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Elevator pitch:
26 countries in 26 minutes
 Paul Bacsich, Ming Nie, Nick Jeans, Robert
  Schuwer, Terence Karran, Gabi Witthaus

   OER 13, 27 March 2013, Nottingham
This presentation is based on analysis of…
          Country reports    Mini reports

              Australia        Argentina
              Belgium          Denmark
               Canada           Finland
               France           Greece
              Hungary        Gulf States (3)
                Italy           Mexico
            New Zealand         Norway
               Poland          Portugal
           The Netherlands     Romania
                 UK          South Africa
                USA              Spain
                                Sweden
                               Thailand
Gulf States and Thailand

Nick Jeans and Paul Bacsich with input from
       POERUP country author team
Kuwait: “e-learning and OA but not OER”

• General: substantial e-learning and not
  only from Arab Open University
• Schools: none found
• HE: e-learning active, no OER found
• CPD: Open Knowledge Zone
• OA: Kuwait Foundation for the
  Advancement of Sciences
Qatar: “ICT in ed but no OER ”

• General: Qatar National e-Learning Portal
  within ICTQatar context:
• Schools: none found
• HE: some e-learning including from non-
  Qatar providers but no OER
Oman: “early days even for e-learning”

• General: eOman portal with focus on
  Knowledge Society
• Schools: early e-learning activity, some
  content being developed
• HE: Branch of Arab OU and some other
  early e-learning
Thailand: “substantial e-learning, some OER”

   • Schools: significant e-learning (not OER):
     virtual schooling, TV as well as internet
   • HE: substantial e-learning in HE e.g. at
     Ramkamhaeng University
   • HE: OER initiatives at:
     • Sukhothai Thammathirat Open University
     • Thailand Cyber University consortium (TCU)
     • Chulalongkorn University (part of OCW)
UK, France, Romania, Poland,
          Australia
        Ming Nie with input from
      POERUP country author team
UK: “Much past funding from government to HE”
  • JISC/HEA OER Programme:
     • Overall funding of more than GPB 13 million
       from 2009 until the Programme ended in 2012
     • Massive amount of OER covering a variety of
       subjects released
  • SCORE:
     • Support Centre for Open Resources in Education
     • Provided support to OER-related activities,
       events, and service until closure in July 2012
France: “Various OER initiatives in HE”
• Digital universities:
   • 7 thematic digital universities in 2012
   • 23,000 resources (video, courses, exercises, MCQ)
   • Not all resources are OERs
• Other OER initiatives:
   • MOOC ItyPA: first French-speaking MOOC
   • SILLAGES initiative: multimedia educational contents
     as OER, preparing students for entrance examination
   • Exo7: an online math exercises sites for HE students
Romania: “OER incorporated into policies”

• OER in government programme:
  • The Government Programme for 2013-16:
    support the innovative integration of Web2.0
    and OER in education
• OER in educational policies:
  • The public policies for ICT integration in the
    pre-university system: promotion the use of
    open/free resources; development and sharing
    of resources by teachers
Poland: “huge investment in schools”

• Digital School Programme:
  • Government investment of Euro 13 million
  • Schools will be computerized and
    educational materials will be produced and
    released in CC BY 3.0 licence
• No significant OER activities in HE
Australia: “various OER activities”
• Open government (AusGOAL)
• Free for Education (FFE) movement
• OER for schools: National Digital Learning
  Resource Network, Scootle
• OER for HE: A university consortium to
  develop an OER protocol; The Australasian
  Council on Open, Distance and E-learning to
  promote the uptake of OER; USQ has a formal
  OER strategy, and joined OCW and OERu
Netherlands, Flanders, Italy,
         Greece
     Robert Schuwer with input from
      POERUP country author team
Netherlands
• OER available from both educational
  institutions as from cultural heritage and
  public broadcast
• National program Wikiwijs
  – Mainstream OER in all educational sectors
• HE uptake of interest caused by MOOCs
• Some disciplines strong initiatives
  – Medical education (HE)
  – Green education (Sec. ed to university)
Belgium (Flanders)

• National:
  – Klascement
  – Content for special (needs) education
• Leuven University
  – Ariadne
  – Cultural studies
Italy
• National:
   – Only books with a digital version available are to be
     adopted
   – Oilproject (2004): 2200 lessons and 10K students
• Regional
   – Trio Toscane (only free availability, no OER)
• Several institutional OER projects (HE)
• Survey 2009 revealed the common problems
  preventing an uptake of OER (a.o. distrust, no culture
  of sharing, lack of funding)
Greece

• OER activities through all educational sectors
• Several OA repositories and an OA harvester
• National:
  – Digital school: all textbooks of all educational
    sectors (e-books)
• No institutional initiatives
Mexico, Argentina, Spain,
        Portugal
    Terence Karran with input from
     POERUP country author team
México: “the tortoise, not the hare”
• National programmes – e-Mexico:
  • Telesecundaria – providing learning materials for
    800,000 students and 23,000 teachers.
  • Edusat - Educational Satellite Television Network - 6
    tv, 24 audio channels reaches over 10,000 schools
    with a total of 20,000 receivers.
• OER in HE– small but growing.
  • Temoa, developed by ITESM: is a specialized search
    engine that enables the educational community to
    search a public bilingual catalogue of Open
    Educational Resources, to find those educational
    resources and materials that best meet their needs
    for teaching
Argentina: “building on a heritage of ODL”
• National programmes:
  • Virtual Campus of Public Health available to the
    public health community - any professional can use
    it to support his activity and can participate in the
    virtual classroom, see learning objects, create
    courses, presentations, or videos (using Moodle
    Elluminate, MyMLE-Moodle Móvil and eXelearning),
    and add them to the Campus
• OER in HE - Oportunidad Project
  • Strengthening and sustaining the EU-LA Common
    Higher Education Area, through a bottom-up
    approach, by the increasing use of open educational
    practices and resources (OEP & OER)
Spain: “an embarrassment of OER riches”
• List of 78 OA initiatives identified (3 modes):
   • Open Access contents on the Internet but authors’ rights
     honoured
   • Mixed OA and OER, enabling either the use of copyright,
     or the use of Creative Commons licenses
   • OER initiatives using only Creative Commons license
• International level:
   • Universia network of 1,1000 Universities located in 15
     countries, 10.1 million students, 8 million users and
     850,000 university teaching staff, Spain plus Latin
     American nations
   • OCW started by Universitat Oberta de Catalunya in
     2008, 21 universities now offer OCW in Castillian, but
     also in Catalan, Galician and English
Portugal: “OER efforts focussed on young children”
 • National programmes:
    • Portal das Escolas: repository of digital contents for
      teachers and that offers over a thousand digital
      educational resources - texts, images, videos or music
      and blogs. Teachers in public education up to 12th
      grade can upload educational resources into this
      repository
 • OER in HE
    • Repositório Científico de Acesso Aberto de Portugal -
      used freely by all the scientific and higher education
      institutions for hosting their repositories, thus
      integrating them into a coherent system of scientific
      metadata open access repositories in the country
South Africa, Canada, New
         Zealand
    Gabi Witthaus with input from
    POERUP country author team
South Africa: “high quality learning resources”
OER policies:
• The Department of Higher Education and Training has
  included the development of an Open and Distance
  Learning (ODL) policy framework in its strategic plan
  for 2010–2014, which will include OER.
Teacher education:
• All educational resources developed through funded
    projects must be released under a CC licence.
Regional cooperation:
• The Southern African Development Community is
  developing an ODL policy and strategic plan for
  sharing learning materials.
Canada: “a lot of open”
• National policy initiatives not possible
• Open access policies: Athabasca University,
  Universities of Ottawa & Toronto/OISE
• Provincial OER initiatives: BCcampus in
  British Columbia; Contact North in Ontario
• OER initiatives at Athabasca, Manitoba,
  Thompson Rivers, Royal Roads, Capilano
  and OCAD Universities
• Lack of public funding – a serious threat
New Zealand: “significant OER development”
National policy guidance:
• Government Open Access and Licensing
  framework (NZGOAL)
Schools sector:
• OER portals via Wikieducator
Tertiary education:
• OARINZ: open access research repository
  (Ako Aotearoa website)
• OER university – 8 NZ institutions
• Otago Polytechnic has an OER policy
Scandinavia, Hungary and US

      Paul Bacsich with input from
      POERUP country author team
Norway: “Some HE and schools OER activities”

 • General: strong development of e-learning
 • Schools: several initiatives including:
   • Norwegian Broadcasting Corporation
   • Norwegian Centre for Science Education
   • Ovttas: for Sami schools
 • HE: Not much except Universities of Oslo
   and Stavanger
Denmark: “Several OER activities”

• General: Significant e-learning but little
  distance learning
• Schools: Some major initiatives:
  • EMU – main public portal
  • Danish Public Broadcasting: “Academy”
  • University of Copenhagen portal for schools
• HE: A bit at Aarhus University
Sweden: “A few OER activities”

• General: substantial e-learning and distance
  learning in HE; and some virtual schools
• Schools: a few including:
  • Länkskafferiet
  • National Library of Sweden Open Access
• HE: OERSverige and a similar one for South
  Sweden universities
Finland: “An immense amount of OER activities”

  •   Long history of e-learning but not massified?
  •   Years of good collaboration in EU projects
  •   Schools Initiatives: LeMill, YLE, and Edu.fi
  •   HE: seems to be not much though note
      Helsinki Metropolia University (AS) in OCW
Hungary: “Not much OER”

• Strong in Open Access, quite strong in e-
  learning & distance learning, not in OER
• Schools: OER activities in Sulinet
• HE: activities under way at U Miskolc and
  Eötvös Loránd U
• Grass-roots activities by students
US: “Leading the world in OER activities”
• General: massive deployment of e-L and DL across
  HE, colleges and schools (NB Re.ViCa, VISCED, Sloan-
  C, WCET reports)
• HQ/core of many OER-related organisations
• Schools: Free textbook movement is key driver; but
  only one OER Virtual School?
• HE: OCW and the MOOCs, but lots more
• Business models emerging faster for free/low-cost
  HE – UNow, UoPeople, Coursera, Ameritas, edX, US
  HEIs in OER U, WGU use of OER, etc
Further information
         POERUP website: www.poerup.info

Wiki: http://poerup.referata.com/wiki/Country_reports

          Contact: paul.bacsich@sero.co.uk

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POERUP elevator pitch: 26 countries in 26 minutes

  • 1. Elevator pitch: 26 countries in 26 minutes Paul Bacsich, Ming Nie, Nick Jeans, Robert Schuwer, Terence Karran, Gabi Witthaus OER 13, 27 March 2013, Nottingham
  • 2. This presentation is based on analysis of… Country reports Mini reports Australia Argentina Belgium Denmark Canada Finland France Greece Hungary Gulf States (3) Italy Mexico New Zealand Norway Poland Portugal The Netherlands Romania UK South Africa USA Spain Sweden Thailand
  • 3. Gulf States and Thailand Nick Jeans and Paul Bacsich with input from POERUP country author team
  • 4. Kuwait: “e-learning and OA but not OER” • General: substantial e-learning and not only from Arab Open University • Schools: none found • HE: e-learning active, no OER found • CPD: Open Knowledge Zone • OA: Kuwait Foundation for the Advancement of Sciences
  • 5. Qatar: “ICT in ed but no OER ” • General: Qatar National e-Learning Portal within ICTQatar context: • Schools: none found • HE: some e-learning including from non- Qatar providers but no OER
  • 6. Oman: “early days even for e-learning” • General: eOman portal with focus on Knowledge Society • Schools: early e-learning activity, some content being developed • HE: Branch of Arab OU and some other early e-learning
  • 7. Thailand: “substantial e-learning, some OER” • Schools: significant e-learning (not OER): virtual schooling, TV as well as internet • HE: substantial e-learning in HE e.g. at Ramkamhaeng University • HE: OER initiatives at: • Sukhothai Thammathirat Open University • Thailand Cyber University consortium (TCU) • Chulalongkorn University (part of OCW)
  • 8. UK, France, Romania, Poland, Australia Ming Nie with input from POERUP country author team
  • 9. UK: “Much past funding from government to HE” • JISC/HEA OER Programme: • Overall funding of more than GPB 13 million from 2009 until the Programme ended in 2012 • Massive amount of OER covering a variety of subjects released • SCORE: • Support Centre for Open Resources in Education • Provided support to OER-related activities, events, and service until closure in July 2012
  • 10. France: “Various OER initiatives in HE” • Digital universities: • 7 thematic digital universities in 2012 • 23,000 resources (video, courses, exercises, MCQ) • Not all resources are OERs • Other OER initiatives: • MOOC ItyPA: first French-speaking MOOC • SILLAGES initiative: multimedia educational contents as OER, preparing students for entrance examination • Exo7: an online math exercises sites for HE students
  • 11. Romania: “OER incorporated into policies” • OER in government programme: • The Government Programme for 2013-16: support the innovative integration of Web2.0 and OER in education • OER in educational policies: • The public policies for ICT integration in the pre-university system: promotion the use of open/free resources; development and sharing of resources by teachers
  • 12. Poland: “huge investment in schools” • Digital School Programme: • Government investment of Euro 13 million • Schools will be computerized and educational materials will be produced and released in CC BY 3.0 licence • No significant OER activities in HE
  • 13. Australia: “various OER activities” • Open government (AusGOAL) • Free for Education (FFE) movement • OER for schools: National Digital Learning Resource Network, Scootle • OER for HE: A university consortium to develop an OER protocol; The Australasian Council on Open, Distance and E-learning to promote the uptake of OER; USQ has a formal OER strategy, and joined OCW and OERu
  • 14. Netherlands, Flanders, Italy, Greece Robert Schuwer with input from POERUP country author team
  • 15. Netherlands • OER available from both educational institutions as from cultural heritage and public broadcast • National program Wikiwijs – Mainstream OER in all educational sectors • HE uptake of interest caused by MOOCs • Some disciplines strong initiatives – Medical education (HE) – Green education (Sec. ed to university)
  • 16. Belgium (Flanders) • National: – Klascement – Content for special (needs) education • Leuven University – Ariadne – Cultural studies
  • 17. Italy • National: – Only books with a digital version available are to be adopted – Oilproject (2004): 2200 lessons and 10K students • Regional – Trio Toscane (only free availability, no OER) • Several institutional OER projects (HE) • Survey 2009 revealed the common problems preventing an uptake of OER (a.o. distrust, no culture of sharing, lack of funding)
  • 18. Greece • OER activities through all educational sectors • Several OA repositories and an OA harvester • National: – Digital school: all textbooks of all educational sectors (e-books) • No institutional initiatives
  • 19. Mexico, Argentina, Spain, Portugal Terence Karran with input from POERUP country author team
  • 20. México: “the tortoise, not the hare” • National programmes – e-Mexico: • Telesecundaria – providing learning materials for 800,000 students and 23,000 teachers. • Edusat - Educational Satellite Television Network - 6 tv, 24 audio channels reaches over 10,000 schools with a total of 20,000 receivers. • OER in HE– small but growing. • Temoa, developed by ITESM: is a specialized search engine that enables the educational community to search a public bilingual catalogue of Open Educational Resources, to find those educational resources and materials that best meet their needs for teaching
  • 21. Argentina: “building on a heritage of ODL” • National programmes: • Virtual Campus of Public Health available to the public health community - any professional can use it to support his activity and can participate in the virtual classroom, see learning objects, create courses, presentations, or videos (using Moodle Elluminate, MyMLE-Moodle Móvil and eXelearning), and add them to the Campus • OER in HE - Oportunidad Project • Strengthening and sustaining the EU-LA Common Higher Education Area, through a bottom-up approach, by the increasing use of open educational practices and resources (OEP & OER)
  • 22. Spain: “an embarrassment of OER riches” • List of 78 OA initiatives identified (3 modes): • Open Access contents on the Internet but authors’ rights honoured • Mixed OA and OER, enabling either the use of copyright, or the use of Creative Commons licenses • OER initiatives using only Creative Commons license • International level: • Universia network of 1,1000 Universities located in 15 countries, 10.1 million students, 8 million users and 850,000 university teaching staff, Spain plus Latin American nations • OCW started by Universitat Oberta de Catalunya in 2008, 21 universities now offer OCW in Castillian, but also in Catalan, Galician and English
  • 23. Portugal: “OER efforts focussed on young children” • National programmes: • Portal das Escolas: repository of digital contents for teachers and that offers over a thousand digital educational resources - texts, images, videos or music and blogs. Teachers in public education up to 12th grade can upload educational resources into this repository • OER in HE • Repositório Científico de Acesso Aberto de Portugal - used freely by all the scientific and higher education institutions for hosting their repositories, thus integrating them into a coherent system of scientific metadata open access repositories in the country
  • 24. South Africa, Canada, New Zealand Gabi Witthaus with input from POERUP country author team
  • 25. South Africa: “high quality learning resources” OER policies: • The Department of Higher Education and Training has included the development of an Open and Distance Learning (ODL) policy framework in its strategic plan for 2010–2014, which will include OER. Teacher education: • All educational resources developed through funded projects must be released under a CC licence. Regional cooperation: • The Southern African Development Community is developing an ODL policy and strategic plan for sharing learning materials.
  • 26. Canada: “a lot of open” • National policy initiatives not possible • Open access policies: Athabasca University, Universities of Ottawa & Toronto/OISE • Provincial OER initiatives: BCcampus in British Columbia; Contact North in Ontario • OER initiatives at Athabasca, Manitoba, Thompson Rivers, Royal Roads, Capilano and OCAD Universities • Lack of public funding – a serious threat
  • 27. New Zealand: “significant OER development” National policy guidance: • Government Open Access and Licensing framework (NZGOAL) Schools sector: • OER portals via Wikieducator Tertiary education: • OARINZ: open access research repository (Ako Aotearoa website) • OER university – 8 NZ institutions • Otago Polytechnic has an OER policy
  • 28. Scandinavia, Hungary and US Paul Bacsich with input from POERUP country author team
  • 29. Norway: “Some HE and schools OER activities” • General: strong development of e-learning • Schools: several initiatives including: • Norwegian Broadcasting Corporation • Norwegian Centre for Science Education • Ovttas: for Sami schools • HE: Not much except Universities of Oslo and Stavanger
  • 30. Denmark: “Several OER activities” • General: Significant e-learning but little distance learning • Schools: Some major initiatives: • EMU – main public portal • Danish Public Broadcasting: “Academy” • University of Copenhagen portal for schools • HE: A bit at Aarhus University
  • 31. Sweden: “A few OER activities” • General: substantial e-learning and distance learning in HE; and some virtual schools • Schools: a few including: • Länkskafferiet • National Library of Sweden Open Access • HE: OERSverige and a similar one for South Sweden universities
  • 32. Finland: “An immense amount of OER activities” • Long history of e-learning but not massified? • Years of good collaboration in EU projects • Schools Initiatives: LeMill, YLE, and Edu.fi • HE: seems to be not much though note Helsinki Metropolia University (AS) in OCW
  • 33. Hungary: “Not much OER” • Strong in Open Access, quite strong in e- learning & distance learning, not in OER • Schools: OER activities in Sulinet • HE: activities under way at U Miskolc and Eötvös Loránd U • Grass-roots activities by students
  • 34. US: “Leading the world in OER activities” • General: massive deployment of e-L and DL across HE, colleges and schools (NB Re.ViCa, VISCED, Sloan- C, WCET reports) • HQ/core of many OER-related organisations • Schools: Free textbook movement is key driver; but only one OER Virtual School? • HE: OCW and the MOOCs, but lots more • Business models emerging faster for free/low-cost HE – UNow, UoPeople, Coursera, Ameritas, edX, US HEIs in OER U, WGU use of OER, etc
  • 35. Further information POERUP website: www.poerup.info Wiki: http://poerup.referata.com/wiki/Country_reports Contact: paul.bacsich@sero.co.uk