This document discusses open educational resources (OER) and how they are enabled through Creative Commons (CC) licensing. It defines OER as teaching materials like textbooks, videos, etc. that are both freely accessible and allow users to engage in the "5R activities" of reuse, revise, remix, retain, and redistribute. The document outlines how CC licenses work within existing copyright law to lower transaction costs by pre-granting certain permissions. It notes that over 500 million educational resources now use CC licenses, providing free and open sharing of ideas and knowledge on a massive, unprecedented scale.
Keynote address delivered at the SUNY COTE Summit, February 2015. This talk (1) connects the concepts of democratizing innovation, permissionless innovation, and infrastructure to education, (2) clearly defines "open," briefly reviews research on the student success impacts of using OER, (3) discusses open pedagogy, (4) discusses the ethic of open, and (5) closes with a list of three things faculty can do to start being more open in their practice.
Keynote presentation for Open Apereo 2015 describing the components of the Open Education Infrastructure. Connects Frischmann's work on intellectual infrastructure, Von Hippel's work on democratizing innovation, and Thierer's work on permissionless innovation to learning outcomes, activities and assessments, and other educational resources as the intellectual infrastructure of education necessary to facilitate innovation in education. Defines "open" and discusses the relationship between open and infrastructure.
Keynote address delivered at the SUNY COTE Summit, February 2015. This talk (1) connects the concepts of democratizing innovation, permissionless innovation, and infrastructure to education, (2) clearly defines "open," briefly reviews research on the student success impacts of using OER, (3) discusses open pedagogy, (4) discusses the ethic of open, and (5) closes with a list of three things faculty can do to start being more open in their practice.
Keynote presentation for Open Apereo 2015 describing the components of the Open Education Infrastructure. Connects Frischmann's work on intellectual infrastructure, Von Hippel's work on democratizing innovation, and Thierer's work on permissionless innovation to learning outcomes, activities and assessments, and other educational resources as the intellectual infrastructure of education necessary to facilitate innovation in education. Defines "open" and discusses the relationship between open and infrastructure.
Open Educational Resources: Increasing Student Learning and Academic FreedomDavid Wiley
This brief (30 minute) overview of open educational resources and their benefits was presented to the a meeting of college of business faculty at university in Utah.
What is old can be new again: Or don’t throw out the baby with the bath waterCharles Darwin University
Keynote Presentation to the 'Pathways to Future Learning'. Technology for Learning. T3 Learning & Teaching Symposium. Torrens University Australia. 6 September.
ABSTRACT: Online education has been with us for more than 20 years now and over that time we have leaned many enduring lessons. However, with the advent of more collaborative forms of learning and assessment we have seen new tools emerge that help us to systematise some of these new approaches. The problem (if it is in fact a problem) is that many of these tools do not sit directly in our LMS, so we end up taking our students out to all types of different systems. But wait, what did we do before we had all these technology solutions, we had other ways of creating engaging learning experiences. So have we thrown out the baby with the bath water? In many way authentic assessment is still authentic assessment, but we just have a new kit bag of tools to help us deliver or package, with a slightly different bent. So together we will take a look at what is old to see if it can be made new again.
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
The Rethinking Education conference focused on the need to design a future education and skills system that will enable people to develop the knowledge and skills need for the labour market, for personal development and for societal goals.
This presentation focuses on the advantages and challenges of massive onopen online courses (MOOCs) for teaching and learning, with a focus on the UK platform, FutureLearn.
Mallinson OER - Leveraging Educational Advantage Oct 2019Brenda Mallinson
What are OER?
What is possible with OER, that’s different from fully copyrighted materials?
Where can you find OER and how do you assess quality?
How do you release your own teaching materials as OER? (Looking at Creative Commons licensing)
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
Offene Online-Kurse für Massen (MOOC) – was verbirgt sich hinter diesem Tren...Sandra Schön (aka Schoen)
Seminarunterlagen und Dokumentation: „Offene Online-Kurse für Massen (MOOC) – was verbirgt sich hinter diesem Trend?“ | Samstag, 26.10.2013 | Universität Passau
Dr. Martin Ebner und Dr. Sandra Schön
Open Educational Resources: Increasing Student Learning and Academic FreedomDavid Wiley
This brief (30 minute) overview of open educational resources and their benefits was presented to the a meeting of college of business faculty at university in Utah.
What is old can be new again: Or don’t throw out the baby with the bath waterCharles Darwin University
Keynote Presentation to the 'Pathways to Future Learning'. Technology for Learning. T3 Learning & Teaching Symposium. Torrens University Australia. 6 September.
ABSTRACT: Online education has been with us for more than 20 years now and over that time we have leaned many enduring lessons. However, with the advent of more collaborative forms of learning and assessment we have seen new tools emerge that help us to systematise some of these new approaches. The problem (if it is in fact a problem) is that many of these tools do not sit directly in our LMS, so we end up taking our students out to all types of different systems. But wait, what did we do before we had all these technology solutions, we had other ways of creating engaging learning experiences. So have we thrown out the baby with the bath water? In many way authentic assessment is still authentic assessment, but we just have a new kit bag of tools to help us deliver or package, with a slightly different bent. So together we will take a look at what is old to see if it can be made new again.
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
The Rethinking Education conference focused on the need to design a future education and skills system that will enable people to develop the knowledge and skills need for the labour market, for personal development and for societal goals.
This presentation focuses on the advantages and challenges of massive onopen online courses (MOOCs) for teaching and learning, with a focus on the UK platform, FutureLearn.
Mallinson OER - Leveraging Educational Advantage Oct 2019Brenda Mallinson
What are OER?
What is possible with OER, that’s different from fully copyrighted materials?
Where can you find OER and how do you assess quality?
How do you release your own teaching materials as OER? (Looking at Creative Commons licensing)
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
Offene Online-Kurse für Massen (MOOC) – was verbirgt sich hinter diesem Tren...Sandra Schön (aka Schoen)
Seminarunterlagen und Dokumentation: „Offene Online-Kurse für Massen (MOOC) – was verbirgt sich hinter diesem Trend?“ | Samstag, 26.10.2013 | Universität Passau
Dr. Martin Ebner und Dr. Sandra Schön
Open educational resources sharing content and knowledge differently is a dri...EduSkills OECD
Why have ICT and the internet – which profoundly changed production and distribution in so many sectors and improved productivity – not had the same impact on education so far?
• Open Educational Resources (OER) can be seen as a social innovation (not a technological one) with the potential of reforming (not revolutionising) education if they are linking to what we know about learning and to what teachers need
Open Educational Resources: Development and Challenges for IndiaRamesh C. Sharma
This presentation discusses the Indian initiatives to the development of OERs in India and the challenges therein. WikiEducator India is also discussed.
Speedy professional conversations around learning and teaching in higher educ...ALISS
Speedy professional conversations around learning and teaching in higher education via the brand new tweetchat #LTHEchat
Sue Beckingham, Sheffield Hallam University
Chrissi Nerantzi, Manchester Metropolitan University
Peter Reed, University of Liverpool
Dr David Walker, University of Sussex
Where ideas grow: Bring your own device for learning #BYOD4L
Media Enhanced Learning Special Interest Group (MELSIG) Smart Learning #3
Contribution by Chrissi Nerantzi and Sue Beckingham 14 April 2014 at Manchester Met University
Developing discipline partnerships through local and global networks Sue Beckingham
Developing discipline partnerships through local and global networks.
My talk considers the importance of utilising social media and other digital tools to develop communities within and beyond the university; share case studies from both staff and students; and also some good practice tips.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
This presentation was given as a public lecture at the Open University of Catalonia Edul@b, Barcelona Growth Centre
@UOCuniversitat @edulab
The discord between social and professional digital connectednessSue Beckingham
Within the last decade we have seen how technology has changed the way we communicate. Mobile phones are now ubiquitous and for many access to the internet. Connecting and communicating in social spaces has provided many, the opportunity to extend their social networks, overcoming temporal, spatial and geographical boundaries. Globally dispersed connections have been reunited. Multimedia sharing and user generated content flies through the air and adds a richness to the dialogues that ensue.
However, despite the advice on responsible use of social media that is readily available, for some there seems to be a naivety or unawareness of the impact of their digital identity as they transcend the 'digital airwaves'. There is a blurring of social and professional that is open for all to see. Monitoring and surveillance is something anyone can undertake. My talk will highlight some of the dangers of open digital connectedness and will also look at how taking ownership of your online presence can not only enhance the way others perceive you, but also help you highlight your professional you.
Professional Online Presence: Separating the Signal from the NoiseSue Beckingham
Professional Online Presence: Separating the Signal from the Noise is a presentation for the Higher education Academy Changing the Learning Landscape series.
#cll1213 webinar
Infographic that links to the book chapter I wrote for Emergency Rations: What's so important we can't leave it at home by David Hopkins (Ed)
http://www.dontwasteyourtime.co.uk/books/edtechrations/
This presentation was given during the AVLM training at Teaching and Learning Department KU Leuven (AVLM stands for AudioVisual Learning Materials), where a selected team of about 15 participants from all over the world, mostly third world countries, come to KU Leuven to learn how to develop and use AVLM in their educational settings, concerning their specific contexts.
They were particularly interested in taking Open Courses them selves, since education is not for all in al lot of countries.
None of them ever heard of OpenCourseWare, and only for one woman the term "creative commons" rang a bell. It made me realize that we still have a lot of work to do in making the world aware of the importance of openness, open courses and open educational resources.
(Amen! ;) )
Community College OER Showcases: Scottsdale's OER Math Program and Tacoma's ...Una Daly
Community College OER Showcases: Scottsdale College’s OER Math Program and Tacoma College’s Liberate Project
This webinar starts at 1:00 pm (PDT), 4:00 pm (EDT) and will showcase two innovative OER projects at U.S. community colleges in Arizona and Washington State.
• Dr. Donna Gaudet, Mathematics Department Chair at Scottsdale Community College in Arizona will share the three-year odyssey of developing and adopting OER for all the math curriculum from arithmetic through pre-calculus. Results presented will include the cost savings and feedback from students on using the new materials.
• Quill West, OER Project Director, has lead the Liberate Project at Tacoma Community College in Washington since 2011 promoting OER awareness and adoption among faculty and students. The project saved students an estimated $271,000 in textbook costs in the first nine months and encourages student advocacy in OER selection and adoption.
Creative Commons: Putting the "Open" in Open MovementsChristin Wixson
Open isn’t just about finding and reusing the work of others, but also about developing and sharing new works to help grow a vibrant information commons. Creative Commons licenses are an important tool in the process of contributing to the body of open works. This session will put the current OER movement and Creative Commons licenses in context of the many other open movements and provide practical information about using CC licenses.
Open Education Week: Community College OER Innovation PanelUna Daly
Presentation from Open Education Week, March 13, 2013
From a "Basic Arithmetic MOOC” to an “OER-based General Education Certificate”, learn about the innovation at our two-year public colleges and how to best support institutional adoption of OER at your college.
Website: http://oerconsortium.org
How to participate
Webinar time: 19:00-20:00 GMT/UTC
Webinar language: English
PRIOR TO THE MEETING
Test Your Computer Readiness
Use the following link to login to the webinar: http://www.cccconfer.org/MyConfer/GoToMeetingAnonymousely.aspx?MeetingSeriesID=7f5ae919-67a1-4e98-8cf7-861fc0692b93
When prompted, please enter first and last name, email address, and screen name and click on the Connect button to proceed to webinar.
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr. Wm. Preston Davis
Director of Instructional Services, ELI, Northern Virginia Community College
Dr. Donna Gaudet
Math Professor, Scottsdale Community College, Arizona
Quill West
OER Project Director, Tacoma Community College, Washington
Open Educational Resources: Implementation and Impact David Wiley
An introduction to open educational resources, including definition, examples, supporting research, and pedagogical implications. Presented at the ATD DREAM Conference, 23 Feb 2017, San Francisco, CA.
5R Open Course Design Framework, Fall 2015 versionDavid Wiley
A drastically simplified course design framework for use with faculty as they transition from using commercial textbooks in their courses to using open educational resources (OER).
Keynote from AECT 2013 in Anaheim, CA.
Unless otherwise indicated in the notes, the contents of this presentation are licensed under a Creative Commons Attribution License.
Open: Decreasing Costs, Improving Access, and Increasing Quality of EducationDavid Wiley
While "open educational resources" initiatives like MIT OpenCourseWare generated media buzz during the 2000s, a new wave of initiatives is leveraging OER to dramatically decrease the cost, improve access, and increase the quality of secondary and higher education for the average student. This presentation demonstrates how "open" is shaping the field of education, and what is coming in the future.
This talk was delivered at the University of Georgia during March, 2013.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
9. “Open”
–
Late
00s
Evolved
into
a
much
more
nuanced,
specific
meaning
10. Open
Educa2onal
Resources?
Any
kind
of
teaching
materials
–
textbooks,
syllabi,
lesson
plans,
videos,
readings,
exams
11. Open
Educa2onal
Resources?
1.
Free
and
unfeGered
access,
and
2.
Free
permission
to
engage
in
the
“5R
ac2vi2es”
12. • Make and own copies
Retain
• Use in a wide range of ways
Reuse
• Adapt, modify, and improve
Revise
• Combine two or more
Remix
• Share with others
Redistribute
The
5Rs
25. Ideas
are
Magical
(Non-‐rival)
Can
be
given
without
being
given
away
26. “He
who
receives
ideas
from
me,
receives
instruc2on
himself
without
lessening
mine;
as
he
who
lights
his
taper
at
mine
receives
light
without
darkening
me.”
Thomas
Jefferson
36. Features of copyright today
• aGaches
any2me
“original
work
of
authorship
fixed
in
tangible
medium
of
expression”
• is
automa2c
• applies
to
published/unpublished
works
• lasts
a
long
2me
(typically
life
of
author
+
50
or
70
years)
• “bundle
of
rights”
=
reproduce,
deriva2ve
works,
distribute,
public
performance
37. Features of copyright today
• copyright
infringement
expensive
(in
U.S.
$750-‐$150,000/work)
• public
domain
=
not
protected
by
copyright
• copyright
=
“all
rights
reserved”;
public
domain
=
“no
rights
reserved”
• you
have
to
ask
permission
44. How do CC licenses work?
• built
on
tradi2onal
copyright
law
• works
within
exis2ng
system
by
allowing
movement
from
“all
rights
reserved”
to
“some
rights
reserved”
• gives
creators
a
choice
about
which
freedoms
to
grant
and
which
rights
to
keep
• minimizes
transac2on
costs
by
gran2ng
the
public
certain
permissions
beforehand
48. CC0 Public Domain Dedication
• read
“CC
Zero”
• universal
waiver,
permanently
surrenders
copyright
and
related
rights,
placing
the
work
as
nearly
as
possible
into
the
worldwide
public
domain
49. Public Domain Mark
• not
legally
opera2ve,
but
a
label
to
be
used
by
those
with
knowledge
that
a
work
is
already
in
the
public
domain
• useful
for
very
old
works
where
we
know
it
is
in
the
public
domain
• only
intended
for
use
with
works
in
worldwide
public
domain
50.
51.
52.
53. Over
500M
OER!
Over
half
a
billion
pieces
of
content
use
Crea2ve
Commons
licenses
55. Open
Educa2onal
Resources?
Any
kind
of
teaching
materials
–
textbooks,
syllabi,
lesson
plans,
videos,
readings,
exams
56. Open
Educa2onal
Resources?
1.
Free
and
unfeGered
access,
and
2.
Free
permission
to
engage
in
the
“5R
ac2vi2es”
57. • Make and own copies
Retain
• Use in a wide range of ways
Reuse
• Adapt, modify, and improve
Revise
• Combine two or more
Remix
• Share with others
Redistribute
The
5Rs
58. Open
=
Use
a
CC
License
The
de
facto
way
to
make
something
OER
59. Internet
Enables
OER
Allows
Leveraging
the
full
technical
capability
of
the
internet
60. Decreasing
Cost
and
Increasing
Learning
Prac2cal
benefits
of
OER
61.
62.
63.
64. Tui2on
Is
Very
Poli2cal
Textbook
adop2ons
are
less
poli2cal
70. Phase
1
Results
Covered
11
GE
courses
and
9,000
students
Dropped
required
textbook
cost
to
$0
Increased
success
rate
by
~
10%
71. Developmental Math Results"
Percentage passing with C or better
48.40%
60.18%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Spring 2011
No OER
Spring 2013
All OER
n=2,842
72. Phase
2
Now
Underway
Cover
35
GE
courses
28
Ins2tu2onal
partners
74. Open
Course
Frameworks
• Start
from
learning
outcomes,
• curated
collec2ons
of
OER,
• openly
licensed
with
detailed
aGribu2on,
• organized
in
a
way
that
looks
and
feels
like
an
online
course,
• intended
to
be
modified
before
use,
• compa2ble
with
our
con2nuous
improvement
analy2cs
service.
89. Closed
⇒
Open
Research
(Ar2cles,
Journals)
Data
(Government,
Weather,
GIS)
Content
(Open
Educa2onal
Resources)
90. Then
vs
Now
Analog
⇒
Digital
Tethered
⇒
Mobile
Concealing
⇒
Sharing
Isolated
⇒
Connected
Generic
⇒
Personal
Consuming
⇒
Crea2ng
Closed
⇒
Open
91. Educa2on
vs
Everyday
Analog
⇒
Digital
Tethered
⇒
Mobile
Concealing
⇒
Sharing
Isolated
⇒
Connected
Generic
⇒
Personal
Consuming
⇒
Crea2ng
Closed
⇒
Open
97. Online
Learning
Analog
or
Digital
Tethered
or
Mobile
Concealing
or
Sharing
Isolated
or
Connected
Generic
or
Personal
Consuming
or
Crea2ng
Closed
or
Open
99. MOOCs
Analog
or
Digital
Tethered
or
Mobile
Concealing
or
Sharing(?)
Isolated
or
Connected
Generic
or
Personal
Consuming
or
Crea2ng
Closed
or
Open
100. “You
may
not
take
any
Online
Course
offered
by
Coursera
or
use
any
Statement
of
Accomplishment
as
part
of
any
tui2on-‐based
or
for-‐
credit
cer2fica2on
or
program
for
any
college,
university,
or
other
academic
ins2tu2on
without
the
express
wriGen
permission
from
Coursera.”
102. • Make and own copies
Retain
• Use in a wide range of ways
Reuse
• Adapt, modify, and improve
Revise
• Combine two or more
Remix
• Share with others
Redistribute
The
5Rs
103. Online
Learning
Analog
or
Digital
Tethered
or
Mobile
Concealing
or
Sharing
Isolated
or
Connected
Generic
or
Personal
Consuming
or
Crea2ng
Closed
or
Open
104. Online
Learning
Analog
or
Digital
Tethered
or
Mobile
Concealing
or
Sharing
Isolated
or
Connected
Generic
or
Personal
Consuming
or
Crea2ng
Closed
or
Open
107. Crea2ng
and
Sharing
It’s
“hard”
to
make
and
share
things
when
you’re
constantly
worried
about
being
sued
108. When
You
Can
Assume
“Open”
These
problems
disappear
109. OER-‐based
Courses
Analog
or
Digital
Tethered
or
Mobile
Concealing
or
Sharing
Isolated
or
Connected
Generic
or
Personal
Consuming
or
Crea:ng
Closed
or
Open
113. Content
Affordability
Provider
Cost
Ne?lix
–
20,000
Movies
(and
TV)
$7.99
/
month
Hulu
Plus
–
45,000
TV
(and
Movies)
$7.99
/
month
Spo:fy
–
15M
Songs
$9.99
/
month
CourseSmart
–
1
Biology
Textbook
$20.25
/
month
114. Content
Affordability
Provider
Cost
Ne?lix
–
20,000
Movies
(and
TV)
$7.99
/
month
Hulu
Plus
–
45,000
TV
(and
Movies)
$7.99
/
month
Spo:fy
–
15M
Songs
$9.99
/
month
CourseSmart
–
1
Biology
Textbook
$20.25
/
month
OpenStax
–
1
Open
Bio
Textbook
$0.00
/
month
115. Impacts
of
Open
on:
Pedagogy
Assessment
Tenure
and
Promo2on
Research
Scholarship
Business
Model
116. Organizing
and
Transforming
(0.85)
“Overt
or
covert
rearrangement
of
instruc2onal
materials
to
improve
learning.
(e.g.,
making
an
outline
before
wri2ng
a
paper)....
The
types
of
strategies
included
in
this
category
(such
as
summarizing
and
paraphrasing)
promote
a
more
ac3ve
approach
to
learning
tasks.”
Ha}e,
p.
190-‐191
hGp://pm4id.org/
123. Faculty
Feedback
“I
wish
I
had
this
for
every
class
I
teach,
for
every
module!
The
feedback
and
recommenda2ons
are
posi2ve,
specific
and
are
changes
that
I
can
implement
quickly
with
minimal
effort
on
my
part.”