After three years the OCW movement has achieved “lift off” with over 200 higher education institutions and affiliate OCWC members, resulting in the availability of over 8000 open courses. However, the greatest disappointment in the movement has been the slow response to the actual use of this open material, particularly use that could benefit national systems of higher education in developing countries or under-resourced institutions. This presentation suggests reasons for this slow uptake, offers observations about the underlying dynamics in the wide-scale and impactful use of OCW, and proposes the systematic development of “learning ecosystems”— infrastructures designed to leverage OCW.
After three years the OCW movement has achieved “lift off” with over 200 higher education institutions and affiliate OCWC members, resulting in the availability of over 8000 open courses. However, the greatest disappointment in the movement has been the slow response to the actual use of this open material, particularly use that could benefit national systems of higher education in developing countries or under-resourced institutions. This presentation suggests reasons for this slow uptake, offers observations about the underlying dynamics in the wide-scale and impactful use of OCW, and proposes the systematic development of “learning ecosystems”— infrastructures designed to leverage OCW.
OpenCourseWare is Here. ICDE World ConferenceGary Matkin
The OpenCourseWare movement is here. For instance, more than 200 institutions have joined the OpenCourseWare Consortium (OCWC) and they now offer over 8,200 courses worldwide in many languages. The start to the movement provided by the William and Flora Hewlett Foundation and MIT has now spawned both an expansion of the MIT model and many variations of it. From the beginning, the goal of the OCW movement has been worldwide learning and sharing of content. It now faces new challenges; among them is the challenge of moving from open courses to learning pathways of larger scale, including open degrees. The premise of sharing knowledge from the developed world to developing countries remains an attractive prospect, one which engages the leaders of the movement. Yet, barriers are ever more clear. You will learn of the current state of the OCW movement, its challenges, and its potential. Learn also how to become involved in this movement.
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
After three years the OCW movement has achieved “lift off” with over 200 higher education institutions and affiliate OCWC members, resulting in the availability of over 8000 open courses. However, the greatest disappointment in the movement has been the slow response to the actual use of this open material, particularly use that could benefit national systems of higher education in developing countries or under-resourced institutions. This presentation suggests reasons for this slow uptake, offers observations about the underlying dynamics in the wide-scale and impactful use of OCW, and proposes the systematic development of “learning ecosystems”— infrastructures designed to leverage OCW.
OpenCourseWare is Here. ICDE World ConferenceGary Matkin
The OpenCourseWare movement is here. For instance, more than 200 institutions have joined the OpenCourseWare Consortium (OCWC) and they now offer over 8,200 courses worldwide in many languages. The start to the movement provided by the William and Flora Hewlett Foundation and MIT has now spawned both an expansion of the MIT model and many variations of it. From the beginning, the goal of the OCW movement has been worldwide learning and sharing of content. It now faces new challenges; among them is the challenge of moving from open courses to learning pathways of larger scale, including open degrees. The premise of sharing knowledge from the developed world to developing countries remains an attractive prospect, one which engages the leaders of the movement. Yet, barriers are ever more clear. You will learn of the current state of the OCW movement, its challenges, and its potential. Learn also how to become involved in this movement.
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
Members of the OCW/OER movement are properly occupied with the current efforts of importance to the movement—increasing the supply and usage of OCW/OER, finding sustainable models, embedding OCW/OER into government and institutional contexts, and seeking ways of certifying knowledge gained through open content. As educators, we are motivated by the high-minded goal of improving access to education throughout the world through technology and free learning opportunities. However, between the focus on issues of immediate concern and the shining light of our overall goal, there is a middle ground that is not well understood by many OCW/OER proponents. That middle ground is composed of large-scale forces that are impacting education and together create an imperative for the OCW/OER movement—a movement that is so important to these trends that the vision we have for the future of OCW/OER is inevitable. This presentation describes these trends and the part that OCW/OER plays in them.
The first and most important trend is the movement toward universal higher education. First identified and described by Martin Trow in 1973, universal higher education is the third stage in the evolution of higher education, following the movement from elite to mass higher education. There are two components for universal higher education. The first is the traditional notion of access by providing access to higher education to people who otherwise could not take part because of geographical or financial issues. The second component is more subtle, but no less important or visible after, the breakdown of boundaries, sequences, and distinctions between learning and life. This presentation will describe how universal higher education is becoming clearly evident and offer some examples of how OCW/OER is a major component in the advancement of universal higher education.
The second trend is the “commoditization” of education. A good or service is “commoditized” when it becomes ubiquitously available at no or very low cost. There are clear patterns of behavior that occur when an important aspect of an industry becomes commoditized. These patterns are evident in the commoditization of content (Google, Wikipedia, YouTube) and communications (Facebook, Skype, Twitter), both of which are important elements of education. Education itself is showing signs of becoming commoditized. Commoditization pushes the “value proposition” to the periphery of the good or service. This presentation will describe that value add shift in higher education, what it means to the OCW/OER movement, and how we can take advantage of this trend.
Advocacy on behalf of the OCW/OER movement is an important role for the OCWC and its members. That advocacy can be most effective when all of us understand the social and economic dynamics that shape our movement. OCW/OER is here to stay in ever greater volume and utility because it is aligned with major social, economic, and edu
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
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Not all that shines is gold, and the MOOC hype has been replaced by a good portion scepticism in particular regarding target groups, lack of student success and learning outcomes. However, the driving forces for open knowledge are so strong that we again and again will se waves of innovations riding on online learning and mobile broadband, where Africa will through time will catch up and close the digital gap.
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The OCWC's Next Frontier - Learning Ecosystems by Gary Matkin, UCI
1. OCW Global Conference 2009
MONTERREY, MEXICO
BY
GARY W. MATKIN
DEAN, CONTINUING EDUCATION
LARRY COOPERMAN
DIRECTOR, UC IRVINE OCW
2. 200 institutional members in the OCWC
Over 8,200 courses posted
Over 130 Million Creative Commons licenses
issued
3. Empowering Minds
Visitors by Role
Other
5%
Educators
15%
Self learners
50%
Students
30%
3 Unlocking Knowledge, Empowering Minds
4.
5. Empowering Minds
Traffic by Region
18.1%
41.8%
21.0%
4.9% 8.4%
1.4%
Visits Since Visits
Region
10/1/03 % 4.4%
North America 19,586,175 41.8
East Asia/Pacific 9,818,810 21.0
Europe/Central
8,470,908 18.1
Asia
South Asia 3,917,728 8.4
MENA 2,297,341 4.9
Latin America/
2,076,902 4.4
Caribbean
Sub-Sah. Africa 661,193 1.4
TOTAL VISITS 46,829,057
5 Unlocking Knowledge, Empowering Minds
6. Empowering Minds
Traffic by Region
18.1%
41.8%
21.0%
4.9% 8.4%
1.4%
Visits Since Visits
Region
10/1/03 % 4.4%
North America 19,586,175 41.8
East Asia/Pacific 9,818,810 21.0
Europe/Central
8,470,908 18.1
Asia
South Asia 3,917,728 8.4
MENA 2,297,341 4.9
Latin America/
2,076,902 4.4
Caribbean
Sub-Sah. Africa 661,193 1.4 Mirror sites — Approx. 209 around the globe
TOTAL VISITS 46,829,057
6 Unlocking Knowledge, Empowering Minds
7. Empowering Minds
Traffic by Country – Feb 09
Country Visits Country Visits
1 United States 537,249 11 France 17,301
2 India 112,261 12 Turkey 15,823
3 China 95,417 13 Italy 12,130
4 South Korea 59,246 14 Japan 11,703
5 Canada 39,063 15 Australia 11,369
6 United Kingdom 35,506 16 Spain 10,896
7 Iran 29,685 17 Egypt 10,079
8 Brazil 24,341 18 Mexico 9,764
9 Germany 21,851 19 Singapore 9,045
10 Pakistan 17,755 20 Romania 9,040
7 Unlocking Knowledge, Empowering Minds
8. NATIONAL REPOSITORY OF
ONLINE COURSES
Supported by Hewlett
Foundation
The focus of NROC is
general education subjects:
such as algebra, biology,
and U.S. History
Courses include
presentational materials,
problem sets, assessments,
and all necessary teaching
materials
12. To be effective, OCW must be “localized” and
sometimes translated for another audience
– Translation and localization requires local capacity,
including technology, trained human resources, funding
Local capacity must be linked to the institutional
infrastructure to satisfy the needs of the local
audience
– Must utilize local delivery systems and resources to
support the expanded use of the material
It is clear that the simple existence of free and open
material is necessary but not sufficient for wide scale
adoption and use
13. OCW-in has not lifted off
Production side
– Uneven production of metadata for search
– Development for producer’s context
Search side
– Crawlers (Google Advanced Search) don’t have mechanism
for rankings
– MIT’s offerings sometimes crowd out others
– Aggregrators don’t crawl, so are reliant on producer-side
feeds
– Knowledge of where and how to search still essential for
obtaining and using results of search
14. OCW-in has not lifted off
Consumption side
▪ File formats present use difficulties
▪ Efficiency requires tight alignment of searcher (librarian)
and integrator (professor, instructor).
▪ Need to demonstrate ROI to institutionalize
consumption of OCW/OER (better, faster, etc.)
16. ENROLLMENTS IN DEVELOPING
COUNTRIES BURGEONING
China and India have doubled
enrollments over the past 10
years.
There are many developing
countries with APRs less than
10%
Malaysia plans to raise its APR of
39% to 50% by 2010
Trinidad and Tobago aims for an
APR of 60% by 2015 (up from
11.9% in 2007)
In India, where each 1% increase
in APR means one million more
students plans to go from 10% to
15% by 2012
18. So, how do we break through the Iron Triangle?
With the formation of national policy to
embrace OCW on the institutional level in
developing countries
19. In Vietnam, the government has adopted an
OCW strategy that is central to
accomplishing it higher education goals
21. Developed sample course materials
Built a robust infrastructure
Adopted Rice Connexions software
Developed 24 sample courses
Created an alliance of 28 leading institutions
Developed 1100 learning modules and 217
courses from existing OCW
22. Students in Vietnam could not use MIT OCW
– Different educational backgrounds of Vietnam
students
– English skills not good enough
– Teaching and learning methods of Vietnamese
faculty and students are different
– Syllabi and reference materials were not available
23. Teaching and learning methods of
Vietnamese faculty and students are different
24. Content Development and evaluation
Community building
System Maintenance and development
Integration of all elements into a force for
needed change
26. An external sponsor or “introducer”
(and, usually, patron) of the OCW, willing to be
flexible and respectful of the local situation
An internal institutional sponsor of OCW, usually
sanctioned, if not supported by, government
Established and working connections between
the institutional sponsor and a broad array of
potential users
– Frequently expressed in the form of regional or
national consortia of higher education institutions
27. The development of at least one center for
actually localizing, translating OCW and with
the capability of producing original material
for entry into the world-wide corpus of OCW
– Technology, trained staff, space, equipment
A preliminary set of pilot projects selected for
their high impact and ability to demonstrate
“proof of concept” to the region
28. Curriculum capabilities
Can rely on subject matter experts for gap
analysis and coherency
– integration of materials from various sources and
contexts
Uses instructional design methodology
Technical capabilities
Can flexibly export/import courseware
Handles or transfers common formats
29. Localization capabilities
Adapts to region/country/locale
– Style of instruction
– Applications to locale
Translation capabilities
Online course production capabilities
Adapts to online environment
Focus on needs of online learner
– Understands social learning as complement to content
30. Gary W. Matkin, Ph.D.
Dean, Continuing Education
http://unex.uci.edu/garymatkin/
gmatkin@uci.edu
Larry J. Cooperman
Director, UC Irvine Open CourseWare
ljcooper@uci.edu
http://ocw.uci.edu/
Editor's Notes
A few institutions have directly planned to use OCW to develop courses, including our host today.Knowledge Hub (KHUB) is a public, multilingual hub that allows you to discover selected Open Educational Resources (OERs) using metadata built by experts, faceted searching and social networking tools to help teachers and students find the best resources for their educational needs.This project was presented and approved in the GULF (Global Universities Leaders Forum) in DAVOS in January 2008 by the President of the Tecnológico de Monterrey University, Dr. Rafael Rangel Sostmann. Knowledge Hub (KHUB) has been developed by the Tecnológico de Monterrey University with the objective to create a Public Multilingual Hub to index the Open educational Resources (OER) from the Universities members of the OCWC and other Open and free Courseware instances.Knowledge Hub (KHUB) is an idea conceived by the necessity to ease the search of materials that have a potential effectiveness in teaching and learning. The professors and members participating in KHUB have a framework of evaluation criteria according their expertise on their major disciplines. The criteria to index a resource in KHUB is principally based on: Quality of Content PotentialEffectiveness as a Teaching and Learning Tool Ease and Free Use
LARRY COOPERMAN:And several projects have clearly targeted institutions as users by creating utilities and services directed at helping institutions use OER or OCW such as our friends at Rice University through Connexions.Connexions is an environment for collaboratively developing, freely sharing, and rapidly publishing scholarly content on the Web. Our Content Commons contains educational materials for everyone — from children to college students to professionals — organized in small modules that are easily connected into larger collections or courses. All content is free to use and reuse under the Creative Commons\"attribution\" license. Connexions currently has 484 collections with over 9,600 modules.
LARRY COOPERMAN:But these institutionally-directed activities have so far been relatively small. What we call “OCW-in” really has not “lifted off.”At least some reasons for this slow up-take are clear. First, we know that to be effective, OCW, usually produced for one audience (say, MIT undergraduates) must be “localized” and sometimes translated for another audience (say, undergraduates in an Ethiopian university). This translation and localization requires a local capacity, (including technology, trained human resources, and funding) capable of identifying and transforming OCW for local use. Second, this local capacity must be linked to the institutional infrastructure to satisfy the needs of the local audience, utilizing local delivery systems and resources to support the expanded use of the material. It is clear that the simple existence of free and open material is necessary but not sufficient for wide scale adoption and use.
LARRY COOPERMAN
LARRY COOPERMAN
Even the expanded use of OCW by institutions is not the outer limit of the promise of OCW. Right from the beginning of the OCW movement has been the hope that OCW could begin to address some of the huge shortfalls in education around the world.
The need around the world for expanded education is manifest but in no way can conventional, traditionally delivered higher education meet the demand.Enrollments in developing countries areburgeoning with over 140 million postsecondary students globally. For example, China and India have doubled enrollments over the past 10 years. China has the largest higher education system in the world, with over 25 million students. But there are many developing countries with APRs less than 10% and have a big hill to climb. Malaysia plans to raise its APR of 39% to 50% by 2010. The government of Trinidad and Tobago aims for an APR of 60% by 2015 (up from 11.9% in 2007). In India, where each 1% increase in APR means one million more students plans to go from 10% to 15% by 2012. -Change Magazine, March/April 2009
There is what Sir John Daniel calls the “iron triangle” of interrelated elements in which quality is inversely associated with access and cost. Technology at least offers a hope of breaking this relationship. -Change Magazine, March/April 2009
For developing countries, the only way this triangle will be broken is through some form of national policy embracing OCW.
In Vietnam the government has adopted an OCW strategy as central to gaining its goals.
After three years the Open Courseware (OCW) movement has achieved “lift off” with over 200 higher education institutions and affiliate OCWC members, resulting in the availability of over 8,200 open courses.
Over the last three years, with government support, Vietnam has shown significant progress.
Now, with this experience, Vietnam is stepping back a bit it assess its planning. The initial assumptions upon which the plan was based required some adjustments. Cleary, simply making MIT OCW available was not of sufficient use to address the problems Vietnam faced. Here are the main reasons students in Vietnam could not really benefit from the MIT material.
Note this issue. This is a reference to the fact that across national systems there are differences in academic cultures. In the case of Vietnam, the judgment is thatto become competitive in a global economy, some major reforms need to be implemented, that the behavior and attitudes of both students and instructors need to be altered in significant ways. OCW is seed, by some, to be one of the cornerstones of that reform.
After this promising beginning Vietnam faces some challenges.
What this leads to is the notion of creating a national learning ecosystem in which technology, communities, government, pedagogy (and pedagogical reform) and strategic financing combine to address the movement to mass higher education. We will call this integrated, national approach the “learning ecosystem.”
Building on the case of Vietnam and a brief examination of other developing countries, we see a number of critical elements that must come together for the learning ecosystem system to work.
LARRY COOPERMAN
LARRY COOPERMAN
However, the greatest disappointment in the movement has been the slow response to the actual use of this open material, particularly use that could benefit national systems of higher education in developing countries or under-resourced institutions. This presentation willsuggest reasons for this slow uptake, offers observations about the underlying dynamics in the wide-scale and impactful use of OCW, and proposes the systematic development of “learning ecosystems”— infrastructures designed to leverage OCW.There are some initiatives that specifically aim OCW at institutional use. One is the National Repository of Online Courses (NROC), a growing library of high-quality online course content for students and faculty in higher education, high school and Advanced Placement. This non-profit project, supported by The William and Flora Hewlett Foundation, is an Open Educational Resource (OER) and facilitates collaboration among a community of content developers to serve students and teachers worldwide. Courses in the NROC library are contributed by developers from leading academic institutions across the United States. All courses are assessed to ensure they meet high standards of scholarship, instructional value, and presentational impact. NROC works with scholars and contributes resources to improve course quality and to provide ongoing maintenance. NROC courses are designed to cover the breadth and depth of topics based on generally accepted national curricula and can also be customized within a course management system. NROC content is distributed free-of-charge to students and teachers at public websites including HippoCampus. Institutions wishing to use NROC content are invited to join a fee-based membership organization, the NROC Network. Organizations serving disadvantaged students can become members of the NROC Network at no cost.
It is through these institutional sponsored initiatives that users motivated to gain access to the material.-Information supplied by NROC.