Open Education + UN Sustainable Development GoalsCable Green
http://sched.co/AF02
The world’s nations have adopted the 2030 Agenda for Sustainable Development and committed to 17 Sustainable Development Goals (SDGs). SDG4 is about “Education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” This session will explore how and why the global open education community can work with their national governments to mainstream Open Educational Resources (OER) in support of achieving SDG4.
What educational policy needs OER for, and what policy support does OER need?Dominic Orr
Presentation at: OER15 - 6th International Conference on Open Education – “'Mainstreaming Open Education”
Cardiff, 15 April 2015
Although Open Educational Resources (OER) have been one of the mainstays of discussion on open education over the past decade, we are now noticing a renewed attention of policy makers in the topic. Whilst many really cool initiatives are to be found around the world (for instance in Germany http://ow.ly/EdLOX ), OER can really only realize its potential in the mainstream, if it tackles mainstream problems. That means that it is important to re-start the discussion on OER so that there is a focus on OER as a means to an end, i.e. OER contributing to improving various aspects of education (see blog from TJ Bliss from the Hewlett Foundation: http://tjbliss.org/musings-on-oer-policy/ ). The Open University’s OER Research Hub, for instance, poses hypotheses about the benefits of OER (http://oerresearchhub.org/collaborative-research/hypotheses/). The most recent CERI/OECD report on OER (http://www.oecd.org/edu/ceri/open-educational-resources-oer.htm ), looks instead for typical problems in education systems first and searches for solutions which involve OER production and use. In a second step it looks to see whether the expected potential of OER is being realised. In this way, it can also formulate an assessment of the status quo and encourage a discussion on what policy interventions can do to help OER realise this potential. The report, which will be published late spring 2015, identifies six typical problems in education, which can benefit from OER production and use.
Open Education + UN Sustainable Development GoalsCable Green
http://sched.co/AF02
The world’s nations have adopted the 2030 Agenda for Sustainable Development and committed to 17 Sustainable Development Goals (SDGs). SDG4 is about “Education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” This session will explore how and why the global open education community can work with their national governments to mainstream Open Educational Resources (OER) in support of achieving SDG4.
What educational policy needs OER for, and what policy support does OER need?Dominic Orr
Presentation at: OER15 - 6th International Conference on Open Education – “'Mainstreaming Open Education”
Cardiff, 15 April 2015
Although Open Educational Resources (OER) have been one of the mainstays of discussion on open education over the past decade, we are now noticing a renewed attention of policy makers in the topic. Whilst many really cool initiatives are to be found around the world (for instance in Germany http://ow.ly/EdLOX ), OER can really only realize its potential in the mainstream, if it tackles mainstream problems. That means that it is important to re-start the discussion on OER so that there is a focus on OER as a means to an end, i.e. OER contributing to improving various aspects of education (see blog from TJ Bliss from the Hewlett Foundation: http://tjbliss.org/musings-on-oer-policy/ ). The Open University’s OER Research Hub, for instance, poses hypotheses about the benefits of OER (http://oerresearchhub.org/collaborative-research/hypotheses/). The most recent CERI/OECD report on OER (http://www.oecd.org/edu/ceri/open-educational-resources-oer.htm ), looks instead for typical problems in education systems first and searches for solutions which involve OER production and use. In a second step it looks to see whether the expected potential of OER is being realised. In this way, it can also formulate an assessment of the status quo and encourage a discussion on what policy interventions can do to help OER realise this potential. The report, which will be published late spring 2015, identifies six typical problems in education, which can benefit from OER production and use.
National, Provincial and Institutional Policy Influence on the Adoption of OE...ROER4D
National, Provincial and Institutional Policy Influence on the Adoption of OER in the Global South
Henry Trotter & Cheryl Hodgkinson-Williams
ICDE2017 / 17 October 2017 / Toronto, Canada
Curriculum Development: Increasing access to and reach of learning resources ...Kathleen Ludewig Omollo
Presentation to consortium members on July 28, 2014. For more about the consortium, see http://1000obgyns.org/. Since the event, the associated open educational resources have been posted to http://open.umich.edu/education/med/1000obgyns/.
Bridging the Gap: Mixing approaches, content and tools to help college studentsBrandon Muramatsu
The Next Generation Learning Challenge has provided a call to action for those involved in Open Educational Resources to meet the needs of the US education system. One of the challenges is to deploy open core courseware to address the retention and completion issues in community colleges. In the Open Learning: Bridge to Success (B2S) initiative The Open University working in partnership with MIT, Anne Arundel Community College (AACC) and University of Maryland University College (UMUC) will develop open bridging modules to help learners having problems in coping with credit bearing courses. Modules focussed on learning to learn and understanding mathematics will be released as complete open educational resource packages from The Open University's existing successful programme of entry-level (pre-degree) "Openings" modules. The Open University has an established open presence through its OpenLearn open content site which offers a wide range of units, and the courses will be developed in the open to benefit not only students in the partner institutions but any learners who wish to use them.
The project will run its first pilots with Community College students from September and this presentation focuses on the early phase of the project including: release of the initial materials, augmentation with other OER, design of the research methodology and early lessons from working together as partners. Already working in the open is changing how we think about the provision of content and the instruction of practical experiences alongside meeting curriculum needs. We anticipate presenting the design requirements and how they have been met through open provision, reflections from those involved in the projects, the first feedback from students at the pilot colleges, and the indications from the additional users in the open.
Framing quality indicators for multilingual repositories of Open Educational ...LangOER
Presented at: EFQUEL Innovation Forum and International LINQ Conference, 9 May, Crete
By Sylvi Vigmo, Linda Bradley, Anne-Christin Tannhäuser, Katerina Zourou
Open Content Literacy: developing a framework to support newbie content maker...linzii
Presentation at OER10, Cambridge, 2010 with Alison Mackenzie. Content covers the outcomes of Edge Hill University's ReFORM project (part of the Jisc RePRODUCE Programme, forerunner of the OER Programme). Also discusses academics perceptions of openess and sharing and offers a TEL professional development framework and an open content literacy framework for review.
National, Provincial and Institutional Policy Influence on the Adoption of OE...ROER4D
National, Provincial and Institutional Policy Influence on the Adoption of OER in the Global South
Henry Trotter & Cheryl Hodgkinson-Williams
ICDE2017 / 17 October 2017 / Toronto, Canada
Curriculum Development: Increasing access to and reach of learning resources ...Kathleen Ludewig Omollo
Presentation to consortium members on July 28, 2014. For more about the consortium, see http://1000obgyns.org/. Since the event, the associated open educational resources have been posted to http://open.umich.edu/education/med/1000obgyns/.
Bridging the Gap: Mixing approaches, content and tools to help college studentsBrandon Muramatsu
The Next Generation Learning Challenge has provided a call to action for those involved in Open Educational Resources to meet the needs of the US education system. One of the challenges is to deploy open core courseware to address the retention and completion issues in community colleges. In the Open Learning: Bridge to Success (B2S) initiative The Open University working in partnership with MIT, Anne Arundel Community College (AACC) and University of Maryland University College (UMUC) will develop open bridging modules to help learners having problems in coping with credit bearing courses. Modules focussed on learning to learn and understanding mathematics will be released as complete open educational resource packages from The Open University's existing successful programme of entry-level (pre-degree) "Openings" modules. The Open University has an established open presence through its OpenLearn open content site which offers a wide range of units, and the courses will be developed in the open to benefit not only students in the partner institutions but any learners who wish to use them.
The project will run its first pilots with Community College students from September and this presentation focuses on the early phase of the project including: release of the initial materials, augmentation with other OER, design of the research methodology and early lessons from working together as partners. Already working in the open is changing how we think about the provision of content and the instruction of practical experiences alongside meeting curriculum needs. We anticipate presenting the design requirements and how they have been met through open provision, reflections from those involved in the projects, the first feedback from students at the pilot colleges, and the indications from the additional users in the open.
Framing quality indicators for multilingual repositories of Open Educational ...LangOER
Presented at: EFQUEL Innovation Forum and International LINQ Conference, 9 May, Crete
By Sylvi Vigmo, Linda Bradley, Anne-Christin Tannhäuser, Katerina Zourou
Open Content Literacy: developing a framework to support newbie content maker...linzii
Presentation at OER10, Cambridge, 2010 with Alison Mackenzie. Content covers the outcomes of Edge Hill University's ReFORM project (part of the Jisc RePRODUCE Programme, forerunner of the OER Programme). Also discusses academics perceptions of openess and sharing and offers a TEL professional development framework and an open content literacy framework for review.
Jane-Frances Agbu - National Open University of Nigeria
Cable Green - Creative Commons
Rory McGreal - Athabasca University
Joseph Pickett - MIT OpenCourseWare
Paola Corti - Politecnico di Milano - METID
A brief overview of key strategies organizations use when integrating Creative Commons into their business model. Strategies describe ways in which organizations can do this to become more sustainable.
Presentation given at OEGlobal 17 March 9, 2017 in Cape Town
Using the CC BY license, Workshop for 2013 OPEN Kick-offJane Park
Summary of session from OPEN Kickoff Conference for DOL TAACCCT Round 2 Grantees: This session will dive into detail about the CC BY licensing requirement and what it takes to apply the license to grantee materials. CC will go over the CC license chooser tool, examples of good license implementation, and content-sharing platforms where you can upload resources under the CC BY license. If enough time and interest, CC will also go over best practices for giving attribution to the creators of CC licensed works, especially as part of a larger resource, such as a textbook or course.
More info: http://open4us.org/events/
The Remix Cycle is a framework for looking at sustainability as a media creator. Remix-it, Share-it, and Prof-it (and then back again, as the cylce goes on and on)
Some slides on how museums and related cultural heritage institutions are using Creative Commons to...
1) Share their digital collections
2) Share collection records
3) Engage users and artists, thereby tapping into new communities of stakeholders
...ultimately increasing their impact and reach beyond one entity's website or physical presence.
Note: Photo on Slide 56 is CC BY 4.0 by Frida Gregersen, not SMK.
Cybersecurity-Anforderungen in IT-Sourcing-Projekten meistern – Ein Leitfaden...Capgemini
Managing Cybersecurity demands in IT sourcing projects: A guideline using the example of Identity & Access Management. This presentation outlines the topic of Identity & Access Management in complex IT landscapes and IT services supply chains by the help of practical examples and by comparing reality and cyberspace. It also makes recommendations for the access management for organizational IT systems.
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
Presentation at 'Analytics in learning and teaching: the role of big data, personalized learning and the future of the teacher, event organised at the University of Central Lancashire (UCLAN) by the Vital project (Visualisation tools and analytics to monitor language learning and teaching) on 17 July 2017. Presentation includes work from the LACE and LAEP projects.
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
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.
The Pacific Open, Distance and Flexible Learning Framework(PODFLF) was formulated in response to the endorsement by the Pacific Heads of Education System (PHES) in address precipitating social and economic challenges, due to the lack of successful, inclusive and equitable access to quality education throughout the Pacific Region.
The Pacific Open, Distance and Flexible Learning Framework(PODFLF) has been formulated in response to the endorsement by the Pacific Heads of Education System (PHES) to address precipitating social and economic challenges, due to the lack of successful inclusive and equitable access to quality education within the Pacific Region.
The big gaps in education, the trends in online, open and flexible education and the drivers for open creates the background for benchmarking the Nordic countries towards the globe. Competitiveness and innovation, Human capital, Network and technology readiness are benchmarks. So what: What are key concept to approach to go digital? Online, Open and Analytics are game changers - but not without leadership for change.
Universal Access to Knowledge through Quality Learningicdeslides
Plenary presentation at ICT in Education Conference, Qingdao, China 23 - 25 May 2015. Follow up of the Incheon Declaration. Education 2030: Equitable and inclusive quality education and lifelong learning for all by 2030.
Transforming lives through education.
When aiming for reaching the unreached - Inclusion is challenged. Today inclusion is about the mindset. Include the learners. OER can include by affordable quality learning materials. Why OER matters.
An example on new action oriented policies.
Similar to Saudi Arabia’s National Open Education Strategy, Master Plan & Policy (20)
K12 OER Collaborative for 2015 Open Education Week
Attribution to:
Jennifer Wolfe, The Learning Accelerator
Layla Bonnot, Council of Chief State School Officers
Karl Nelson, Washington Office of Superintendent of Public Instruction
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Many ways to support street children.pptxSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
Presentation by Jared Jageler, David Adler, Noelia Duchovny, and Evan Herrnstadt, analysts in CBO’s Microeconomic Studies and Health Analysis Divisions, at the Association of Environmental and Resource Economists Summer Conference.
Up the Ratios Bylaws - a Comprehensive Process of Our Organizationuptheratios
Up the Ratios is a non-profit organization dedicated to bridging the gap in STEM education for underprivileged students by providing free, high-quality learning opportunities in robotics and other STEM fields. Our mission is to empower the next generation of innovators, thinkers, and problem-solvers by offering a range of educational programs that foster curiosity, creativity, and critical thinking.
At Up the Ratios, we believe that every student, regardless of their socio-economic background, should have access to the tools and knowledge needed to succeed in today's technology-driven world. To achieve this, we host a variety of free classes, workshops, summer camps, and live lectures tailored to students from underserved communities. Our programs are designed to be engaging and hands-on, allowing students to explore the exciting world of robotics and STEM through practical, real-world applications.
Our free classes cover fundamental concepts in robotics, coding, and engineering, providing students with a strong foundation in these critical areas. Through our interactive workshops, students can dive deeper into specific topics, working on projects that challenge them to apply what they've learned and think creatively. Our summer camps offer an immersive experience where students can collaborate on larger projects, develop their teamwork skills, and gain confidence in their abilities.
In addition to our local programs, Up the Ratios is committed to making a global impact. We take donations of new and gently used robotics parts, which we then distribute to students and educational institutions in other countries. These donations help ensure that young learners worldwide have the resources they need to explore and excel in STEM fields. By supporting education in this way, we aim to nurture a global community of future leaders and innovators.
Our live lectures feature guest speakers from various STEM disciplines, including engineers, scientists, and industry professionals who share their knowledge and experiences with our students. These lectures provide valuable insights into potential career paths and inspire students to pursue their passions in STEM.
Up the Ratios relies on the generosity of donors and volunteers to continue our work. Contributions of time, expertise, and financial support are crucial to sustaining our programs and expanding our reach. Whether you're an individual passionate about education, a professional in the STEM field, or a company looking to give back to the community, there are many ways to get involved and make a difference.
We are proud of the positive impact we've had on the lives of countless students, many of whom have gone on to pursue higher education and careers in STEM. By providing these young minds with the tools and opportunities they need to succeed, we are not only changing their futures but also contributing to the advancement of technology and innovation on a broader scale.
Canadian Immigration Tracker March 2024 - Key SlidesAndrew Griffith
Highlights
Permanent Residents decrease along with percentage of TR2PR decline to 52 percent of all Permanent Residents.
March asylum claim data not issued as of May 27 (unusually late). Irregular arrivals remain very small.
Study permit applications experiencing sharp decrease as a result of announced caps over 50 percent compared to February.
Citizenship numbers remain stable.
Slide 3 has the overall numbers and change.
Canadian Immigration Tracker March 2024 - Key Slides
Saudi Arabia’s National Open Education Strategy, Master Plan & Policy
1. Saudi Arabia’s National Open
Education Strategy, Master Plan
& Policy
Abdullah Almegren, Cable Green, & Paul Stacey
Except where otherwise noted presentation licensed using Creative Commons Attribution 4.0
3. OER Exchange Program
Promoting Open
Educational Resources
Middle East & North
Africa
1- 21-March-2014
Algeria, Egypt, Jordan,
Lebanon, Morocco,
Palestine, Qatar, Saudi
Arabia, Somalia, Sudan,
Tunisia, Yemen, USA
Sponsored by: US State
Department, Arab
League, ALECSOOER Exchange Participants photo by Ismail Mekkaoui Alaoui CC BY 4.0
4. MENA Site Visits
Tunisia, Saudi Arabia, Qatar
Paul Stacey
Mary Lou Forward
James Glapa-Grossklag
October 2014
United States Central Intelligence Agency. Northern Africa and the Middle East. [Washington, D.C.:
Central Intelligence Agency, 2009] Map. Retrieved from the Library of Congress,
https://www.loc.gov/item/2010585096/. (Accessed February 24, 2017.)
6. National OER Initiative
Presented By
Dr. Abullah Al-Megren
General Manager Manager
National Center for e-Learning and Distance Learning
Saudi Arabia
7. Vision
Establish the National level consortium for OERs, enriching teaching and learning,
resulting in empowering the knowledge economy.
OER – Open Educational Resources
Mission
• Propose the national level initiative for OER Consortium.
• Invite institutions to form the OER Consortium.
• Constitute a team for formulating strategies and policies for the management
and sustainable development of the OER consortium.
• Develop high quality OERs, meeting the demands of stakeholders, and facilitate
them to produce SPOOCs and MOOCs
8. Proposed OER Initiative’s EcosystemSupportive
Policy
Educator
Demand
Quality
Supply
User friendly policies for
developing, reusing and
sharing OERs.
Training and Awareness
programs to revise,
reuse, remix and
redistribute OERs.
Develop high quality easy
to adapt OERs as per
ISCED Classifications.
Developer / Contributor IP PolicyUsability Rights
Communities
of Practices
Existing Content
Sharing
Content curation
New Content
Development
Quality
Assurance
OER
RepositoryReviseReuse
Remix
Redistribute
9. As an OER policy quick start we
provided:
an open policy rationale &
open policy text for grant making
These provide model language
and text can be incorporated
into grant programs
10.
11. Multi dimensional
approach in embracing
e-Learning.
Our effort is in
progress to utilize the
set of services and
digital content in
strengthening our OER
movement.
12.
13.
14. Dr. Fengchun Miao
Chief of the Unit for ICT in
Education
UNESCO
Workshops & Seminars 2011-2015
Dr. Stephen Downs
National Research
Council, Canada
Dr. Mike Smith
OER Advocate
16. Supportive
Policy
Educator
Demand
Quality
Supply
User friendly policies for
developing, reusing and
sharing OERs.
Training and Awareness
programs to revise,
reuse, remix and
redistribute OERs.
Develop high quality easy
to adapt OERs as per
ISCED Classifications.
Developer / Contributor IP PolicyUsability Rights
Communities
of Practices
Existing Content
Sharing
Content curation
New Content
Development
Quality
Assurance
OER
Repository
ReviseReuse
Remix
Redistribute
Adapted from
: http://www.hewlett.org/sites/default/files/The%20Open%20Educational%20Resources%20Ecosystem_1.pdf
17. Universities have
started to share
their existing
e-Content
About 1000 OER
Champions are
being trained from
PE/HE/LLL across
the country
OER Policy is
Being Developed
Our OER Platform
is in Beta Testing
18.
19.
20. “To remain human and livable, knowledge
societies will have to be societies of
shared knowledge.”
– Koïchiro Matsuura Former Director-General of
UNESCO
21. National Open Education Strategy, Master Plan & Policy
General Points
• Next step in the process…
• Collaborative project with Creative Commons.
• All three documents are DRAFT. NCeL is reviewing now.
• All documents will be published under a CC BY 4.0 license by
the Kingdom of Saudi Arabia.
– so other nations may reuse / revise / remix.
• OER Team and University OER Teams to be created.
22. National Open Education Strategy
• Saudi Arabia OER Strategy Key Points
• Vision / Mission
• Foundations, Guidelines and Principles
• Open Education Goals
• Scope
• Implementation
• Appendix A: OER Frequently Asked Questions
• Appendix B: Ex. of Culture Impacting National Open Edu Strategy
23. National Open Education Strategy
Vision
• To enable creation, innovative use and sharing of quality Open
Educational Resources that will ensure education is accessible
for every citizen in the Kingdom, contribute to equitable
lifelong learning opportunities, the creation of a knowledge
society, and the efficient utilization of government
educational funds, public services, infrastructure and
resources in education.
24. National Open Education Strategy
Open Education Goals
• Access
– Ensure all Saudi citizens, in every sector of society, have universal, accessible, free, and legal
access to effective open education resources and learning opportunities.
• Quality
– Saudi teachers and learners have access to, use, create and iteratively improve quality OER.
• Efficiency
– Ensure all government funded education resources are openly licensed, and efficient
utilization of other government provided education resources, services and infrastructure.
• Sharing
– Support collaboration and engagement of communities of educators and learners around
OER to cultivate a culture of openness and sharing in education.
25. National Open Education Master Plan
• OER Master Plan Framework
– Funding
– Open Education Goals, Actions, Outcomes and Timeline
– Capacity Building
– Monitoring and Evaluation
– Advocacy and Awareness Raising
– Incentives & OER Champions
• National OER Team & University OER Teams
• Appendix A: OER Policy Reports
• Appendix B: OER Research
• Appendix C: Resources to Teach People about Open Education
• Appendix D: Definitions and Abbreviations
26. National Open Education Licensing Policy
• Open Education Licensing Policies Explained
• Saudi Arabia Copyright Law
• Reason to Require Open Licenses on Government Funded Education Resources
• IGO Support National-Level Adoption of Open Education Licensing Policies
• Use Standard Open Licenses
• Open Licensing Respects Copyright and Authors
• Open Education Licensing Policies Adopted Globally
• Appendix A: Open Policy Resources
• Appendix B: Resources for Implementing an Open Education Licensing Policy
• Appendix C: Definitions and Abbreviations
• Appendix D: Playbook for Implementing Open Licensing Policies
• Appendix E: DRAFT Ministry Level Open Education Licensing Policy
• Appendix F: DRAFT Grant / Contract Level Open Education Licensing Policy
27. Come to the Creative Commons Summit!
• summit.creativecommons.org
• Toronto, Canada
• April 28-30, 2017
28. Saudi Arabia’s National Open
Education Strategy, Master Plan
& Policy
Abdullah Almegren, Cable Green, & Paul Stacey
Except where otherwise noted presentation licensed using Creative Commons Attribution 4.0
Editor's Notes
Welcome and Introductions to panel.
Paul leads off.
Started with Open Book Project initiated by Hillary Clinton when she was Secretary of State.
Educational diplomacy seeking to enhance US MENA relations.
Open Book Project Objectives
Build partnerships between the US and MENA region to make more learning materials open, free, and connected to Arab educators, students, and classrooms
Lower geographic, economic, and gender-based barriers to learning
Expand access to free, high-quality, open education materials in Arabic, with a focus on science and technology
Implement open licensing in the MENA region that enables anyone to use, adapt, and share these education materials
Deliver the benefits of open education to the Arab world
Help Arab professors and intellectuals create their own open courses
Explore the benefits of OER for governments, institutions, faculty, students and the public, specifically examining how OER affects teaching and learning practices including the inter-relationships and synergy of OER with open access, open data, open policy, open science
Evaluate the impact of OER on education
Organized as exchange program with selected participants from MENA region.
Participants from Algeria, Egypt, Jordan, Lebanon, Morocco, Palestine, Qatar, Saudi Arabia, Somalia, Sudan, Tunisia, and Yemen came to USA for 3 week OER orientation and internships in March of 2014. Here they all are!
Over the three weeks participants received help in crafting an OER initiative plan they would implement on return home.
Second phase involved OER Exchange organizers going to MENA to do site visits with some of the participants.
Assess progress, provide further assistance, and report out to State Department a set of recommendations.
After going to Tunisia we travelled to Riyadh Saudi Arabia where we were hosted by Dr. Abdullah Almegren.
Visited universities and gave OER Workshop to Directors of teaching and learning units from across Saudi Arabias higher education system.
Workshop included Dr. Almegren’s plan for an OER Initiative in Saudi Arabia
By 2018 the Saudi Arabian OER initiative seeks to:
Create a sustainable and productive environment that supports emerging Open Educational Practices (OEP) for design, development and improvement of OER
Translate and use the Creative Commons licenses for education (CC just released official Arabic translation of 4.0 license)
Create opportunities to exchange of best practices, including collection of examples from different initiatives and using them to develop comprehensive guidelines
Create a consortium of Arab Universities for OER, where all resources in every discipline will be in Arabic
Engage faculty members and specialized content providers in use and production of OER
Enhance credibility and reliability of OER produced through OEP by fulfilling needs of participating institutions
Establish standards and a quality assurance process for OER
Put in place a national repository for OER
Create a dynamic, easy to use platform and framework that lays the basis of a real sustainable partnership
Support and conduct research studies that improve overall OER system
Create an award for best Arab or local OER initiative
Form an OER initiative organizational structure with a board of directors, departments of different disciplines, and a logistics administration group.
As an OER policy quick start we provided:
an open policy rationale and
open policy text for grant making
These provide model language and text can be incorporated into grant programs
The National Center for e-Learning and Distance Learning (NCeL) has emerged, under the umbrella of the Ministry of Education, as a leader, supervisor, and supporter of e-Learning at the higher education level. We aspire to become a melting pot of Saudi Educational Systems experience in the field of e-Learning, and to pave the way for a promising future through honest competition and widened horizons.
NCeL has launched several programs/services related to e-Learning and Distance in Saudi Arabia. Now we see these programs/services contributing to our OER movement.
With the launch of Vision 2030 Saudi Arabia(http://vision2030.gov.sa/en) ,NCeL under the patronage of Ministry of Education,is leading the e-Learning transformation under the National transformation plan 2020.Here we see the scope of e-Learning and OER movement making a major contribution.
We see them as both,
Evolution in terms of practicing openness.
Revolution in terms of efficiency of sharing cost and resources.
NCeL conducted regular seminars, workshops and international conferences between 2011-15,and lead international experts in the field of OER laid the foundation for OER movement.
Our OER initiative which was started in early 2014,has now transformed into a complete program "SHMS" - Saudi OER Network. Organizations such has UNESCO, ISKME,and Creatives Commons are supporting us in this program. We intend to have more global strategic partnerships.
Currently work is in progress to address Demand, Supply and Policy aspect of our OER program.
As we speak,
OER platform (shms.sa to be launched soon) is in Beta testing, we are piloting with 13 universities and few public education institutions.
OER policy development is in final stages.
About 1000 OER champions are being trained across Saudi Arabia.
Universities have started sharing their existing e-content as OER.
These are the common challenges we are facing and NCeL is geared up to address them through international and local support.
Moving forward, we see that SHMS being the largest Arabic OER HUB, supporting the Arabic educational resources development.
Welcome and Introductions to panel.
Paul leads off.