Regional Consultation Workshop on Quality Guidelines for Open Educational Resources on 13-15 March 2013 at Maulana Azad National Urdu University, Hyderabad
An overview of some initiatives in EFA undertaken by the Ministry of Education of Nepal presented at the IAU Workshop on higher education for EFA held in Kathmandu, Nepal, on 6-7 December 2012.
Presented by Dr. Lava Dev Awasthi, Director-General, Ministry of Education
An overview of some initiatives in EFA undertaken by the Ministry of Education of Nepal presented at the IAU Workshop on higher education for EFA held in Kathmandu, Nepal, on 6-7 December 2012.
Presented by Dr. Lava Dev Awasthi, Director-General, Ministry of Education
To foster the global competency, NAAC includes in its
the scope of assessment, skill development of students and also promoted the use of technologies and e-resources in teaching and learning processes for significant impact on stakeholders.
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
Factors enabling and constraining OER adoption and Open Education Practices: ...ROER4D
Factors enabling and constraining OER adoption and Open Education Practices: lessons from the ROER4D project
Sukaina Walji & Cheryl Hodgkinson-Williams
Centre for Innovation in Learning & Teaching, University of Cape Town
Presentation at World Conference for Online Learning,
Toronto, Canada, 15-19 October 2017
Next Steps for Excellence in the Quality of e-LearningJon Rosewell
The development of e-learning has progressed to a stage where it is becoming part of mainstream provision in higher education. Therefore the issue of assessing and sustaining the quality of e-learning must now come to the fore. Quality assessment in higher education is well-established in relation to learning and teaching generally, but what methods can be used to establish quality in the domain of e-learning?
The E-xcellence methodology for assessing quality in e-learning (EADTU 2009) is securing recognition by European and international learning organisations. It was designed to be applied to the design and delivery of e-learning in both distance learning and blended learning contexts. It supports a range of uses, from accreditation by external agencies to process improvement through internal review.
The methodology presents principles of good practice in six domains of e-learning: strategic management; curriculum design; course design; course delivery; student support; and staff support. A total of 33 benchmark statements cover these domains, and are supported by a handbook for practitioners and guidance for assessors. The handbook includes principles for quality e-learning and exemplars of good practice. Amongst the tools is an online ‘QuickScan’ self-evaluation questionnaire based on the E-xcellence benchmarks which is highly valued as a focus for collaborative review of e-learning programmes.
The e-learning landscape has changed since the E-xcellence methodology was first developed. In particular, the use of Open Education Resources (OECD 2007) and the application of social networking tools (Mason & Rennie 2008) were not explicitly considered in the original benchmarks. Accordingly, the E-xcellence NEXT project was instigated to produce and evaluate a revision of the benchmark criteria, associated handbook and exemplars. This paper describes the project process and initial recommendations.
A consultation exercise was carried out among E-xcellence participants. Feedback from this was brought to participatory workshops at a European Seminar on QA in e-learning in June 2011. Following this exercise, the benchmark statements were revised and are now available in beta version.
The project resources (Quickscan and manual) are being used for a series of self-evaluation and assessment seminars held at European higher education institutions. Feedback from these assessment seminars will be used to finalise materials for publication late in 2012. At that point the E-xcellence Next project will offer to the higher education community a set of self-evaluation and quality assessment tools which are fully updated to encompass social networking, Open Educational Resources and other recent developments in e-learning.
Importance of Open Educational Resources (OER) in ResearchShri Ram
The one week long AICTE sponsored online STTP on “New Dimensions in Research Support Services: A Contemporary Library Perspective” being organized by Pt. Deen Dayal Upadhyay Central Library of the J.C. Bose University, YMCA Faridabad.
To foster the global competency, NAAC includes in its
the scope of assessment, skill development of students and also promoted the use of technologies and e-resources in teaching and learning processes for significant impact on stakeholders.
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
Factors enabling and constraining OER adoption and Open Education Practices: ...ROER4D
Factors enabling and constraining OER adoption and Open Education Practices: lessons from the ROER4D project
Sukaina Walji & Cheryl Hodgkinson-Williams
Centre for Innovation in Learning & Teaching, University of Cape Town
Presentation at World Conference for Online Learning,
Toronto, Canada, 15-19 October 2017
Next Steps for Excellence in the Quality of e-LearningJon Rosewell
The development of e-learning has progressed to a stage where it is becoming part of mainstream provision in higher education. Therefore the issue of assessing and sustaining the quality of e-learning must now come to the fore. Quality assessment in higher education is well-established in relation to learning and teaching generally, but what methods can be used to establish quality in the domain of e-learning?
The E-xcellence methodology for assessing quality in e-learning (EADTU 2009) is securing recognition by European and international learning organisations. It was designed to be applied to the design and delivery of e-learning in both distance learning and blended learning contexts. It supports a range of uses, from accreditation by external agencies to process improvement through internal review.
The methodology presents principles of good practice in six domains of e-learning: strategic management; curriculum design; course design; course delivery; student support; and staff support. A total of 33 benchmark statements cover these domains, and are supported by a handbook for practitioners and guidance for assessors. The handbook includes principles for quality e-learning and exemplars of good practice. Amongst the tools is an online ‘QuickScan’ self-evaluation questionnaire based on the E-xcellence benchmarks which is highly valued as a focus for collaborative review of e-learning programmes.
The e-learning landscape has changed since the E-xcellence methodology was first developed. In particular, the use of Open Education Resources (OECD 2007) and the application of social networking tools (Mason & Rennie 2008) were not explicitly considered in the original benchmarks. Accordingly, the E-xcellence NEXT project was instigated to produce and evaluate a revision of the benchmark criteria, associated handbook and exemplars. This paper describes the project process and initial recommendations.
A consultation exercise was carried out among E-xcellence participants. Feedback from this was brought to participatory workshops at a European Seminar on QA in e-learning in June 2011. Following this exercise, the benchmark statements were revised and are now available in beta version.
The project resources (Quickscan and manual) are being used for a series of self-evaluation and assessment seminars held at European higher education institutions. Feedback from these assessment seminars will be used to finalise materials for publication late in 2012. At that point the E-xcellence Next project will offer to the higher education community a set of self-evaluation and quality assessment tools which are fully updated to encompass social networking, Open Educational Resources and other recent developments in e-learning.
Importance of Open Educational Resources (OER) in ResearchShri Ram
The one week long AICTE sponsored online STTP on “New Dimensions in Research Support Services: A Contemporary Library Perspective” being organized by Pt. Deen Dayal Upadhyay Central Library of the J.C. Bose University, YMCA Faridabad.
Total Quality Management (TQM) is framework for the improvement of quality. It involves doing things right first time and every time. For its successful implementation, there is a strong need of everyone’s participation from the institution rather than the only involvement of only senior management. Successful completion of the product requires the student to participate as a worker, co managing the learning process. Standardized descriptions of Quality Management has to be understood, in this mission.
Regional Consultation Workshop on Quality Guidelines for Open Educational Resources on 13-15 March 2013 at Maulana Azad National Urdu University, Hyderabad
Similar to Developing Quality Guidelines for Open Educational Resources (20)
A presentation summarizing the work done by CEMCA for Department of Science and Technology to engage Community Radios for promoting Science for Women's Health and Nutrition
Skill Development in Science through Open and Distance Learning at NSOU, KolkataCEMCA
Presentation by Dr Ramesh Sharma, titled, “Skill Development in Science through Open and Distance Learning” at Netaji Subhas Open University, Kolkata, India
A presentation by Dr. Sanjaya Mishra ,Education Specialist, eLearning, COL,Canada and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
Presented by Dr. Sanjaya Mishra , Education Specialist, eLearning, COL and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
Presented by Dr. Sanjaya Mishra , Education Specialist, eLearning, COL and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
Searching and Creating Open Educational ResourcesCEMCA
Searching and Creating Open Educational Resources: Presentation by Dr Sanjaya Mishra during the Workshop on OER for Librarians held at NIFT, New Delhi on 26 November 2014
ICT Leadership in Higher Education: Selected ReadingsCEMCA
Compilation of papers delivered at the three events on ICT Leadership in Higher Education held at Hyderabad (2013), Kandy (June 2014), and Dhaka (December 2014), edited by Sanjaya Mishra
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
7. A Typical QA Audit Protocol
•Vision & Mission
•Design And Transformation Of Curriculum
•Assessment Of Learners
•Learner Support Systems
•Academic Staff (Recruitment, Qualifications,
•Staff Development
•Educational Resources - ITS And Library Services
•Programme Monitoring And Evaluation
•Governance And Leadership
•Continuous Quality Improvement
•Finance
9. THERE ARE TENSIONS AROUND OLD AND
EMERGING PARADIGMS [1]
OLD PARADIGMS EMERGING PARADIGMS
Teacher/Institution Learner Centered
Centered Local
Centralized Deferential
Tailored
Hegemonistic
Open
One Size Fits All
Collaborative
Closed Qualitative
Us versus Them Flexible
Quantitative Learning as Constant/Time
Prescriptive as Variable
Time as
Constant/Learning as
Variable
10. THERE ARE TENSIONS AROUND OLD AND
EMERGING PARADIGMS [2]
OLD PARADIGMS EMERGING PARADIGMS
Teacher Credentials Teacher Skills
Consolidated Experience Aggregated Experience
Regional/National International/Global
Static Dynamic
Single Delivery Model Distributed Delivery Model
Process Outcomes
Infrastructure Services
12. • The production of OER
• The use of OER
• An institutional lens on OER
13. COL-UNESCO Nine point Guideline for the production of OER
1.Include labeling to indicate what learning needs the resource addresses;
2.Allow the creation of variations and enhancements through open licenses;
3.Support flexible styling (e.g., enlarging the font, enhancing the colour contrast and
adjusting the layout for students with vision impairments or mobile devices);
4.Support keyboard control of functions and navigation (for students who cannot use
or do not have access to a mouse or pointing device);
5.Provide audio or text descriptions of non-text information presented in videos,
graphics or images (for students who have visual constraints or who have limited
displays);
6.Provide text captions of information presented in audio format (for students who
have hearing constraints or lack audio interfaces);
7.Cleanly separate text that can be read in the interface from underlying code or
scripting (to enable translation);
8.Use open formats wherever possible to make it easier for alternative access
systems and devices to display and control the resource; and
9.Adhere to international standards of interoperability so that OER can be used on a
wide variety of devices and applications.
17. Much of OER literature focuses on
the removal of perceived barriers to
access and thus neglects to consider
adequately how self directed learning
might actually take place in the
absence of an educational
organization.
18. This endorsement of the institution is
problematically combined with a
neglect to address the role of
pedagogy within a university and an
exaggerated and untheorised
promotion of learner-centred
education
19. OER literature often promotes a
paradoxical claim of institutional
circumvention alongside an explicit
endorsement of the accreditation
systems and prestige of established
university structures
20. The OER movement tends to make
presumptions about the ability of
human beings to self-direct in the
processes of learning, often appearing
to assume the innate qualities of
autonomy and instrumental rationality
21. The use of OER can be perceived, not
as a more rational improvement to
education, or a more humane and
naturalized form of learning, but as a
further refinement in the exercise of
power.
Let me begin by thanking Prof. SanjayaMishra, Director CEMCA and the organization itself for inviting me to participate in this interesting workshop on Open Educational Resources and to speak on matters pertaining to quality in this emerging technological innovation. I recognize the generosity of this invitation since I am aware that Dr. Sanjaya himself has contributed much to the subject of Open Access and Quality through his work both at IGNOU and more recently at UNESCO
In the midst of experts I can but only add the voice of experience in establishing and managing a culture of quality in the two Open Universities that I was privileged to undertake. Though OER is not an education provision but an educational resource provision that is open to all, the principles of quality in the production, distribution and utilization of the resource cannot be totally different from that of good practice in DE or ODL, which also is engaged in the production, distribution, utilization, and support of learning content.
I will therefore draw on that experience in the next thirty minutes or so with this conversation. I will make the presentation in 4 parts. These are: The practice of Quality Assurance in Higher educationA perspective on QualityThe meaning of Quality Assurance in the context of Open Educational ResourcesA rethink on Opennes
In the Asia-Pacific region generally there has been an increase in activity relating to the measurement of Quality in Higher Education.
The proliferation of national quality assurance agencies [under a variety of names] is a reflection of this growth. Of the 102 members of the Asia Pacific Qualification Network [APQN] about 22 are National Qualification or Accreditation Agencies. Most of them are also members of the International Networks of Quality Assurance Agencies in Higher Education [INQAAHE 2007] and they collectively developed a Guideline of Good Practice to ensure quality in institutions of higher learning. This guideline is beginning to influence national protocols for the measurement of quality amongst all 102-member states. The systems following the guidelines are mostly set up to measure the quality of conventional systems and not necessarily Non Conventional Systems. With the growth of non-conventional forms of provisions in Higher Education, both APQN and INQAAHE are proposing to develop separate guidelines to measure QA of non conventional systems, in the near future
Until such time the practice of measuring quality of open, on line, virtual and e learning when measured will continue to be benchmarked like all other conventional systems [C. Latcham & Jung, I.S 2009] Such benchmarks will include teaching, learning, research student support, administration, resource provisions such as finance, libraries, staffing, learning resources, staff student ratios, etc. While some of these have a lot of commonness between both the conventional and distance education systems, many others clearly will have different parameters [e.g. staff: student ratios]. Governments or their agencies vested with the responsibility of monitoring quality and standards in their institutions of higher whether they are conventional or non-conventional in Asia may need to address issues of this nature in a more thoughtful way where quality is not compromised and innovations not inhibited. Open Educational Resources will fall under this category of innovations.
This would mean looking at quality issues around a set of parameters on management, teaching, resources, research, governance and learning outcomes, altogether some eleven areas. This approach has the advantage of ensuring parity between both systems in terms of processes, finance, governance and infrastructural requirement such as space, IT and quality of outputs [through conversations with different stakeholders]. The disadvantages are the obvious sidelining of serious differences in the vision, mission, entry behavior of students, the rigour and team effort in designing curriculum and transforming it into learning materials, the flexible requirements for completion of programmes, effort in pedagogical innovations and a whole range of value adding elements not found in conventional systems. This has been a cause for concern, generally.
The measurement of quality as it is currently applied to higher education generally and distance education particularly is contentious. There are those who argue that we are still not very explicit in establishing unambiguous parameters for the measurement of quality, in higher education, when it comes to learning experience or learning outcomes. Some of the uncertainties relate to criteria and standards applied to measurements, the purpose of these measurements and sometimes even the legitimacy of these measurements. [Kis,2005]. A further question on measurements of quality relate to the kinds of paradigms appliedKis, V. [2005]. Quality Assurance in Tertiary Education: Current Practices in OECD Countries and a Literature Review on Potential Effects. A contribution to the OECD Thematic Review of Tertiary Education. Available: www.oecd.org/edu/tertiary/review
Australian researcher D. Kelly [2003] argues that there are two paradigms to consider. The first is the ‘Instruction Paradigm’ the second the ‘learning Paradigm’. These are not mutually exclusive to each other but they require a separation for a fair measurement. The first paradigm is ‘used by most higher education institutions and the measurement of success is often based on the quality of entering students, the number of publications completed by academics, number of books in the library and the availability of other resources such as staff, laboratory benches, etc. The ‘learning paradigm’ on the other hand emphasizes on learning rather than instruction. Kelly, D.K. 2003. Outcomes Approach to Higher Education Quality. NITL News: National Institute of Transport and Logistics. Spring 2003
In the second case, student learning and success outcomes, learning growth and the quality of exiting students, measure success. The other more important difference is that in the ‘Instruction Paradigm’ the time of learning is held constant and learning varies. In the ‘Learning Paradigm’, the learning is held constant and the time varies, recognizing that student learns at different rates. Open Distance Learning Universities, which respond to adults and others, who have been marginalized from mainstream higher education will have to be looked at in the context of the ‘Learning Paradigm’ rather than the ‘Instruction Paradigm’. This by our defined purpose of OER should also include it.
In a world populated by more than 1.5. billion internet users seeking to establish the quality of openly available educational resources, accessible and useable by any or all, raises more questions than the availability of answers. Cyberworld is freedom unlimited. Framing quality in such a world will be at the least, challenging. That in fact is the challenge for those taking part in this workshop. Quality in the context of OER can be about many things.
It could be about accuracy of content, effectiveness or ease of use, branding, peer review, ratings by users, validation, self evaluation, shareability, timeliness, usability, accessibility, currentness of content, licensing arrangements and others. The task becomes a little less challenging if it is contextualized in one of three aspects.
Quality in the production of OER:The COL published a set of guidelines relating to OER in 2011. Included in the guidelines was a simple set of rules for the production of OER [see box]. These are useful.Commonwealth of Learning and UNESCO [2011]: Guidelines for Open Educational Resources [OER] in Higher Education. http://www.col.org/PublicationDocuments/Guidelines_OER_HE.pdf.
Similarly in a report published by JISC and periodically revised attention was drawn to the importance of trust in establishing the quality of an OER. The trust of the community in the creator’s expertise determined the value placed on the content made available. This is further buttressed by the reputation of the, institution, the standards of technical production, accessibility as well as the fitness for purpose. The two views are not contradictory but what is clear is that the value of an OER to a potential user is multi dimensional and, in higher education at least, the reputation of the creator of the OER adds enormous weight to the OER. Wayne Mackintosh considers that in education quality is a more a process than a product that in the case of OER the product that finds itself on the web has been put there by the creator who in placing the content on the web with its OER label is permitting further iteration. The process is continuous cycles of iterations and with each an improvement of the quality of content and therefore it begets recognition.JISC https://openeducationalresources.pbworks.com/w/page/24838164/Quality%20considerations Mackintosh, W. in Wikieducator extracted from http://wikieducator.org/WikiEducator:Quality_Assurance_Framework/Contribution_Levels
In another context before the era of the OER, Dhanarajan and Timmers in 1997 examined the issues which at the time were considered most critical for the successful importing and adopting of courses from second and third party sources. They identified ten issues of which the following has a resonance to those wanting to use OER either in an institutional or individual basis. These are: curriculum/content, instructional design, academic standards, technical considerations, licensing arrangements and assessment/examination strategies. These are critical elements on the appropriateness of OER use and very much relate to the quality of usage. While at the individual level the stringency of requirement may not be absolute at the institutional level the quality of using OER to deliver courses requires absolute stringency. In 2000 the Institute of Higher Education Policy published a set of guidelines for online teaching. The institute made seven recommendations, which it considered essential for quality internet-based education of which five have a value in the context of this workshop. They are: Institutional support benchmarks: such as reliable and accessible technology platformsCourse development benchmarks: such as minimum standards for course design, development and delivery and the learning outcome determine the technology being used to access course content; periodic review and renewal of content as well as content that is interactive and requires students to engage themselves in analysis, synthesis and evaluation.Teaching/Learning Benchmarks: such as opportunities for students to interact with faculty and tutors, feedback mechanisms on assignments and advisories to students on methods of research etc.Course structure benchmarks: including links to supplementary materials, course information on course objectives, concepts, ideas and learning outcomes.Student support benchmarks: including information about programmes, admission criteria, examination requirements, technical assistance to the technologies.Dhanarajan, G and S. Timmers [1992]: Transfer and adaptation of self-instructional materials. Open Learning 11/1:31-40The Institute for Higher Education Policy [2000]: Quality on the Line. Washington, USA.
Institutions whether they are education providers or accrediting agencies of academic provisions invariably will apply a different lens from those of advocates, producers or consumers of OER. Their views will be shaped by both their traditions of what higher education is and what it should be to serve it expected roles and responsibilities as a social service to citizens. Both will not only consider the academic content and its fit to the overall curriculum of a programme or course but also consider how well it is situated within a course in terms of accuracy, assessment, value add, context and of cost, pedagogy and learning outcomes. There is yet no explicit evidence available on views of accrediting agencies or institutional administration on the subject. This may reflect one or both of two things, in Asia. The first is that OER in the educational milieu has not made its presence felt despite the efforts of UNESCO, COL and the hundreds of scholars. The second is that independent, self-directed learning amongst Asia’s 2 billion people is not at the level that government and their policy makers are forced to take notice of OER. Perhaps this will change just as the Internet and mobile phones have forced them to reconsider policies relating to access to information, cost of communication, freedoms and liberties of individuals.The main and attractive feature about OER is the notion that the openness ‘removes all restrictions placed in accessing learning resources from copyright regulations to financial constraints’. In the context of our workshop and the practice of education as we know it in Asia, the literature does not adequately address the consequence of open access in terms of educational practice. True openness should mean not only the removal of restrictions on the resources but also more importantly on the liberalizing practices and policies regulating education. Even with almost fifty years of exemplar development of Open Distance Education, as I remarked earlier, expectations of and conditions imposed on providers of education by governments, accrediting agencies and institutional administrators, has not brought about the total liberalization that advocates of OER imply.
Jeremy Knox [2013], a Ph.D. student at the School of Education, University of Edinburgh, in one of his blogs highlighted five observations of the open educational resources movement. I would like to leave you with those five statements as you ponder quality along with SanjayaMishra, Paul Kawachi Mohan Menon and others over the next few days.First observation: are those institutions which produce and distribute Open Educational Resources reflect on how self directed learning might take place in the absence of an educational organisation?J. Knox [2013] http://jeremyknox.net/2012/03/28/five-critiques-of-the-open-educational-resources-movement-oer-highered-elearning-edtech/
Second observation what is the role of pedagogy within a university promoting learner centred learning through OER?
Third observation: Are we as promoters of OER presenting a paradox?
Fourth observation what is the basis of our presumptions on the ability of human beings to self direct in their learning>
Fifth observation: is this all about anassymetry of power?
I would like to leave you with those five statements as you ponder quality along with SanjayaMishra, Paul Kawachi Mohan Menon and others over the next few days. Thank you.