers, constants as unchanging numbers, expressions as operations without equal signs, and equations as expressions with equal signs. Videos are linked to demonstrate evaluating expressions, equivalent fractions, and converting fractions to percentages. Students are given examples to work through involving evaluating expressions, solving proportions as equivalent fractions, and converting fractions to percentages. The document concludes with assigning homework from the textbook and online platform.
Developmental Education in Colorado presentation for Colorado Council on Hig...cccscoetc
Presentation from Colorado Community College System's Bitsy Cohen and Tamara White for the Colorado Council on High School/College Relations Conference Dec. 2013
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can help reduce the risk of diseases like heart disease and diabetes while also improving mood and reducing stress and anxiety. Exercising for at least 30 minutes per day several times a week is recommended to gain these health benefits.
FRCC MAT050 Ratios and Rates (Section 1.1)cccscoetc
This document discusses ratios and rates. It defines a ratio as comparing two quantities without units, using notation like 7:3. It also discusses defining rates, which include units since the units are different. An example is given of the ratio of instructors to students at FRCC being 2:7. Students are asked to interpret this ratio and calculate the number of students if there are 117 people on campus. The document provides examples of writing ratios and rates in lowest terms and as fractions. Students are assigned textbook and online homework problems related to ratios and rates.
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.
This presentation discusses the current dilemma with respect to Open Educational Resources (OER) search. It introduces existing OER search methodologies and highlights their weaknesses. The Desirability framework for parametrically measuring the usefulness of an OER is also discussed. The desirability framework uses the D-index to measure the openness, accessibility and relevance of an OER. OERScout, a text mining based faceted search engine is introduced for improved OER search. It uses autonomously identified domain specific keywords, the D-index and faceted search to allow focused OER search.
Impact and Opportunity of OER - A DOL TAACCCT Case StudyPaul_Stacey
The document discusses opportunities for open educational resources (OER) through the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grants from the Department of Labor. It notes that TAACCCT grants totaling $2 billion over 4 years aim to prepare workers for high-skill jobs and require all materials be openly licensed. This represents the largest OER initiative. Services are described to help grantees meet requirements around licensing, accessibility, online learning, and using data for continuous improvement. Examples of consortium projects and an OER course development process are also provided.
Taaccct 1 online learning status oct 2013cccscoetc
Presentation given at the October 2013 TAACCCT 1 COETC sharing day on the status of the online content for energy courses redesigned or developed in hybrid/online format for CCCS COETC grant
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.
Recently University of Delhi (DU) has introduced a new four year based undergraduate programme (FYUP) wherein all (> 50,000) newly admitted undergraduate students have been given laptops that are powered exclusively with Ubuntu OS (12.04 LTS) and other freeware including Open Office, Firefox, VLC and Rythmbox. Out of a batch of 52 students selected for case study 26 were introduced with concept of high quality OER (HQOER). The present investigation seeks to analyze pedagogical impact of the same on the twin effects of a) students utilizing internet enabled laptop computers during real-time classroom teaching and b) using OER content linked with resource based learning so as to leverage both most effectively. The investigation concludes that topic specific OER ought to be available preferentially through a dedicated search engine for HQOER. Further, an independent OER regulatory body should recommend chronological listing of HQOER sites after a thorough evaluation of the quality of their content. The future of teaching-learning process bodes well for hybrid education that includes HQOER as a built-in standard.
OER refers to open educational resources which include full courses, course materials, and other learning content that can be freely accessed and used online. MIT's OpenCourseWare initiative is an example of an institutional OER program that makes course materials from over 1,900 courses freely available on the web. Educators use OER in a variety of ways like reusing content, adapting course syllabi, and combining OER materials with other resources. There are benefits to creating OER like lowering costs for students and fostering pedagogical innovation through customizable learning materials.
Colorado Online Energy Project TAACCCT Round 2 Kick-Off PresentationOPEN4Us
This document summarizes a conference for a DOLTAACCCT grant focused on developing energy programs and redesigning developmental education. The grant's goals are to create online/hybrid energy programs, provide career coaching, develop contextualized developmental curriculum in energy fields, and redesign developmental education. The conference covered topics like clean energy technologies, career services and advising for students, sharing curriculum and training materials between colleges, and developing common course documents and training for developmental education redesign across 15 colleges.
This document discusses open educational resources (OER), which are freely available teaching and learning materials online that can be used and reused by instructors, students, and self-learners. It outlines some examples of OER and initiatives by organizations like MIT, the Open University, and JISC. It also discusses potential benefits of OER like reducing costs and increasing access to education, as well as challenges like technical support, quality assurance, and copyright issues that institutions need to address when implementing OER programs. The document promotes a new OER sharing service for colleges in Scotland called Open Scot that will make resources more accessible and encourage sharing under Creative Commons licensing.
Opening the Gate: Using OER to Create and Share Coursescccscoetc
Presentation given at the eLearning in Colorado Consortium Annual Conference in Breckenridge, CO; April 16-18, 2014. Open educational resources are changing the landscape of course content into a more transparent and open process that fosters fellowship across departments and educational institutions. In the spirit of the process, Colorado Community College System received a TAACCCT grant with the stipulation of publishing the courses to OER. CCCS has been successful in creating/sharing content between the 13 system colleges, 3 independent colleges and the world .
This document is the proposal for the TRACKOER project that is supported by the JISC Open Educational Resources Rapid Innovation programme (OERRI). In TRACKOER we are developing potential solutions to how to keep track of content in the open. We are looking both at ways to follow content as it moves from one server to another and then gets reused, and at how to capture other changes that people may make with cut and paste editing. The rationale for the project is to understand whether content gets reused but it also offers a model that could help track other activity around shared content. More about the project progress is available via http://track.olnet.org/ and the project blog at http://cloudworks.ac.uk/tag/view/TrackOER .
The document discusses open education and open educational resources (OERs). It notes that the demand for entrepreneurship education is increasing but there are obstacles like lack of funding and resources. OERs can help address this by allowing educational materials to be freely copied, distributed, edited and shared. The document defines OERs and the "5R" principles of reuse, revise, remix, redistribute and retain. It encourages sharing and collaborating on OERs to engage learners and build an open community of practice.
OERs in Courseware Design and DevelopmentM I Santally
The document discusses the development of an open online course on research methods at the University of Mauritius using open educational resources (OER). It describes the course development process which included searching for and curating relevant OER, contextualizing and adding value to the content, and publishing the course on Moodle. It reflects on challenges faced in incorporating copyrighted and variously licensed materials and ensuring quality and sustainability of the open courseware approach.
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The document discusses the benefits and challenges of open educational resources (OERs). It outlines several key benefits of OERs including equitable access to education as they reduce costs, flexibility to adapt materials to meet student needs, enhanced accessibility through various media formats, and opportunities for collaboration. Some challenges of adopting OERs include the time required to review materials, difficulties assessing quality, lack of supplemental resources, and issues with student access to technology. Throughout, it encourages collaboration between educators to maximize the benefits of OERs while addressing their limitations.
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2. OPENING THE GATE:
A FAST & EASY WAY TO
CREATE, COLLABORATE AND
SHARE COURSES!
Presenters: Brenda Perea & Loretta Driskel
April 10, 2014
3. HOW MANY OF YOU HAVE USED OPEN
EDUCATIONAL RESOURCES (OER) TO
FIND COURSE CONTENTYou may respond at: Text a CODE to 37607
Tweet @poll and a code
3
4.
5. WHY DID OUR CONSORTIUM USE
OER?
Conditions of
However….
Know what you’re getting into before you
accept the money
Know what needs to be done before full
scale adoption
5
8. WHICH LEARNING MANAGEMENT SYSTEM
DO YOU USE ON YOUR CAMPUShttp://www.polleverywhe
re.com/multiple_choice_
polls/fdnS8p1S1BPB0Q
C
8
9.
10. GENERAL BENEFITS OF USING OER
10
1. Learning effectiveness
Better quality or more recent material
2. Access
Wider variety of learning materials
There are 750 free online courses from leading universities
that are open to the public
Enhances opportunities for learning
Informed decisions as to content and class preparation
3. Scale
Cost effective
Adaptability for individual colleges and instructors
11. GENERAL BENEFITS CONTINUED….
11
4. Faculty success
► Avoid “reinventing the wheel”
► More Clarity and/or certainty regarding reuse of
materials
► Content is compiled and edited by the instructor
5. Student success
► Better quality and easier access
► Better informed decisions in choosing the right course
and preparing for class
► Digital OER textbooks are condensed
12.
13. OTHER OER BENEFITS
Reaches the widest possible audience
Enhances a college’s or university’s reputation as well as that of the
instructor
Promotes education for all
Shares best practices
Allows for peer review
Maximizes the use and increases availability of educational materials
Raises standard of educational resources by gathering more contributors
Course Design stresses interactivity, problem solving and feedback
13
14. WHAT WERE THE “REAL” BENEFITS?
►Building and sharing content among colleges decreased
development time and maximized resources
►Quality improvements through collaboration, visibility,
creativity, and critical thinking
► Content is compiled and edited by the instructor
► Time and effort were saved through the reuse and remixing of
resources
► Content is adaptable for individual colleges and instructors
►Content was “standardized” among the 7 Energy
colleges
►New Partnerships Opportunities 14
15. AN EXAMPLE OF OER FROM OUR
WORK
15
Fundamentals of DC/AC
3 different courses were developed with grant
funding
Negative: duplication of effort and a
waste of resources
Positive: One consortium college
discovered need for ELT106 in Nov.
2013 for a Jan. 2014 deployment.
In December 2013, a new instructor could
select content from each of the OER
16. TYPES OF COURSES PUBLISHED TO
OER
16
► EIC130 National Electrical Code I
EIC225 Programmable Controllers
ELT106 Fundamentals of DC/AC
ELT112 Advanced DC/AC
ENY121 Solar Photovoltaic Components
MAT107 Career Math
► PRO100 Intro to Process Technology
PRO110 Safety, Health, and Environment
PRO120 Process Tech 1-Equipment 1
PRO130 Instrumentation I
PRO131 Instrumentation II
PRO240 Industrial Troubleshooting
Writing for Process Technology
TAAA Hydraulics I
TAAA Hydraulics II
TAAA Industrial AC/DC and Print Reading
TAAA Industrial Motors and Control
TAAA Introduction and Intermediate PLC's
TAAA MSHA Supplemental-Mine Safety and Health Admin
TAAA Mechanical Components
TAAA Welding
AEC 207 Construction Methods
AEC220 Surveying
AEC233 Construction Safety/Loss Prevention
EIC105 Basics of AC/DC Electricity
ENY101 Introduction to Energy Technologies
GIS101 Introduction to Global Information Systems
MAN102 Business Ethics
NRE214 Environmental Issues & Ethics
PET101 Petroleum Fundamentals
PRO100 Introduction to Process Technology
PRO120 Process Technology I: Equipment
PRO130 Petroleum Fundamentals: Instrumentation
PRO250 Oil and Gas Production I
PSY150 Environmental Psychology
► EIC 101 Job Training and Safety
EIC 175 Job and Climbing Safety
ELT 106 Fundamentals of DC/AC
ELT 107 Industrial Electronics
ELT 175 Fundamentals of DC/AC-compressed
► IMA 160 Basic Fluid Power
WTG 100 Introduction to Wind Industry
WTG 110 Power & Control Systems
WTG 210 Wind Turbine Airfoils & Composites
www.cccscoetc.weebly.com
17. CHALLENGES TO USING OER!
Technology
Time
Quality Assessment-Reluctance to “share” and
the reluctance to “accept other instructor’s work”
Policies on academic freedom, open access
licenses (CC BY)
Evolving Online/Hybrid Pedagogy
Differing LMS’s
Competency-based courses which used industry
supplied manuals for content delivery
17
Super Villain by tikigod published under a CC BY-
NC-ND-2.0 license
18. CHALLENGES TO CONTRIBUTING TO OER
• Technology—OERs are built on the different platforms such as
HTML vs. XML
• Time—Sharing to an OER Repository requires manual recreating
of content since SCORM or common cartridges uploads are not
standard
• Quality Assessment—reluctance to “accept” others’ work as
“equivalent” to their own material or view as “inferior” to publisher
created material
• College or Faculty Property—who actually “owns” the content
created within a college system?
• If a system owns all material created by faculty/employees while
being paid with system funds, can course material be
contributed to OER?
18
Super Villain by tikigod published under a CC BY-
NC-ND-2.0 license
20. WHAT DID IT TAKE FOR “BUY IN”
A specific “on message”
Instructional designers
Recognition of impact across
college departments
20
21. HOW DID WE START
Developed a Plan “A”
Listed all the certificates and courses
covered by the grant
Identified courses in currently in
hybrid status
Identified content in the course as
either local course or publish to OER
Published those courses to OER 21
22. HOW DID WE START
Developed a Plan “A”
1) Listed all the certificates and courses
covered by the grant
2) Identified courses in currently in hybrid
status
a) Identified content in the course as either
local course or publish to OER
3) Published those courses to OER
4) Created a website as the COETC OER
22
23. IF PLAN A DIDN’T QUITE FIT…GAVE
THEM PLAN B
Plan B
1. Used an instructional designer to
work with faculty to convert F2F
courses to hybrid
2. Created new courses in hybrid
format
3. Returned to steps 3 and 4 of Plan A 23
24. DEALING WITH OER
What Works?
Detailed Plan
Central URL repository for easy
access to OER sites
Central website for OER index
Multimedia hosted on an institution
channel or institutional account
Allocating enough time to search &
revise content
24
http://www.symbaloo.com/shared/AAAACMSNVS0AA42Agd4JvQ==
http://www.cccscoetc.weebly.com
25. I WILL CONSIDER USING OER
CONTENT IN MY COURSE
Polleverywhere link
http://www.polleverywhere.com/multiple_choice_po
lls/iQrU4JXdCZnKHmC
25
26.
27. TOOLS AN OER SUPERHERO USES IN THIS
GRANTCool Toy Pics of the Day by rosefirerising is published under a CC BY-NC-ND 2.0 license
Videos:
YouTube, Vimeo or the Internet Archive
Audio/Podcasts:
Soundcloud or the Internet Archive
Presentations:
Slideshare
OPEN Content:
Google Drive
Digital Public Library of America PhET P2PU OpenStax
DOL OER or OPEN information
http://open4us.org/faq/
http://open4us.org/resources/cc-by-license-
implementation-deep-dive-resources/
License Chooser tool
http://creativecommons.org/choose/
OPEN Courses:
Merlot, Connexions,
MIT OpenCourseWare,
Open Yale Courses,
Harvard Open Learning Initiative,
Open Culture, Coursera, OpenCourseWare
Consortium, MOOC List, edX, OpenCourse
Library,
28. ►Open Educational Resources and Practices
►The Adoption of OER by One Community College Math Department
►OER Videos http://www.youtube.com/watch?v=1wgqQdYKjIM
http://www.iskme.org/category/tags/oer-research
►http://oer13.wordpress.com/2013/03/26/the-ecology-of-sharing-synthesizing-oer-
research-rob-farrow/
►http://www.slideshare.net/robertfarrow/the-ecology-of-sharing-synthesizing-oer-research
►http://www.irrodl.org/index.php/irrodl/article/view/1523/2652
►http://www-jime.open.ac.uk/jime/article/viewArticle/2013-04/html
APPENDIX
29. CREATIVE COMMONS ATTRIBUTION
This Workforce Solution created by Colorado Community
College System COETC Grant is licensed under a Creative
Commons Attribution 3.0 Unported License. The material was
created with funds from the Trade Adjustment Assistance
Community College and Career Training (TAACCCT) Grant
awarded to the Colorado Online Energy Training Consortium
(COETC).Based on a work at www.cccs.edu.Permissions
beyond the scope of this license may be available at
www.cccs.edu.
29
Editor's Notes
http://youtu.be/xeaZ_pyF2bc
Opening the Gate: A Fast and Easy Way to Create, Collaborate, and Share Courses!
How many of you have used OER to find course contentPolleverywhere link http://www.polleverywhere.com/multiple_choice_polls/wt9v3yIbAS9q3vgPoll results next slide
Have you used open educational resources (OER) to find course content?
http://www.polleverywhere.com/multiple_choice_polls/wt9v3yIbAS9q3vg
Why Did our Consortium Use OER?Conditions of Department of Labor GrantDue to the terms of the grant, OER publication was not voluntary and all courses must post Creative Commons License 3.0 which basically allows the shared courses to be copied, distributed and remixed. However….Know what you’re getting into before you accept the moneyKnow what needs to be done before full scale adoption
Our consortium had 16 colleges and we needed an cost efficient way to develop or revise 270 courses. Mis-mash of development publishing their certificate courses into various OER in various levels of success.It wasn’t until we developed a website that each college could effectively “peek” into each other’s courses. Did this create a sense of discomfort? Yes! Were instructors reluctant to share? Yes! Publication to OER had the same “bell curve” of the technology adoption curve:the early adopters eagerly submitted their courses whether they were “final editions” or rough drafts. As the website was built, more and more colleges, were peeking and willing to share. Instructors and institutions began to see similarities and differences and began contacting each other/other institutions for resources. That contact started a intrastate collaboration on course development, leading to several exemplary courses that are now being used system wide. Now the expectation is that there is OER out there….so where is it?Our typical search begins in Open CultureCourseraNational Repository of Online CoursesEdXOpen2StudyCanvasAnd ended with just 2 OER repositoriesConnexionsMERLOT
Success to Date2012- 0 courses in OER2014- approximately 270Started working on TAACCCT 3-Colorado Helps Advanced Manufacturing Programs should have 225 by end of 2016
Which Learning Management System do you use on your campus?Polleverywhere link http://www.polleverywhere.com/multiple_choice_polls/fdnS8p1S1BPB0QC or next slide
Which Learning Management System do you use on your campus?
http://www.polleverywhere.com/multiple_choice_polls/fdnS8p1S1BPB0QC
General Benefits of using OERLearning EffectivenessBetter Quality or More recent materialThe content is compiled and edited by the instructorUpdating is instant and constant on an on-going basisAccessWider Variety of Learning MaterialsOpen Yale courses (from Yale University),JHSPH OpenCourseWare (from the Johns Hopkins University)Webcast.Berkeley (from the University of California at Berkeley),Stanford Engineering Everywhere (from Stanford University),MIT OpenCourseWare (from MIT)Open Learning Initiative (from Carnegie Mellon University)Harvard Open Courses at Harvard Extension School (from Harvard University) If an instructor opens his/her own course materials, and shares them with the public it greatly enhances opportunities for learning for both students who already took the course and the prospective students. Students often like to check out the course materials before the term begins. If students have that opportunity to take a look at the course materials it will help them make an informed decision in choosing the right course, and preparing themselves for the class. Students also would like to revisit their course materials after the quarter/semester is over to refresh their memories or to further study the topics. Open course materials will help them reinforce what they have learned and further develop their level of understanding in the area.ScaleCost effectiveOpen sources are adapted and re-organized as needed
General Benefits of using OERFaculty SuccessAvoiding reinventing the wheelContent is complied and edited by the instructorProject examples are sometimes included with grading rubricsMaterial usually includes multimedia: simulations, slideshow or videosStudent SuccessBetter Quality and easier accessDigital OER textbooks, text readings are reduced and condensed compared to regular textbooks
Have you used open educational resources (OER) to find course content?
http://www.polleverywhere.com/multiple_choice_polls/wt9v3yIbAS9q3vg
Other benefits Showcases research to widest possible audienceEnhances a university’s reputation as well as that of the teacher or researcherSocial responsibility – provides education for allShares best practice internationallyAllows for peer reviewMaximizes the use and increases availability of educational materialsRaises standard of educational resources by gathering more contributorsCourse Design stresses interactivity, problem solving and feedback
Benefits the Consortium Realized Contents are displayed in multimedia formats so user knows how the student will see the materialContent can be enhanced with presentations, slideshow or videosInteractive functionality is facilitated with online quizzes, blogging, twittering, and student personal Wiki website, which is also used as an e-portfolio for the courseContent is compiled and edited by the instructorUpdating is instant and constant on an on-going basisPeer ReviewedAdaptability for individual colleges and instructorsOpen sources are adapted and re-organized as neededDigital OER textbooks, text readings are reduced and condensed compared to regular textbooksBuilding and sharing content decreased development time and maximized resourcesContent was “standardized” between the 7 Energy colleges
Example ELT 106-Fundamentals of DC/AC3 different courses were developed with grant funding Negative: Duplication of effort and a waste of resources Positive: 1 consortium college discovered need for ELT106 in Nov. 2013.In December 2013, a new instructor could select content from each of the OER courses to build a course unique to there student population and launch the course for January 2014 students
Aims Community College—Oil and Gas TechnologiesPueblo Community College—Workforce Development in Mining and Extractive TechnologiesColorado Mountain College—Solar Technology and Manufacturing Process TechnologiesNortheastern Junior College—Wind Energy
TechnologyTimeQuality Assessment-Reluctance to “share” and the reluctance to “accept other instructors work”Policies on academic freedom, open access licenses (CC BY)Development of a master course with core competencies coveredEvolving Online/Hybrid Pedagogy QualityDiffering learning management systemsResistance to being required to publish Online/hybrid courses as OEREvolving Online/Hybrid Pedagogy Differing learning management systems
Challenges to Contributing to OERTechnology—OERs are built on the different platforms such as HTML vs. XML Time—Sharing to an OER Repository requires manual recreating of content since SCORM or common cartridges uploads are not standardQuality Assessment—reluctance to “accept” others work as “equivalent” as their own material or view as “inferior” to publisher created materialCollege or Faculty Property—who actually “owns” the content created within a college system? If a system owns all material created by faculty/employees while being paid with system funds, can course material be contributed to OER?Creating a different CC BY license for each OER publishedNo Central OER repository
Was OER a “Hard Sell”YesInstructors who taught by the textbook didn’t want to change.Instructors who were willing to use OER were reluctant to then “share” their coursesBookstores were unwilling to give up revenue
A specific “on message” regarding use of OER and publishing course content to OER from everyone in the grant admin. to the local college project leads.Instructional designers to sit with instructors to go over courses to show where OER could be incorporated or how to publish courses to OER without violating copyright permissions.An acknowledgement from all consortium colleges that use of OER might impact bookstore revenue or 3rd party/publisher online content adoption
How Did We StartDeveloped a Plan “A”Listed all the certificates and courses covered by the grantIdentified courses in currently in hybrid statusIdentified content in the course as either local course or publish to OERPublished those courses to OER
How Did We StartDeveloped a Plan “A”Listed all the certificates and courses covered by the grantIdentified courses in currently in hybrid statusIdentified content in the course as either local course or publish to OERPublished those courses to OERCreated a website as the COETC OER Index
If Plan A wasn’t quite right for a college…gave them plan BPlan BUsed an instructional designer to work with faculty to convert F2F courses to hybridCreated new courses in hybrid formatReturned to steps 3 and 4 of Plan A
Dealing with OERWhy OER Works?Detailed course mapping first to see when and where OER fits into an existing courseCourse mapping new courses to ensure all competencies are list to find appropriate OERCentral URL repository for easy access to OER sitesCentral website for OER indexMultimedia hosted on an institution channel or institutional accountAllocating enough time to search & revise content
I will consider using OER content in my coursePolleverywhere linkhttp://www.polleverywhere.com/multiple_choice_polls/iQrU4JXdCZnKHmC
I will consider using OER content in my course
http://www.polleverywhere.com/multiple_choice_polls/iQrU4JXdCZnKHmC
Tools an OER Superhero Uses in this GrantCHAMP Dashboardhttp://www.symbaloo.com/shared/AAAACMSNVS0AA42Agd4JvQ==OPEN Courses: Merlot, Connexions, MIT OpenCourseWare, Open Yale Courses, Harvard Open Learning Initiative, Open Culture, Coursera, OpenCourseWare Consortium, MOOC List, edX, OpenCourse Library, Videos: YouTube, Vimeo or the Internet ArchiveAudio/Podcasts: Soundcloud or the Internet ArchivePresentations:SlideshareOPEN Content: Google DriveDigital Public Library of AmericaPhETP2PUOpenStaxDOL OER or OPEN informationhttp://open4us.org/faq/http://open4us.org/resources/cc-by-license-implementation-deep-dive-resources/
Open Educational Resources and PracticesThe Adoption of OER by One Community College Math DepartmentOER Video http://www.youtube.com/watch?v=1wgqQdYKjIMhttp://www.iskme.org/category/tags/oer-researchhttp://oer13.wordpress.com/2013/03/26/the-ecology-of-sharing-synthesizing-oer-research-rob-farrow/http://www.slideshare.net/robertfarrow/the-ecology-of-sharing-synthesizing-oer-researchhttp://www.irrodl.org/index.php/irrodl/article/view/1523/2652http://www-jime.open.ac.uk/jime/article/viewArticle/2013-04/html
Creative Commons AttributionThis Workforce Solution created by Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0 Unported License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based on a work at www.cccs.edu.Permissions