Open Educational Resources are widely discussed in higher education circles and open education practices are being upheld as the second generation of OERs that have the potential to make education freely available to all students. This presentation contains the results from a research study conducted with 110 representatives of higher education institutions around the world, of which 12 were official members of the OERu. The study was aimed at identifying the extent to which higher education institutions are currently implementing open policies and practices as well as explore the challenges faced by institutions when considering implementing open initiatives.
Open Education Research : Overview, Benefits and Challenges Robert Farrow
Open education research has grown since 2012 through projects led by the OER Research Hub exploring topics like student performance, access, and educator practice. The hub conducts global surveys, publishes reports, and builds research capacity through networks. Current projects examine business models for open education and how teachers reuse OER through online courses. The presentation reviews the hub's work and encourages collaboration to further open scholarship.
This document provides an overview of the Alternative University Appraisal (AUA) Project. The AUA Project aims to develop an alternative model for assessing universities' performance in education for sustainable development (ESD). It was launched in 2009 with support from several universities in Asia and the Pacific region. The project seeks to value universities engaged in ESD and improve their practices through self-appraisal, peer consultation, and learning communities. A 3-step process is outlined to first develop an ESD appraisal model, then a peer consultation model, and finally an assessment system.
International Programmes in Thailand & ASEAN vol.9 part 2ธีระพล ชัยมงคลกานต์
Mahanakorn University of Technology provides information on its Bilingual Programme, which offers undergraduate programs in chemical, civil, electrical, and mechanical engineering taught in both Thai and English. The program aims to prepare students for the ASEAN Economic Community and global workplace. Students can study for two years at MUT and two years at partner universities in the UK, or study for four years entirely at MUT to earn a bachelor's degree. Admission requirements and program costs are provided. Contact information is given for those seeking more details.
International Programmes in Thailand & ASEAN vol.9 part 1ธีระพล ชัยมงคลกานต์
This document appears to be a volume of the publication "International Programs in THAILAND & ASEAN" that provides information about higher education opportunities in Thailand and Southeast Asia. It includes sections about Thai and ASEAN higher education policies, profiles of universities in Thailand that offer international programs, and information about the ASEAN University Network. The volume aims to be an informative resource for students considering higher education options in the region. It is distributed widely in Thailand, Southeast Asia, and internationally to help students make informed decisions about university choices.
Joe Luca QPR2014 - Research training excellence in Australia: a good practice...Ian Green
Keynote address to the QPR2014 (Quality in Postgraduate Research) conference, Adelaide, South Australia, April 11, 2014, by Joe Luca, Edith Cowan University.
Open Education Research : Overview, Benefits and Challenges Robert Farrow
Open education research has grown since 2012 through projects led by the OER Research Hub exploring topics like student performance, access, and educator practice. The hub conducts global surveys, publishes reports, and builds research capacity through networks. Current projects examine business models for open education and how teachers reuse OER through online courses. The presentation reviews the hub's work and encourages collaboration to further open scholarship.
This document provides an overview of the Alternative University Appraisal (AUA) Project. The AUA Project aims to develop an alternative model for assessing universities' performance in education for sustainable development (ESD). It was launched in 2009 with support from several universities in Asia and the Pacific region. The project seeks to value universities engaged in ESD and improve their practices through self-appraisal, peer consultation, and learning communities. A 3-step process is outlined to first develop an ESD appraisal model, then a peer consultation model, and finally an assessment system.
International Programmes in Thailand & ASEAN vol.9 part 2ธีระพล ชัยมงคลกานต์
Mahanakorn University of Technology provides information on its Bilingual Programme, which offers undergraduate programs in chemical, civil, electrical, and mechanical engineering taught in both Thai and English. The program aims to prepare students for the ASEAN Economic Community and global workplace. Students can study for two years at MUT and two years at partner universities in the UK, or study for four years entirely at MUT to earn a bachelor's degree. Admission requirements and program costs are provided. Contact information is given for those seeking more details.
International Programmes in Thailand & ASEAN vol.9 part 1ธีระพล ชัยมงคลกานต์
This document appears to be a volume of the publication "International Programs in THAILAND & ASEAN" that provides information about higher education opportunities in Thailand and Southeast Asia. It includes sections about Thai and ASEAN higher education policies, profiles of universities in Thailand that offer international programs, and information about the ASEAN University Network. The volume aims to be an informative resource for students considering higher education options in the region. It is distributed widely in Thailand, Southeast Asia, and internationally to help students make informed decisions about university choices.
Joe Luca QPR2014 - Research training excellence in Australia: a good practice...Ian Green
Keynote address to the QPR2014 (Quality in Postgraduate Research) conference, Adelaide, South Australia, April 11, 2014, by Joe Luca, Edith Cowan University.
Waseda University is a prestigious private university in Tokyo, Japan with over 57,000 students. It has 13 undergraduate schools, 22 graduate schools, and extensive international partnerships. The document discusses Waseda's goals of becoming a global research university through enhancing its international network and creating new collaborative research programs and projects. It provides examples of past and current research centers and grants, and outlines Waseda's new strategic research system to facilitate partnership and guide research policy decisions.
Existing criteria determining course quality in distance educationGülay Ekren
This document examines existing criteria for determining course quality in distance education. It aims to analyze quality assurance initiatives and present differences and similarities between course quality measures. It discusses several rubrics for evaluating online courses, including the Quality Matters Rubric, OLC Standards, OCEP Standards, E-Campus Alberta Rubric, and CHICO Rubric. These rubrics generally focus on criteria like course design, instructional materials, learner support, and assessment. Although the rubrics differ in some ways, they agree on criteria for course information standards and learner support/resources. The document concludes that examining course quality criteria can guide course developers and institutions in distance education quality assurance.
TCF - Sustainable giving to educate children and empower womenIspl ESap
- TCF’s vision is to remove barriers of class and privilege to make the citizens of Pakistan agents of positive change.
- Starting with 5 volunteer-run schools in 1995, grown to 1,000 schools in 100+ towns and cities
- Over 145,000 students nationwide, aged 4 to 17 years
- Focus on Woman empowerment, with close to 50% female students
PLU: OTEN 2013 - Student Preferences & Expectations for Technology in the Cla...Esteban (Steve) Sosa
Students bring multiple devices to campus, preferring mobile options like laptops and smartphones. They view technology as positively impacting their academic success, helping them learn and feel more engaged. While using devices for social and academic purposes, students prefer to keep these separate. Blended learning environments that incorporate technology are seen as most effective. Institutions should support ubiquitous wireless access and help desks, while examining job roles and available technologies. Faculty should question assumptions and partner with instructional designers to thoughtfully integrate appropriate technologies.
The document discusses a campus safety survey conducted by APRU (Association of Pacific Rim Universities) of its 45 member universities. Key findings include that while universities have mechanisms for disaster response, risk assessment is an area that needs more attention. Challenges faced by universities include financial constraints and a lack of participation. Next steps proposed include workshops on campus safety and forming a safety working group to develop guidelines.
The document summarizes a Finnish consortium and web portal for teaching mathematical modeling. It discusses the creation of a network of expertise across 7 Finnish universities to develop a standardized study module in mathematical modeling. Basic and advanced modeling courses were created using a blended approach with video lectures, online assignments, project work, and group discussions supported by a learning management system. Student feedback was positive about group work but mixed about the online delivery. The consortium aims to further improve online teaching and expand international collaboration on computational modeling education.
The primary goal of this research was to investigate AOU students' conceptions of the quality of online experience through the learning management system in supporting their classroom tutorials. A 32-item questionnaire was administered to a randomly selected sample (205) of Elementary Education students at the AOU Jordan Branch. On one hand, the results showed that the objectives of the courses were very clear to students, online materials on the learning management system were interesting and supported to classroom learning, students preferred online quizzes, the online materials supported key assessment tasks and tutors provided continuous access to relevant information about assessment. On the other hand, the findings revealed that the online materials and e-activities were too loaded for the students to understand thoroughly, and much of the feedback they received from the tutor was not helpful. The results also indicated that there were no statistically significant differences among students’ views of BL or their overall satisfaction of the online experience that could be attributed to gender or academic achievement level. Results suggest some pedagogical implications for tutors and programmer coordinators.
Regional Consultation Workshop on Quality Guidelines for Open Educational Resources on 13-15 March 2013 at Maulana Azad National Urdu University, Hyderabad
An Analysis of Factors That Contribute To Low Student Success and Retention i...iosrjce
This study aimed at analysing the factors that contribute to low student success and retention in open
and distance learning (ODL) institutions. The Zimbabwe Open University (ZOU), Mashonaland East Regional
Centre was purposively selected for the study which adopted the case study design in order to provide a detailed
empirical investigation of the problem of retention rates in ZOU. The study employed the qualitative research
methodology. Data were gathered through focus group discussions, questionnaires and in-depth interviews to
enable data triangulation. The target population was 650 students who all took part in the survey. These were
drawn from all the four faculties of the University at the Mashonaland East Regional Centre. The study revealed
that student enrolment statistics at the ZOU - Mashonaland East Regional Centre experienced the worst decline
(40%) in 2009 between the first and second semester due to socio-economic and political challenges prevailing
in the country. The rate of decline in enrolment varied according to programmes. Also the participation of
women (44%) in distance education as compared to men (56%) at Mashonaland East Regional Centre was a
cause for concern. Financial challenges caused by low salaries and unfriendly fees policy was cited by almost
92% of the respondents as the major cause of student dropout. Institutional – related factors such as tutoring,
communication, library services and fees policy were said to be significantly contributing to student dropout.
The study made a number of recommendations among which were that ZOU needs to improve the quality and
effectiveness of student support services in the following areas: management of assignments, delivery of
tutorials, distribution of study materials, and publication of examinations. Tutorial time per module should be
increased (12 tutorial hours per module). ZOU should consider the advantages of the Block release method of
delivery as opposed to tutorials. Student queries, of whatever nature, must be addressed promptly and
effectively. It is also important for ZOU to create a billing system that will allow for some flexibility in fees
payment. An example would be allowing students to set up a payment plan. ZOU must adopt policies and
procedures that address the special needs of distance education students since distance education encompasses
a broad range of age groups.
The document discusses higher education programs from the UK in the Asian market from the perspective of students. It finds that Asia is an attractive market for overseas education due to its large population and lack of quality education options. The UK has become the second most popular destination for international students, particularly from India and China, due to the reputation of UK programs and their lower cost compared to the US. A study was conducted of 408 students in Malaysia enrolled in UK programs, finding that they were generally satisfied with program quality but had some concerns about infrastructure, faculty ratios, and extracurricular opportunities. The results provide insights for education policymakers and UK universities offering overseas programs.
E learning at the University of Mauritius - Case of the VCILTM I Santally
This document summarizes the history of e-learning at the University of Mauritius, from the initial establishment of a distance learning center in 1993 to the current Virtual Centre for Innovative Learning Technologies (VCILT). It describes how VCILT has shifted the university's focus from traditional distance education to innovative teaching and learning through educational technologies. Key projects of VCILT include developing open educational resources, online courses, and customizing the Moodle learning management system to better support student learning and pedagogy.
Big Data Analysis on Student Learning & Course Evaluation in Waseda Universit...CHES_waseda_univ
This document summarizes a presentation about big data analysis on student learning and course evaluation at Waseda University in Japan. It discusses how accountability in higher education has increased in Japan due to globalization and demographic changes. Waseda University established the Center for Higher Education Studies to strengthen institutional research functions and use data analytics to support decision making. As a case study, the presentation analyzes data from an integrated data warehouse on student time spent studying and course grades. It argues this type of analysis can open a dialogue about benchmarks for student learning and theories of education within higher education.
MOOCs in India and China - Developments and ChallengesJanesh Sanzgiri
This document discusses developments and challenges of MOOCs in India and China. It notes that while early hype suggested MOOCs could benefit underprivileged learners, completion rates are generally poor and participants tend to be highly educated males from Western countries. Both India and China have established national MOOC platforms, with China's XuetangX platform partnering with universities to offer credit recognition. While MOOCs aim to improve quality, there are concerns they could reinforce neo-colonial notions of knowledge and that populations may lack readiness for self-regulated online learning. Overall, MOOCs are seen as having potential but more needs to be done to reach lower socioeconomic groups.
1) The document discusses access, success, and equity in higher education in South Africa using Central University of Technology (CUT) as a case study.
2) It examines key points in learner progression such as matriculation pass rates, university admission requirements, participation and graduation rates.
3) Only a small percentage of African learners who write the matric exam meet CUT's admission requirements, hindering access to university education in the Free State province.
This paper reveals the result of 322 distance learners’ perception towards e-learning program
conducted by UiTM. Generally the respondents rated above average for all aspects of distance
learning program irrespective of gender, program of studies, income and occupation. Students’
gender also did not show any difference in their perception. Similarly, semester of studies too, did
not indicate any significant difference except their perception towards lecturer. However
students’ semester of studies showed significant difference towards lecturer, module and
physical. Gender, income and semester of studies did not show any relationship to students’
perception towards all aspects of distance learning program. However students’ program of
studies showed significant relationship towards their perceptions of the program. Students’ CGPA
showed negative relationship with all aspects of distance learning program.
ePortfolio improves 'scientist-based' integrative professional and career dev...ePortfolios Australia
A/Professor Jia-Lin Yang has made a distinctive contribution by creating and delivering a ‘scientist-based’, integrative professional, career and ePortfolio learning (IPCEL) curriculum for senior undergraduate cancer science (PATH3208) students. His interactive ePortfolio approach encourages students to think and act like a scientist and to develop the understanding and professional skills for a career in science, providing students with the confidence and capabilities needed ‘to be’ a scientist and leading to careers in science. He used self-efficacy assessment to evaluate and foster student authentic learning. The application of the interactive eportfolio has synergised student 'scientist-based' integrative professional and career development learning. The consequence of the IPCEL approach on students by the end of the course is a high proportion of them get into postgraduate research studies, of whom over half are female, because the students have been motivated as evident by high academic performance, high satisfaction and high self-efficacy.
CNIE 2014 Presentation, Kamloops BC - I. Devries & G. MorongIDevries
1. The document discusses the challenges and promises of open online course design and development. It explores key concepts like open educational resources (OER) and open educational practices (OEP).
2. A comparison is made between traditional instructional design processes and more open and collaborative design models used in open source software development. Lessons learned from TRU's experience developing their first OER course through the OERu partnership are also shared.
3. While open design faces challenges around issues like file formats and maintaining community involvement, it also promises greater collaboration beyond traditional constraints and new opportunities for institutional innovation through projects like the OERu.
This document summarizes a study on the development and implementation of open textbooks at Thompson Rivers University Open Learning. It finds that there is no single approach, as multiple factors need to align, including institutional support, willing faculty authors, available open resources, and sustainability planning. While open textbooks allow for improved currency and collaboration, they also present challenges to version control, distribution, developing for reuse, and long-term funding. Further research is needed to understand how open textbooks are being used over time and identify sustainable business models.
Waseda University is a prestigious private university in Tokyo, Japan with over 57,000 students. It has 13 undergraduate schools, 22 graduate schools, and extensive international partnerships. The document discusses Waseda's goals of becoming a global research university through enhancing its international network and creating new collaborative research programs and projects. It provides examples of past and current research centers and grants, and outlines Waseda's new strategic research system to facilitate partnership and guide research policy decisions.
Existing criteria determining course quality in distance educationGülay Ekren
This document examines existing criteria for determining course quality in distance education. It aims to analyze quality assurance initiatives and present differences and similarities between course quality measures. It discusses several rubrics for evaluating online courses, including the Quality Matters Rubric, OLC Standards, OCEP Standards, E-Campus Alberta Rubric, and CHICO Rubric. These rubrics generally focus on criteria like course design, instructional materials, learner support, and assessment. Although the rubrics differ in some ways, they agree on criteria for course information standards and learner support/resources. The document concludes that examining course quality criteria can guide course developers and institutions in distance education quality assurance.
TCF - Sustainable giving to educate children and empower womenIspl ESap
- TCF’s vision is to remove barriers of class and privilege to make the citizens of Pakistan agents of positive change.
- Starting with 5 volunteer-run schools in 1995, grown to 1,000 schools in 100+ towns and cities
- Over 145,000 students nationwide, aged 4 to 17 years
- Focus on Woman empowerment, with close to 50% female students
PLU: OTEN 2013 - Student Preferences & Expectations for Technology in the Cla...Esteban (Steve) Sosa
Students bring multiple devices to campus, preferring mobile options like laptops and smartphones. They view technology as positively impacting their academic success, helping them learn and feel more engaged. While using devices for social and academic purposes, students prefer to keep these separate. Blended learning environments that incorporate technology are seen as most effective. Institutions should support ubiquitous wireless access and help desks, while examining job roles and available technologies. Faculty should question assumptions and partner with instructional designers to thoughtfully integrate appropriate technologies.
The document discusses a campus safety survey conducted by APRU (Association of Pacific Rim Universities) of its 45 member universities. Key findings include that while universities have mechanisms for disaster response, risk assessment is an area that needs more attention. Challenges faced by universities include financial constraints and a lack of participation. Next steps proposed include workshops on campus safety and forming a safety working group to develop guidelines.
The document summarizes a Finnish consortium and web portal for teaching mathematical modeling. It discusses the creation of a network of expertise across 7 Finnish universities to develop a standardized study module in mathematical modeling. Basic and advanced modeling courses were created using a blended approach with video lectures, online assignments, project work, and group discussions supported by a learning management system. Student feedback was positive about group work but mixed about the online delivery. The consortium aims to further improve online teaching and expand international collaboration on computational modeling education.
The primary goal of this research was to investigate AOU students' conceptions of the quality of online experience through the learning management system in supporting their classroom tutorials. A 32-item questionnaire was administered to a randomly selected sample (205) of Elementary Education students at the AOU Jordan Branch. On one hand, the results showed that the objectives of the courses were very clear to students, online materials on the learning management system were interesting and supported to classroom learning, students preferred online quizzes, the online materials supported key assessment tasks and tutors provided continuous access to relevant information about assessment. On the other hand, the findings revealed that the online materials and e-activities were too loaded for the students to understand thoroughly, and much of the feedback they received from the tutor was not helpful. The results also indicated that there were no statistically significant differences among students’ views of BL or their overall satisfaction of the online experience that could be attributed to gender or academic achievement level. Results suggest some pedagogical implications for tutors and programmer coordinators.
Regional Consultation Workshop on Quality Guidelines for Open Educational Resources on 13-15 March 2013 at Maulana Azad National Urdu University, Hyderabad
An Analysis of Factors That Contribute To Low Student Success and Retention i...iosrjce
This study aimed at analysing the factors that contribute to low student success and retention in open
and distance learning (ODL) institutions. The Zimbabwe Open University (ZOU), Mashonaland East Regional
Centre was purposively selected for the study which adopted the case study design in order to provide a detailed
empirical investigation of the problem of retention rates in ZOU. The study employed the qualitative research
methodology. Data were gathered through focus group discussions, questionnaires and in-depth interviews to
enable data triangulation. The target population was 650 students who all took part in the survey. These were
drawn from all the four faculties of the University at the Mashonaland East Regional Centre. The study revealed
that student enrolment statistics at the ZOU - Mashonaland East Regional Centre experienced the worst decline
(40%) in 2009 between the first and second semester due to socio-economic and political challenges prevailing
in the country. The rate of decline in enrolment varied according to programmes. Also the participation of
women (44%) in distance education as compared to men (56%) at Mashonaland East Regional Centre was a
cause for concern. Financial challenges caused by low salaries and unfriendly fees policy was cited by almost
92% of the respondents as the major cause of student dropout. Institutional – related factors such as tutoring,
communication, library services and fees policy were said to be significantly contributing to student dropout.
The study made a number of recommendations among which were that ZOU needs to improve the quality and
effectiveness of student support services in the following areas: management of assignments, delivery of
tutorials, distribution of study materials, and publication of examinations. Tutorial time per module should be
increased (12 tutorial hours per module). ZOU should consider the advantages of the Block release method of
delivery as opposed to tutorials. Student queries, of whatever nature, must be addressed promptly and
effectively. It is also important for ZOU to create a billing system that will allow for some flexibility in fees
payment. An example would be allowing students to set up a payment plan. ZOU must adopt policies and
procedures that address the special needs of distance education students since distance education encompasses
a broad range of age groups.
The document discusses higher education programs from the UK in the Asian market from the perspective of students. It finds that Asia is an attractive market for overseas education due to its large population and lack of quality education options. The UK has become the second most popular destination for international students, particularly from India and China, due to the reputation of UK programs and their lower cost compared to the US. A study was conducted of 408 students in Malaysia enrolled in UK programs, finding that they were generally satisfied with program quality but had some concerns about infrastructure, faculty ratios, and extracurricular opportunities. The results provide insights for education policymakers and UK universities offering overseas programs.
E learning at the University of Mauritius - Case of the VCILTM I Santally
This document summarizes the history of e-learning at the University of Mauritius, from the initial establishment of a distance learning center in 1993 to the current Virtual Centre for Innovative Learning Technologies (VCILT). It describes how VCILT has shifted the university's focus from traditional distance education to innovative teaching and learning through educational technologies. Key projects of VCILT include developing open educational resources, online courses, and customizing the Moodle learning management system to better support student learning and pedagogy.
Big Data Analysis on Student Learning & Course Evaluation in Waseda Universit...CHES_waseda_univ
This document summarizes a presentation about big data analysis on student learning and course evaluation at Waseda University in Japan. It discusses how accountability in higher education has increased in Japan due to globalization and demographic changes. Waseda University established the Center for Higher Education Studies to strengthen institutional research functions and use data analytics to support decision making. As a case study, the presentation analyzes data from an integrated data warehouse on student time spent studying and course grades. It argues this type of analysis can open a dialogue about benchmarks for student learning and theories of education within higher education.
MOOCs in India and China - Developments and ChallengesJanesh Sanzgiri
This document discusses developments and challenges of MOOCs in India and China. It notes that while early hype suggested MOOCs could benefit underprivileged learners, completion rates are generally poor and participants tend to be highly educated males from Western countries. Both India and China have established national MOOC platforms, with China's XuetangX platform partnering with universities to offer credit recognition. While MOOCs aim to improve quality, there are concerns they could reinforce neo-colonial notions of knowledge and that populations may lack readiness for self-regulated online learning. Overall, MOOCs are seen as having potential but more needs to be done to reach lower socioeconomic groups.
1) The document discusses access, success, and equity in higher education in South Africa using Central University of Technology (CUT) as a case study.
2) It examines key points in learner progression such as matriculation pass rates, university admission requirements, participation and graduation rates.
3) Only a small percentage of African learners who write the matric exam meet CUT's admission requirements, hindering access to university education in the Free State province.
This paper reveals the result of 322 distance learners’ perception towards e-learning program
conducted by UiTM. Generally the respondents rated above average for all aspects of distance
learning program irrespective of gender, program of studies, income and occupation. Students’
gender also did not show any difference in their perception. Similarly, semester of studies too, did
not indicate any significant difference except their perception towards lecturer. However
students’ semester of studies showed significant difference towards lecturer, module and
physical. Gender, income and semester of studies did not show any relationship to students’
perception towards all aspects of distance learning program. However students’ program of
studies showed significant relationship towards their perceptions of the program. Students’ CGPA
showed negative relationship with all aspects of distance learning program.
ePortfolio improves 'scientist-based' integrative professional and career dev...ePortfolios Australia
A/Professor Jia-Lin Yang has made a distinctive contribution by creating and delivering a ‘scientist-based’, integrative professional, career and ePortfolio learning (IPCEL) curriculum for senior undergraduate cancer science (PATH3208) students. His interactive ePortfolio approach encourages students to think and act like a scientist and to develop the understanding and professional skills for a career in science, providing students with the confidence and capabilities needed ‘to be’ a scientist and leading to careers in science. He used self-efficacy assessment to evaluate and foster student authentic learning. The application of the interactive eportfolio has synergised student 'scientist-based' integrative professional and career development learning. The consequence of the IPCEL approach on students by the end of the course is a high proportion of them get into postgraduate research studies, of whom over half are female, because the students have been motivated as evident by high academic performance, high satisfaction and high self-efficacy.
CNIE 2014 Presentation, Kamloops BC - I. Devries & G. MorongIDevries
1. The document discusses the challenges and promises of open online course design and development. It explores key concepts like open educational resources (OER) and open educational practices (OEP).
2. A comparison is made between traditional instructional design processes and more open and collaborative design models used in open source software development. Lessons learned from TRU's experience developing their first OER course through the OERu partnership are also shared.
3. While open design faces challenges around issues like file formats and maintaining community involvement, it also promises greater collaboration beyond traditional constraints and new opportunities for institutional innovation through projects like the OERu.
This document summarizes a study on the development and implementation of open textbooks at Thompson Rivers University Open Learning. It finds that there is no single approach, as multiple factors need to align, including institutional support, willing faculty authors, available open resources, and sustainability planning. While open textbooks allow for improved currency and collaboration, they also present challenges to version control, distribution, developing for reuse, and long-term funding. Further research is needed to understand how open textbooks are being used over time and identify sustainable business models.
Brigham Young University conducted a faculty survey to advance open education through academic libraries. The survey sought to understand the benefits of open education, which include making educational resources available worldwide at low cost while allowing for wide distribution of materials and showcasing innovation. However, the survey also asked about challenges such as variability in resource quality, limited interaction between instructors and students with some resources, narrow topics coverage, copyright concerns, and sustainability issues. The future of education is changing rapidly and educators can help guide it to provide quality education for all.
The document discusses the Open Education Resource University (OERu), an initiative to provide open online education across institutions through the sharing of open educational resources (OERs). It provides an overview of the OERu, examples of other OER providers, and a tour of the OERu website. It also discusses some of the big questions and challenges around issues like credentials, learner support, assessment, costs and quality standards. Reflections note that developing quality online collaborative education at scale is a long-term undertaking that requires addressing questions around tracking learners and developing sustainable practices.
O documento anuncia um acampamento que ocorrerá em setembro chamado "Multiplicação das Células" com 12 encontros a partir do dia 9 de setembro às 20h. As inscrições devem ser feitas na secretaria até 16 de agosto de 2015. O objetivo é que os participantes vivam o melhor de seus dias.
The Open Educational Resource university: A View from the Inside IDevries
The document provides an overview of the Open Education Resource University (OERu), which aims to provide open online courses across institutions through the sharing of open educational resources. It discusses the background and origins of OERu, examples of existing open education initiatives, and provides a tour of the OERu platform. It also raises several big questions about how OERu will address issues like credentials, learner support, assessment strategies, and financial sustainability. The author reflects that developing open education at a global scale will be a long-term undertaking that requires establishing best practices, understanding learners, and addressing many challenges, but that it can reignite purpose and foster valuable connections.
Brigham Young University conducted a faculty survey to advance open education through academic libraries. The survey sought to understand the benefits of open education, which include making educational resources available worldwide at low cost while allowing for wide distribution of materials and showcasing innovation. However, the survey also asked about challenges such as variability in resource quality, limited interaction between instructors and students with some resources, narrow topics coverage, copyright concerns, and sustainability issues. The future of education is rapidly changing and educators can help guide it to provide quality education for all.
Opal case study 02 the support centre for open educational resources score ukOPAL2010
The Open University in the UK received £7.8 million to enhance its national role, including the Support Centre for Open Resources in Education (SCORE) project. SCORE will focus on sharing the OU's expertise in open educational resources with other universities by establishing a community of practice around the effective use of OER to change teaching and learning policies and practices. It will support 36 fellowship projects between 2010-2012, mostly drawn from outside the OU, to inform, influence, and impact OER policy and practice in higher education.
A presentation to the staff of the University of South Africa as part of a Benchmarking Activity around Technology Enhanced Learning, using the ACODE Benchmarks. Conducted for the Institute for Open and Distance Learning (IODL)
The document provides an overview of an Academic Integrity Standards project conducted from 2010-2012 by the Australian Learning and Teaching Council (ALTC). The project involved 6 Australian universities, including the University of Wollongong (UOW), and aimed to analyze academic integrity policies and practices, collect breach data, and develop exemplars of good practice to better align policy and teaching. To date, the project has analyzed universities' academic integrity policies, surveyed students, and plans future stages of interviews, focus groups, and dissemination of results. The presentation was given to UOW to provide an update on the project and request participation from students, staff and the university.
Preparing for an inter-institutional Benchmarking activity using the ACODE Be...Charles Darwin University
Over the last few years the Australasian Council of Online, Distance and eLearning (ACODE) have facilitated two major Benchmarking Summits in Sydney and Canberra, using the ACODE Benchmarks for TEL. These have been unprecedented events within the Australasian higher education, with 35 higher education institutions from five countries involved. To participate each institution first had to undertake a self-assessment of their capacity in TEL against the Performance Indicators in the tool, and then be willing to share this with the other institutions involved. Each institution assessed, at a minimum, two of the benchmarks, with many institutions doing far more. However, for an institution to maximize its experience with this activity they need to be starting their engagement well prior to the formal benchmarking activity. This workshop will help those new to the ACODE benchmarks understand what is required when using this tool. It will provide the wherewithal to ensure your participation is undertaken in a rigorous way. More importantly, it will provide a practical way to facilitate an internal activity, potentially with a view to then be involved in an inter-institutional activity. We will work through a number of different scenarios to help you understand the many facets needing to be considered in undertaking such an activity, and you leave with a strong plan of action for your institution to enhance its capacity in TEL.
Research on Open Educational Resources for Development (ROER4D) Project in th...ROER4D
Research on Open Educational Resources
for Development (ROER4D) Project in the
Global South. Judith Pete & Cheryl Hodgkinson-Williams
E-Learning Africa, Kampala, UgandaMay 28-30 2014
Benchmarking for future growth, a must for institutions with a strong regional focus: You are not alone. A presentation on the refreshed ACODE Benchmarks for technology enhanced learning, to the Digital Rural Futures Conference 25-27 June 2014 at the University of Southern Queensland, Toowoomba, Australia.
The Ecology of Sharing: Synthesizing OER ResearchRobert Farrow
Arguably, Open Educational Resources (OER) are starting to enter the mainstream, though some fundamental questions about their value and impact remain to be answered or supported with appropriate evidence. Much early OER activity was driven by ideals and interest in finding new ways to release content, with less direct research and reflection on the process. Furthermore, the majority of OER studies are localised, making extrapolation problematic. At the same time there are considerable practical experiences and ideas that it would be valuable to share. This presentation introduces the 'hub' as metaphor for the kind of networked research that is needed by the OER movement. The Open University's OER Research Hub project (2012-2014) works across eight primary research collaborations augmented with additional fellowships and connections with organisation to collate and synthesize research into OER across a range of sectors and stakeholders (k12, College Entry, Higher Education, Informal). The guiding research hypotheses are grounded in preparatory work in discourse analysis and collective intelligence as part of the OLnet project (which was previously presented at OER12). We then describe the research methodology for OER Research Hub, showing how claims about 'openness' may be validated in different contexts. The argument presented is that through (1) integrating and co-ordinating research methods and (2) developing open data policies it is possible to build an evidence base for the kinds of claims that the OER movement wants to make. Thus, through an 'ecology of sharing' researchers can build and participate in a research network that is greater than the sum of its parts. We will also show how this is working in practice by highlighting some of the activities that are taking place within some collaborations, showing how harmonizing the questions we ask in surveys and interviews across the different collaborations enhances our ability to make both comparative claims which apply in the broadest range of educational contexts.
Taking advantage of openness: understanding the variety of perspectives on op...OER Hub
There has been considerable coverage of the growth of Massive Open Online Courses (MOOCs) that give free access to courses that have familiar structures. However, there are many other ways in which Open Educational Resources are being used and influencing education. In the OER Research Hub we have worked across educational sectors looking at ways that OER are being adopted and used. In this paper we step back from some of the detailed work with collaborating projects to consider their different motivations and shared challenges. The case studies show how openness acts as inspiration, however the impact of openness can be harder to see. Our survey data is showing how open aspects can seem less important as projects seek to build to broad engagement, and that aims of widening access are challenged by findings that open education appeals to those who already have existing confidence and experience. The actions of the collaborating partners seek to address these issues for example through courses that help develop understanding of openness and by understanding the groups that they serve who have special needs.
The Ecology of Sharing: Synthesizing OER ResearchOER Hub
Arguably, Open Educational Resources (OER) are starting to enter the mainstream, though some fundamental questions about their value and impact remain to be answered or supported with appropriate evidence. Much early OER activity was driven by ideals and interest in finding new ways to release content, with less direct research and reflection on the process. Furthermore, the majority of OER studies are localised, making extrapolation problematic. At the same time there are considerable practical experiences and ideas that it would be valuable to share. This presentation introduces the 'hub' as metaphor for the kind of networked research that is needed by the OER movement. The Open University's OER Research Hub project (2012-2014) works across eight primary research collaborations augmented with additional fellowships and connections with organisation to collate and synthesize research into OER across a range of sectors and stakeholders (K12, College Entry, Higher Education, Informal). The guiding research hypotheses are grounded in preparatory work in discourse analysis and collective intelligence as part of the OLnet project (McAndrew et al., 2012). We then describe the research methodology for OER Research Hub, showing how claims about 'openness' may be validated in different contexts. The argument presented is that through (1) integrating and co-ordinating research methods and (2) developing open data policies it is possible to build an evidence base for the kinds of claims that the OER movement wants to make. Thus, through an 'ecology of sharing' researchers can build and participate in a research network that is greater than the sum of its parts. We will also show how this is working in practice by highlighting some of the activities that are taking place within some collaborations, showing how harmonizing the questions we ask in surveys and interviews across the different collaborations enhances our ability to make normative claims which apply in the broadest range of educational contexts.
Exploring the cultural-historical factors influencing OER adoption in Mongoli...ROER4D
Exploring the cultural-historical factors influencing OER adoption in Mongolia’s higher education sector
Batbold Zagdragchaa & Henry Trotter
OE Global Conference 2017 Cape Town : 9 March 2017
This document summarizes research on factors influencing adoption of open educational resources (OER) in Mongolia's higher education system. The researchers conducted surveys and interviews with educators to understand awareness, access, cultural influences, policies, practices, and perceptions of quality and value of OER. Key findings include modest OER awareness, adequate technological access, lack of a collaborative culture around sharing resources, no formal incentives for OER creation, and mixed views on OER utility depending on localization and relevance for teaching. Recommendations focus on further awareness raising, developing local OER, building communities of practice, and establishing policies that encourage OER engagement.
This presentation reports on findings arising from the collaborative research carried out by OER Research Hub and Community College Consortium for OER (CCCOER).
- Most of the respondents have used some sort of OER, though only around a quarter create OER
- Most report positive effects on their teaching practice as a result of OER use, particularly around peer collaboration and improved subject knowledge
- A smaller proportion (but still in excess of 40%) feel that OER use directly leads to improved reflection on pedagogical practice
- Positive effects were also identified for learners, especially around increased self-reliance, subject interest and experimentation
- There were similar numbers who thought OER wasn’t making much of a difference and a core of what might be termed ‘anti-OER’ responses
- There were mixed views about whether OER was saving institutions money, but approximately 2/3 felt that students had saved money
- Around 1/3 believe that OER is improving student attrition while around 1/2 believe it is not having an effect
- Only around half of OER creators have used open licensing
- There is a core of advocates who understand and actively promote OER; they adopt open educational practices and believe it leads to benefits
OER Impact at Community College: eLearning 2014Una Daly
The research project aimed to build the most comprehensive picture of OER impact. It was a collaboration between The Open University and CCCOER, funded by Hewlett, involving surveys and interviews. The survey of over 130 community college educators found that most had adapted OER but fewer created OER. Respondents believed OER improved their teaching and student outcomes like engagement and satisfaction. Over 60% said OER saved students money and over 1/3 thought it promoted student retention.
Preparing your institution to benchmark technology enhanced learning in 2016: Using the ACODE Benchmarks. Presented at The ascilite 2015 Conference in Perth 30 Nov - 3 Dec
Open Education for a Multicultural World:
A report from the Research on Open Educational Resources for Development (ROER4D) project
in the Global South
Open Educational Resources (OER) challenge the current storylines that steer higher education and publishers’ business models by providing students with access to alternative learning resources other than the traditional textbook or lecturer-generated teaching materials. To what extent students take up the opportunity to search for and find OER that are sufficiently authoritative and current to be considered worthwhile and suitably relevant to their context to be considered useful, is yet to be established in the Global South. Likewise it is also not fully understood to what degree lecturers take the time to explore the Internet to locate existing teaching materials to compare these to their own materials, to legally reuse, revise, remix and redistribute educational resources, and/or to contribute their original materials for others to reuse in specified ways. In fact it is not yet known to what extent students and lecturers are even aware of OER and how they are different from any other materials available on the Internet, let alone how they may practically access these materials in geographically remote or connectivity poor environments in countries in the Global South. Least of all, we have insufficient evidence about the actual impact of OER in the Global South on informal and formal students’ satisfaction or performance or lecturers’ pedagogical practices even though these benefits are widely touted.
Open Educational Practices in Higher Education: Institutional adoption and ch...Angela Murphy
Open Educational Resources are widely discussed in higher education circles and open education practices are being upheld as the second generation of OERs that have the potential to make education freely available to all students. This article presents results from a research study conducted with 110 representatives of higher education institutions around the world, of which 12 were official members of the OERu. The study was aimed at identifying the extent to which higher education institutions are currently implementing open policies and practices as well as explore the challenges faced by institutions when considering implementing open initiatives. Results from the study indicate that although higher education institutions are aware of and interested in open education resources and initiatives such as the OERu, there are a number of challenges that need to be overcome before they are sustainable and more widely adopted.
Paper presented at ODLAA Distance Education Summit 2013: http://www.odlaasummit.org.au/program.php
Original Prezi available at: http://bit.ly/14GE3Y7
Moodle moot using portable moodle and ereaders to enhance learningAngela Murphy
Incarcerated offenders face a number of additional challenges to those faced by most other students studying at a distance. Lack of internet access is especially problematic for those studying in a sector that is increasingly characterised by online course offerings.
This paper outlines a project underway at the University of Southern Queensland and the Southern Queensland Correctional Centre in Gatton that is aimed at addressing this challenge. A standalone version of Moodle is being developed that will run on a server and an isolated network of computers within the education centre of the prison. Satellite Moodle will run independently of the internet and will not be able to connect to any computers or networks outside the education centre. The features of Moodle will be modified to allow students to access their coursework and engage in forum discussions. Library resources and course readings will be provided on eReaders, without internet connectivity.
It is expected that the project will result in numerous benefits, among them: students will be participating in learning experiences more closely related to those experienced by students outside of the prison system; they will be learning relevant IT skills, e-literacy and e-research skills; USQ will be fulfilling its obligation in relation to equity of access; and will be addressing the Federal Government’s agenda of increasing participation by socially and economically disadvantaged groups in higher education. Satellite Moodle will also enable USQ to provide internet independent versions of courses to students in other areas that do not have access to the internet.
Moodlemoot 2012 Theme: •Slip, Slop, Slap - Breaking Barriers The project supports at risk students in the form of incarcerated students who are often from Indigenous or low socio-economic backgrounds.
Pleades prison foundation conference 051012Angela Murphy
USQ is developing and piloting a version of our Learning Management System (LMS) called Self-contained Moodle (an internet-independent version of the USQ student’s StudyDesk) that can operate independently without needing an internet connection. SAM will enable students to view and use the course materials and learning support features of the USQ LMS in a simulated online environment without having any possibility of gaining access to the internet. We are also investigating using eBook readers, which have no wireless or 3G connectivity capabilities, for students to access course and reference materials in order to extend learning beyond the computer lab and into personal and leisure time (for example, after routine daily lock-down). This paper presents an overview of the project and discusses some of the issues and early findings encountered.
USQ is developing and piloting a version of our Learning Management System (LMS) called Self-contained Moodle (an internet-independent version of the USQ student’s StudyDesk) that can operate independently without needing an internet connection. SAM will enable students to view and use the course materials and learning support features of the USQ LMS in a simulated online environment without having any possibility of gaining access to the internet. We are also investigating using eBook readers, which have no wireless or 3G connectivity capabilities, for students to access course and reference materials in order to extend learning beyond the computer lab and into personal and leisure time (for example, after routine daily lock-down). This paper presents an overview of the project and discusses some of the issues and early findings encountered.
Following the Sun: Sustainable conferencing in a climate of change - Evaluati...Angela Murphy
This paper reports on a new initiative in online conferencing that has resulted from the collaboration between three tertiary institutions on three continents and across three time zones. The paper describes the role of the Follow the Sun Online Learning Festival in revitalising
professional online learning and networking events in a similar manner to the way in which elearning revitalised tertiary education. The paper also discusses the evaluation of online
conferences and introduces the new learning methodology as an alternative method for evaluating online conferences. The methodology used to evaluate the Follow the Sun Learning Festival is discussed and some preliminary findings are shared. Initial results suggest that online learning
events have the potential to engage and connect professional peers and facilitators across traditional geographical boundaries. The potential for the Follow the Sun conference to result in new learning is however still unresolved.
Rejuvenation Island: Enriching the Learning Journey through Immersion in Virt...Angela Murphy
Immersive natural environments provide a means of restoration for adults and may present benefits for pre-service teachers who are unfamiliar with the natural world. The use of restorative virtual environments could be extended to schools in urban areas in particular, allowing pupils and their teachers to undertake field trips, and to relax in a calming and restorative context. This paper reports on a project that investigates the potential restorative benefits of immersion in simulated natural environments in virtual worlds. A cohort of pre-service teachers were taken into the simulated environment and reported that the island produced strong positive feelings in respondents, akin to being in a natural environment. However, it was also clear that a lack of familiarity with virtual environments diminishes the beneficial impacts of this immersion.
Benchmarking Open Educational Practices in Higher Education - Ascilite Poster...Angela Murphy
Open Educational Resources are widely discussed in higher education circles and open education practices are being upheld as the second generation of OERs that have the potential to make education freely available to all students. The OERu is a collaborative initiative between 12 institutions globally that is intending to offer courses free of charge to students using only OERs and open practices. This poster presents preliminary results from a research study conducted with 110 representatives of higher education institutions around the world, of which 12 were official; members of the OERu. The study was aimed at identifying the extent to which higher education institutions are currently implementing open policies and practices as well as explore the challenges faced by institutions when considering implementing open initiatives. Results from the study indicate that although higher education institutions are aware of and interested in open education resources and initiatives such as the OERu, there are a number of challenges that need to be overcome before these initiatives are sustainable and more widely adopted.
Using e-readers to increase access to course content for students without Int...Angela Murphy
There have been mixed reviews about the potential of e-readers to enhance higher education. At first glance, e-readers appear to have significant potential to provide students with access to course content and learning materials. There are a number of considerations and obstacles to be addressed, however, before these devices are ready for widespread adoption. This paper reports on a pilot study using e-readers to provide students without internet access, with access to electronic course content. Course readings were converted into ePub format and were made available to a cohort of 16 incarcerated students via e-readers. This paper provides an overview of the steps undertaken as well the challenges and obstacles encountered in converting the readings to ePub format.
The document discusses the past, present, and future of curriculum development. It notes that definitions of curriculum are varied and focus on content, experiences, objectives or processes. Curriculum of the past focused on discipline, control and standardization, while trends are challenging current approaches. Five key trends - personalized learning, mobile learning, open education, informal/social learning, and inclusion/diversity - present challenges around balancing standardization with personalization, sustainability with fast changing technologies, measuring informal learning, and ensuring equal access. The future of curriculum is envisioned as customized, collaborative, skills-focused, available anytime/anywhere, and open/democratic.
Encouraging Active Participant Engagement in the Evaluation of Online Confere...Angela Murphy
This document discusses evaluating participant engagement and learning at an online conference called the Follow the Sun Online Learning Futures Festival. The conference was held continuously over 48 hours with participation from over 35 countries. Conference evaluations focused on participation trends, networking interactions, participant perceptions and learning, presenter experiences, and informing future events. Presenters found online presentations challenging without in-person feedback, while participants preferred a combination of synchronous and asynchronous sessions and content. Most barriers to attending online conferences were difficulties setting aside dedicated time.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
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1. Benchmarking OER Use and
Assessment in Higher Education
Report compiled by Angela Murphy
Australian Digital Futures Institute
19 September 2012
2. Table of contents:
Survey Background
Sample Details
Institutional Landscape
Involvement in OER initiatives
OERu Evaluation
Success factors and obstacles to participation in OER initiatives
Benchmarking OER Use and Assessment in Higher Education 2
4. Open Education: Resources to Practice
Successful implementation of open education approaches creates unprecedented possibilities
for all countries to provide free learning opportunities for their students, especially those
learners currently excluded from the formal sector (Mackintosh, 2012).
• The Open Educational Resources (OERs) movement and increasingly open educational
practices seemed set to change the future landscape of higher education.
• The potential of OER to transform educational practice has not been realised and use in
higher education has not yet reached critical threshold (Stacey, 2010) due to a lack of focus
on policies and practices required to support the development and use of OERs in higher
education (Ehlers, 2011).
• Open Educational Practices are the second wave of the OER movement aimed at supporting
the creation, use and management of OER through institutional policies, which promote
innovative pedagogical models, and respect and empower learners as co-producers on their
lifelong learning path (Andrade et a., 2011).
• The OER university (OERu) is one of these initiatives that aims to provide free learning to all
students worldwide using courses based solely on OER, with pathways to gain credible
qualifications from recognised education institutions (Mackintosh, 2012).
• The survey was created to explore the extent to which higher education institutions have
embraced open education practices and enable benchmarking against the practices
implemented by members of the OERu network (also known as the OERTen partner
institutions).
Benchmarking OER Use and Assessment in Higher Education 4
5. The OER university
The OERu is based on a conceptual framework that provides a structure for enabling free
learning opportunities for students who lack the means to access traditional higher education
(Taylor, 2007).
• The OERu signifies a step towards developing a feasible framework for integrating available
OERs into assessable online courses.
• The OER Foundation is an independent, not-for-profit organisation that works internationally
to support mainstream adoption of OER in the formal education sector (Mackintosh, 2012).
• The OER Foundation co-ordinates the OER Tertiary Education Network, an innovation
partnership of accredited universities, colleges and polytechnics from around the world that
are collaborating on the implementation of the OER university (Mackintosh, Taylor, &
McGreal, 2011).
• The OERu network consists of 15 founding anchor partners, 13 education institutions and 2
public organisations). The 13 education institutions are as follows:
University of Southern Queensland Australia NorthTec New Zealand
University of Wollongong Australia Nelson Marlborough Institute of
Athabasca University, Canada Technology New Zealand
Thompson Rivers University Canada The University of Canterbury New Zealand
Dr. Babasaheb Ambedkar Open University India University of South Africa South Africa
Open Polytechnic New Zealand Southern New Hampshire University USA
Otago Polytechnic New Zealand Empire State College (State University of USA
New York)
Benchmarking OER Use and Assessment in Higher Education 5
6. Research Aims and Objectives
The aim of the study was to identify the extent to which open education practices are
adopted and institutionalised by higher education institutions globally.
• This study had two objectives:
1. To identify key institutional policies and practices that support the successful
implementation of formal assessment and accreditation services for informal learning
based solely on open educational resources (OER), with reference to recommendations
provided by an “experts” group within the OER university network.
2. To enable institutions that are not members of the OERu to determine their compatibility
with the OERu concept, in other words, to identify aspects of current policies and
practices at their institutions that would hinder or support the implementation of
sustainable assessment and accreditation initiatives based on OERs, in collaboration with
other institutions.
• The survey is targeted at two groups of participants:
Higher education institutions that are officially members of the OERu network (also known
as the OERTen partner institutions).
Higher education institutions that are not members of the OERu.
• The research survey was jointly created with Gabi Witthaus from the Beyond Distance Research
Alliance (University of Leicester) and Wayne Mackintosh from the OERu Foundation.
• The project was partially funded by a grant from USQ’s Early Career Researcher Program
Benchmarking OER Use and Assessment in Higher Education 6
7. Research Method and Process
This presentation contains the results from the total sample. A capability index is under
development using the results from the OER network participants and will be released shortly.
• The survey was programmed and hosted using an online survey tool.
• A link to the survey was disseminated using social media such as Twitter and Facebook and
through newsletters and discussion forums, including the OERu (detail).
• A total of 110 responses were retained for analysis - these included complete responses as well
as partial responses that had completed a significant component of the survey.
• Participants included 12 higher education institutions that are officially members of the OERu
network and 98 that are not partner institutions.
• Many of the questions were derived from a series of interviews carried out by Gabi Witthaus
with individuals from institutions participating in the OER university (OERu) network.
• Participants from the United Kingdom are overrepresented in the sample and UK institutions
were excluded from a number of questions as a further aim of the survey was to contribute to
the TOUCANS project completed by Gabi Witthaus to identify reasons for low participation in
the OERu concept in England.
• The results from this research are licensed under a Creative Commons Attribution 3.0 Unported
License.
• For more information on the project visit the ORION project page at
http://adfi.usq.edu.au/projects/orion/
Benchmarking OER Use and Assessment in Higher Education 7
9. Institution / Organisation Information
The majority of respondents were from the United Kingdom, followed by North and South
America. The sample was mostly made up of practitioners, yet there was representation from
management levels as well.
Continent Level
United Kingdom 40% Executive management 11%
North America 17%
Senior manager 14%
South America 15%
Manager 8%
Australia/New Zealand 9%
Europe 6% Practitioner 48%
Asia 5%
Researcher 13%
Other Africa 5%
Other 6%
South Africa 4%
Continent (Aggregate) (n=110) Which of the following categories best describes the
capacity in which you are responding? (Select one) (n=184)
Benchmarking OER Use and Assessment in Higher Education 9
10. Institution / Organisation Information
Participants mostly represented universities or 4-year community colleges, yet public and not-
for profit organisations were also represented due to the significant involvement of these
organisations in the OER network.
Type of organisation
University or 4-year Community College 64%
Public organisation 12%
Not-for profit organisation 10%
Institute of technology / TAFE / Polytechnic university 9%
Secondary institution 8%
Vocational training provider 6%
Non-teaching organisation 5%
3-year Community College 2%
Other 7%
How would you classify the organisation or institution
that you work for? (Select all that apply) (n=107)
Benchmarking OER Use and Assessment in Higher Education 10
12. Tertiary Institution Information
Higher education institutions who participated all offer a range of qualifications.
Type of institution
Postgraduate Degree (including Masters, Doctorate) 77%
Bachelors Degree 77%
Postgraduate Certificate 71%
Certificate 71%
Diploma 66%
Postgraduate Diploma 65%
Advanced Diploma 48%
Associate Degree / Foundation degree 47%
Other 4% Other (specify):
Which of the following credentials does your institution
have the authority to confer in accordance with local • PLA recommendations for college level learning gained
accreditation requirements? (Select all that apply) outside of HE
Sample : Teaching institutions only (n=95) • Professional accreditation in collaboration with
external bodies e.g. CISCO, CPD for professions such as
nursing and midwifery 12
Benchmarking OER Use and Assessment in Higher Education
13. Tertiary Institution Information
Higher education institutions with on-campus students formed the majority of the
sample, followed by distance learning institutions.
Category of institution Number of students
On-campus institution 62% 100 001+ 7%
60 001 - 100 000 1%
Distance learning institution 41%
40 001 - 60 000 8%
Open university (open entry
17%
policy)
20 001 - 40 000 28%
Not an open institution but
have open entry policy for 14%
some courses 10 001 - 20 000 22%
Other 18% Less than 10 000 34%
Which of the following apply to your institution? Approximately how many students are enrolled in your
institution?
Sample : Teaching institutions only (n=95)
Benchmarking OER Use and Assessment in Higher Education 13
15. Accreditation Activities
One in two participants noted that their organisations had policies and procedures in
place for recognition of prior learning, yet few participated in challenge exams.
How actively does your institution currently participate in the following accreditation activities?
Unsure
Policies and procedures in place for recognition of
20% 13% 18% 32% 17% 21%
prior learning
Collaborates with employers to provide
19% 22% 22% 22% 14% 14%
workplace-based assessment for learners
Challenge Exams 67% 10% 12% 6%6% 23%
No participation 1 2 3 4 5 Central to my institution
These next questions ask you to provide information on current
policy. Please answer as best you can. Confidence 6% 9% 23% 33% 29%
Total Sample (n=90)
How confident are you that your answers to the previous
questions reflect your organisation's policies and
practices?
Benchmarking OER Use and Assessment in Higher Education 15
Not very confident 1 2 3 4 5 Very confident
16. Student Support
Very few organisations utilised initiatives such as analytics, social network platforms and
volunteers to provide support to students.
How actively does your institution currently participate in the following activities to support learners?
Unsure
Relationships with workplace or community
organisations that support learners in their 5% 26% 26% 29% 13% 10%
studies
Open access and externally hosted social
networking platform(s) to enable peer learning 14% 47% 18% 16% 4% 10%
support
Uses analytics to enable the provision of
36% 36% 14% 10%4% 17%
automated support to students
Uses volunteers to provide certain aspects of
42% 22% 27% 4%
4% 13%
student support
No participation 1 2 3 4 5 Central to my institution
These next questions ask you to provide information on current
policy. Please answer as best you can. Confidence 4%7% 30% 40% 20%
Total Sample (n=84)
How confident are you that your answers to the previous
questions reflect your organisation's policies and
practices?
Benchmarking OER Use and Assessment in Higher Education 16
Not very confident 1 2 3 4 5 Very confident
17. Credit Transfer
Awareness of policies with regard to credit transfer was low, yet only one in two participants
maintain that their institution can award credentials to students who have obtained more than
60% of their credits at another institution.
Which of the following options best describe your institution's practice with regard to credit transfer?
My institution can award a credential even in cases where
more than 60% of the credits have been obtained from 20%
other institutions that are recognised by my institution
My institution can award a credential, as long as at least
50-60% of the credits are awarded by my institution
16%
My institution can award a credential, as long as more than
60% of the credits are awarded by my institution
16%
My institution does not recognise transfer credit for credits
obtained at other institutions
14%
I dont know 35%
These next questions ask you to provide information on current policy. Please answer as
best you can. How actively does your institution currently participate in the following
accreditation activities? (Select all that apply) Confidence 9% 10% 19% 22% 40%
Total Sample (n=81) How confident are you that your answers to the previous
questions reflect your organisation's policies and
practices?
Benchmarking OER Use and Assessment in Higher Education 17
Not very confident 1 2 3 4 5 Very confident
18. Involvement in OER
initiatives
Open Educational Resources (OER) are materials used to support education that may be
freely accessed, reused, modified and shared by anyone (Downes 2011). For the purposes of
this study, the concept of OER is inclusive of Open Educational Practices (OEP) associated
with the design, development and delivery of courses based solely on OER.
The OER university or OERu is a global partnership in which several higher education
institutions are collaborating to offer free learning using courses based solely on OERs and
low-cost assessment and accreditation services towards formal academic credit on a mass
scale.
19. Knowledge about OERs
Participants in the research study had a high level of awareness and knowledge about
both open educational resources in general and the OERu.
Before today, how knowledgeable were you about
1% 19%
2% 27% 51%
Open Educational Resources (OERs)?
Before today, how knowledgeable were you about
8% 13% 12% 36% 31%
the OER university (OERu)?
Not very knowledgeable 1 2 3 4 5 Very knowledgeable
Before today, how knowledgeable were you about…Please rate your awareness on a
scale from 1-5 where 1 = not at all (never heard of before today) to 5 = to a large extent
(very knowledgeable)
Total Sample (n=90)
Benchmarking OER Use and Assessment in Higher Education 19
20. Participation in the OERu
Although awareness of the OERu is high, participation in the OERu network is low with
only 23% of institutions actively involved.
63%
14%
Yes
No
23%
DK
Is your institution actively involved in the OERu network?
i.e. an OERu anchor partner or a member of the OERten
Sample excludes respondents unfamiliar with OERs (n=84)
Benchmarking OER Use and Assessment in Higher Education 20
21. Interest in OERs
Interest in the OERu initiative as well as the mainstream adoption of OERs in the formal
education sector is high with over 90% of respondents interested in these topics.
To what extent are you interested in the
mainstream adoption of OERs in the formal 8% 21% 71%
education sector?
To what extent are you interested in the OER
2%6% 32% 60%
university initiative?
Not at all 1 2 3 4 5 To a large extent
Sample excludes respondents unfamiliar with OERs (n=84)
Benchmarking OER Use and Assessment in Higher Education 21
22. Participation in the OERu
One in two participants are presently interested observers in the OERu and many consider
becoming more actively involved in the future.
Current participation in the OERu Future participation in the OERu
Institutional representative of a OERu
26% 13%
anchor partner
Institutional representative of a
4% 28%
prospective OERu anchor partner
In my individual capacity as active
21% 56%
OERu volunteer
As an interested person contributing
23% 56%
to OERu planning discussions
Interested observer 43% 41%
Not currently participating in the
4% 0%
OERu
Other 13% 3%
In which of the following capacities are you currently
participating in the OERu? (Select all that apply) In which of the following capacities are you potentially
interested in participating in the OERu in future?
Sample excludes UK participants (n=90) Select all that apply)
Benchmarking OER Use and Assessment in Higher Education 22
23. Institutional participation in the OERu
The opportunity to participate in an international network of accredited institutions is
considered to be the most important driver of institutional participation in the OERu.
To what extent did/would the following factors impact on your institution's decision to join a collaborative OER
accreditation initiative such as the OERu Network? Unsure %
Participation in an international network of accredited institutions 3 10 17 30 39 8
Potential to reduce cost and save time associated with the
development of learning materials 5 16 21 25 33 8
Using OER collaboration models as a learning environment for
improving teaching practice in online learning at my institution 6 14 25 23 31 14
International marketing of my institution 10 9 28 22 31 11
Philanthropic, widening access to affordable education for
learners excluded from the post-secondary system 1 15 19 37 28 11
Retain competitive advantage as OER collaboration models
becomes more mainstream 10 13 17 35 25 17
Opportunity to increase local student enrolment from learners
who start out by studying using free learning courses 13 8 26 29 24 14
Testing OER collaboration models as a low risk project in a rapidly
changing market 8 14 26 29 23 14
Opportunity to diversify revenue streams by incorporating value-
added services associated with free learning courses 14 20 23 21 23 13
Low risk innovation strategy 10 13 29 26 21 13
%
No Impact 1 2 3 4 5 Significant Impact Confidence 1%15% 28% 40% 15%
Sample excludes UK participants & respondents selecting not applicable (n=80)
How confident are you that your answers to the previous
questions reflect your organisation's views?
Benchmarking OER Use and Assessment in Higher Education 23
Not very confident 1 2 3 4 5 Very confident
24. Involvement in OER initiatives
Fewer than three in ten institutions currently participate actively in the activities to
support the development of OERs.
How actively does your institution currently participate in activities to support the development
and use of Open Educational Resources?
Unsure
My institution publishes open educational resources
31% 25% 15% 13% 16% 5%
(OERs)
Collaborative development of OERs with people in
19% 29% 28% 14% 10% 11%
other institutions
Use of OERs developed by other institutions or
8% 30% 39% 14% 8% 11%
organisations
Provision of courses based solely on OERs 60% 19% 12% 3%
5% 8%
No participation 1 2 3 4 5 Central to my institution
These next questions ask you to provide information on current
policy. Please answer as best you can.
Confidence 4%
4% 27% 43% 22%
Sample excludes UK participants & respondents selecting not applicable (n=80)
How confident are you that your answers to the previous
questions reflect your organisation's views?
Benchmarking OER Use and Assessment in Higher Education 24
Not very confident 1 2 3 4 5 Very confident
25. Assessment services for courses based on OERs
Only 6% of institutions currently provide assessment services for courses based solely on
OERs and only 18% are likely to provide them in the near future.
Current assessment services Future assessment services
10%
8%
12%
5 Very likely
22%
6% 4
73% 3
2
25% 1 Not at all likely
21%
Unsure
Yes
No 24%
Unsure or DK
Does your institution currently provide assessment services for courses based
solely on OERs? Includes assessment services for courses to be used in the OERu
How likely is your institution to provide assessment
Sample excludes respondents unfamiliar with OERs (n=84)
services for courses based solely on OERs in the future?
Benchmarking OER Use and Assessment in Higher Education Sample excludes respondents with current services (n=51) 25
27. OERu Evaluation - OERTen Participation in OERu concept
Half of the twelve OERTen representatives were nearing completion in the development of open
courses to be used for the OERu and a third have obtained support that has been agreed to and
institutionalised within their organisation.
Which of the following best describes your Institution's current
stage in the development of open courses to be used for the
OERu? Have the principles and policies of the OERu
already been agreed to by your organisation's
executive leadership and institutionalised within
Undergoing development but nearing
45% the organisation?
completion for piloting the OERu model
Early stages of development 27% Yes, agreed to by
executive leadership
36%
Not providing courses for the OERu at Yes, agreed to but not
9% yet institutionalised
36%
this stage
Not yet conceptualised but No 0%
participation discussed or agreed
0%
Other 18%
Conceptualised but not yet undergoing
development
0% n=2
Unsure or DK 9%
Complete and ready for piloting the
OERu model
0%
Other specify:
• Agreed that current principles and polices need
Other 18% to change to be more OER friendly
Sample only institutional n=2 Other Specify: • Recent institutional changes will reopen the
representatives of OERu anchor • Service organization discussion but overall there will be continued
partners (n=11) • Course is designed but depending support
on finding open textbook
Benchmarking OER Use and Assessment in Higher Education 27
28. OERu Evaluation - OERTen Participation in OERu concept
A third are experiencing issues with availability of resources including technical
development resources and time.
Are you currently experiencing any issues hindering
participation in the OERu concept?
No 64%
Please describe the problems you are experiencing:
• Availability of resources. Clarity of process - because it is new to
Yes 36% us, we have to work it out as we go.
• Organisational maturity and experience with open development
models. This is a cultural barrier -- many individuals do not have
experience in the open source approaches of collaborative
development.
• Technological development resources are limited
• Time it takes to convert and redesign courses
Sample only institutional representatives of OERu anchor partners (n=11)
Benchmarking OER Use and Assessment in Higher Education 28
29. Policy changes
A third of respondents are unsure as to the extent to which policy change will be required to
implement the services required for the OERu, yet a further third feel that none or only minor
revisions will be required.
To what extent will your institution be required to change existing policies to
successfully implement assessment services for courses based solely on OERs
(including courses offered through the OERu)?
0% Insights into existing policies that support assessment
13% services for courses based solely on OERs:
13%
• Already have RPL and accreditation services. For RPL
where the knowledge is obtained is irrelevant, as long as
25% it can be demonstrated.
Extensive policy revision
5 • Existing RPL policy, accelerated assessment for many
required
programmes
4
13% • Advanced RPL policy in place. The OERu model is designed
3
to operate within existing policy frameworks. We already
2 have a Creative Commons Attribution intellectual property
1 No policy revision required policy and are integrating OER and OERu into the learning
38% Unsure and teaching policy currently under revision. We
anticipate minor refinements to accommodate
operational aspects of the OERu model.
• RPL policy provides an opening for alternative access and
accreditation.
Sample only institutional representatives of OERu anchor partners (n=11)
Benchmarking OER Use and Assessment in Higher Education 29
30. Assessment services for OERu courses
Portfolio and automated assessment measures are considered to be the most likely to be
used in the future by OERu partner institutions.
In your opinion, which of the following assessment methods are most likely to be used in the future by OERu
partner institutions or institutions assessing learning outcomes of courses based solely on OERs for formal
assessment towards credentials?
Unsure
Recognition of prior learning portfolio assessment 10% 30% 60% 0%
Course-based portfolio 10% 40% 50% 9%
Automated online assessment 11% 22% 22% 44% 18%
Practicums (e.g. Art portfolio, lab work, trades practicums for
plumbers, carpenters etc.) 33% 44% 22% 18%
Proctored examinations 11% 22% 44% 22% 18%
Same assessment as for fee-paying students 33% 44% 22% 18%
Use of volunteer assessors 30% 30% 30% 10% 9%
Workplace assessment (in partnership with employers) 22% 56% 22% 18%
Sample only institutional representatives of OERu anchor partners (n=11) Not at all 1 2 3 4 5 Extensively used
Benchmarking OER Use and Assessment in Higher Education 30
31. Effectiveness of Student Support Options
The student services option that the majority OERTen members consider to be the most
effective is the integration of peer-to-peer learning support models.
How effective do you consider each of these student support options to be for students participating in OER
courses?
Unsure
Integrating peer-to-peer learning support models 20% 20% 60% 9%
Granting official credit through community service learning
courses for supporting OERu learners 20% 30% 20% 30% 9%
Volunteer support from professional bodies 30% 20% 30% 20% 9%
Retired academic volunteers 40% 40% 20% 9%
Designing systems for senior students to volunteer support for
junior students 40% 40% 20% 9%
Use of volunteers for general learning support and study skills 10% 40% 30% 20% 9%
Institutional recognition in staff appraisals for providing
volunteer support 10% 20% 20% 40% 10% 9%
Use of volunteers for providing content specific support 10% 50% 30% 10% 9%
Use of volunteers for technology support 9% 45% 36% 9% 0%
Use of volunteers for assessment of courses 56% 33% 11% 18%
Sample only institutional representatives of OERu anchor partners (n=11) Not at all 1 2 3 4 5 Extensively used
Benchmarking OER Use and Assessment in Higher Education 31
33. Success factors to participation in assessment of OER based courses
Although the majority of institutions consider collaborative development of OER courses, the
remix of existing OERs and release under an open license to be an effective solution, there is
still a great deal of uncertainty and doubt as to the effectiveness of these approaches.
How effective do you think each of the following approaches will be for developing OERu
Courses?
Unsure
Collaborative development of OER courses where
2%8% 24% 21% 45% 7%
institutions share the development responsibility
A remix or assembly model building courses from
5% 11% 19% 21% 44% 13%
existing OERs
Developing or releasing the OER course contribution
under an open license (eg, single institution 3% 15% 22% 23% 37% 17%
development model)
Not at all effective 1 2 3 4 5 Very effective
Total sample (n=72)
Benchmarking OER Use and Assessment in Higher Education 33
34. Obstacles to participation in assessment of OER based courses
The greatest perceived obstacles to the successful implementation to OERu models is the
lack of availability of volunteers and the lack of support at the senior leadership level.
To what extent do the following factors hinder successful implementation of the OERu model or similar
initiatives within your institution?
Unsure
Lack of availability of volunteers 2% 16% 17% 28% 38% 11%
Lack of support at the senior leadership level 13% 9% 17% 25% 36% 4%
Cost of redeveloping courses 3% 9% 22% 32% 34% 10%
Lack of availability of committed staff members 2% 11% 21% 35% 32% 8%
Lack of integration with current workflows or processes 3% 12% 18% 37% 30% 6%
Lack of alignment with organisational strategy or policy 9% 5% 17% 40% 29% 10%
Lack of availability of examiners or markers 21% 13% 27% 14% 25% 13%
Lack of a supportive community within the institution 10% 10% 26% 28% 25% 4%
Lack of availability of training and support 9% 16% 24% 28% 24% 6%
Perceived lack of demand for open courses 8% 22% 30% 17% 22% 13%
Negative perceptions towards OERs or open course delivery 15% 11% 28% 28% 18% 10%
Lack of evidence for the enhancement of student learning 21% 16% 18% 28% 16% 7%
Concerns about existing technologies or infrastructure 13% 16% 25% 29% 16% 6%
Total sample (n=72) Not at all 1 2 3 4 5 To a large extent
Benchmarking OER Use and Assessment in Higher Education 34
35. Names of institutions represented by the results
Acharya Narendra Dev College, University of Delhi Open University
Amity University, Noida, UP, India Otago Polytechnic
Athabasca University pedagogy.ir
BCcampus SA Institute for Distance Education
Blackboard Saint Michael's College (VT; USA)
Bournemouth University School District 46 Sunshine Coast
Charles Sturt University SEAMEO RETRAC
Oswald de Andrade Southampton Solent University
Coventry University ST PATRICK EDUCATION DISTRICT, Ministry of Education ,Trinidad and Tobago
CSP scarl SUNY/Empire State College
De Montfort University Supten Institute
Dr. Babasaheb Ambedkar Open University, Gujarat, India The Open University
Dun Laoghaire Institute of Art Design and Technology The Open University of Sri Lanka
Ghana-Inida Kofi Annan Centre of Excellence in ICT The University of Manchester
GOVT. INTER COLLEGE BHOJPUR Thompson Rivers University, Open Learning
Govt. inter college Bhojpur Moradabad Universidade Federal Fluminense
ICTEDU Learning Centre University of Mumbai, India
Imperial College London University of Bath
Institute of Education University of Cambridge
K12 Next Generation University of Cape Town
Kerala University University of Huddersfield
King's College London University of Hull
Leeds Metropolitan University University of Leeds
Likeminds University of Leicester
London South Bank University University of Mauritius
Loughborough University University of Northern British Columbia
Middlesex University University of Nottingham
Nancy George & Associates University of Oxford
Newcastle University University of South Africa
NorthTec University of Southampton
OER Foundation University of Surrey
OER-Brazil Project University of Swaziland
Open Education Resource Foundation Wawasan Open University
Open Polytechnic of New Zealand
Reproduced only for institutions where permission was provided by respondents 35
36. References
• Andrade, A., Ehlers U. D., Caine A., Carneiro R., Conole G., Kairamo A. - K., et al. (2011).
Beyond OER: Shifting Focus to Open Educational Practices. Open Educational Quality
Initiative. Retrieved from http://duepublico.uni-duisburg-
essen.de/servlets/DerivateServlet/Derivate-25907/OPALReport2011-Beyond-OER.pdf 1-191.
• Ehlers, U. D. (2011). From Open Educational Resources to Open Educational Practices.
eLearning Papers, 23, 1-8.
• Mackintosh, W. (2012). Opening Education in New Zealand: A Snapshot of a Rapidly Evolving
OER Ecosystem. In J. Glennie, K. Harley, N. Butcher, T. van Wyk (Eds.), Open Educational
Resources and Change in Higher Education: Reflections from Practice, 263-279.
• Mackintosh, W., Taylor, J., & McGreal, R.(2011). Open education resource university: Towards
a logic model and plan for action. Edmonton: Athabasca University and OER Foundation.
Retrieved from http:// wikieducator. org/images/c/c2/Report_OERU-Final-version. Pdf
• Taylor, J.C. 2007. Open courseware futures: Creating a parallel universe. e-Journal of
Instructional Science and Technology (e-JIST), 10(1). http://www.ascilite.org.au/ajet/e-
jist/docs/vol10_no1/papers/full_papers/taylorj.htm.
Benchmarking OER Use and Assessment in Higher Education by Angela Murphy is licensed under a Creative
Commons Attribution 3.0 Unported License. Permanent link to the report available at
http://adfi.usq.edu.au/projects/orion/ 36