Making the case for OER and joining OERu to senior management by adopting a presentation from the http://www.ocwconsortium.org/en/community/toolkit/makingthecase
This document discusses open educational resources (OER), which are freely available teaching and learning materials online that can be used and reused by instructors, students, and self-learners. It outlines some examples of OER and initiatives by organizations like MIT, the Open University, and JISC. It also discusses potential benefits of OER like reducing costs and increasing access to education, as well as challenges like technical support, quality assurance, and copyright issues that institutions need to address when implementing OER programs. The document promotes a new OER sharing service for colleges in Scotland called Open Scot that will make resources more accessible and encourage sharing under Creative Commons licensing.
The StartUp project aims to foster entrepreneurship through open educational resources (OER) and personalized learning paths. It will develop an OER gateway that will assess users' entrepreneurial skills and provide curated OERs to address skills gaps. The gateway will include authoring and rating systems to support sharing and improving OER quality. The project brings together partners from several European countries and will involve testing the OER gateway with a growing community of educators and learners.
The project ‘From campus students to professional learners: Flexible learning paths in Responsible Innovation' is one of the projects funded by the Dutch Ministry of OC&W in order to promote online education.
Until 31.12.2016 this project will develop multipurpose online content and create flexible learning paths in Responsible Innovation (RI) for different target groups:
- Our on-campus engineering students.
- Professionals (engineers/designers/architects and decision makers/executives).
This presentation gives an update on the progress so far.
This document discusses Wikiwijs, a public open educational resource (OER) initiative in the Netherlands that aims to drive educational innovation. It provides background on the Dutch education system and challenges, including a changing landscape with new players and adaptive learning technologies. Wikiwijs serves as an OER platform and repository that supports the creation, sharing, labeling, and discovery of open content. It is part of a larger infrastructure developed by Kennisnet to support open standards and innovation through various elements like authoring tools, metadata, search portals, and community building. Several examples are given of how open and closed resources are being mixed through initiatives like VO-Content, collaborations between open and closed spaces, and portals for
The document discusses the Best (BEST) program at Lassonde, which combines engineering, business, and social science courses with experiential learning opportunities to develop knowledge and skills. It prepares graduates for a variety of careers by encouraging entrepreneurship and solving important issues. The BEST program offers academic courses, international experiences, co-ops, activities, and a lab where students can start ventures. It aims to enhance the student experience and provide a roadmap for all Lassonde students. The top ten ways to improve BEST further include enhancing its brand, providing more resources, developing partnerships, and extending opportunities internationally.
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
This document outlines the agenda and goals for a workshop on using Open Educational Resources (OER) in course design. The workshop will [1] describe what OER are, [2] identify different types of OER and where to find them, and [3] have participants integrate OER into the design of their own course. Participants will then [4] reflect on the benefits and challenges of using OER. The goal is to help educators leave with the skills to design open courses using freely available teaching materials.
This document discusses open educational resources (OER), which are freely available teaching and learning materials online that can be used and reused by instructors, students, and self-learners. It outlines some examples of OER and initiatives by organizations like MIT, the Open University, and JISC. It also discusses potential benefits of OER like reducing costs and increasing access to education, as well as challenges like technical support, quality assurance, and copyright issues that institutions need to address when implementing OER programs. The document promotes a new OER sharing service for colleges in Scotland called Open Scot that will make resources more accessible and encourage sharing under Creative Commons licensing.
The StartUp project aims to foster entrepreneurship through open educational resources (OER) and personalized learning paths. It will develop an OER gateway that will assess users' entrepreneurial skills and provide curated OERs to address skills gaps. The gateway will include authoring and rating systems to support sharing and improving OER quality. The project brings together partners from several European countries and will involve testing the OER gateway with a growing community of educators and learners.
The project ‘From campus students to professional learners: Flexible learning paths in Responsible Innovation' is one of the projects funded by the Dutch Ministry of OC&W in order to promote online education.
Until 31.12.2016 this project will develop multipurpose online content and create flexible learning paths in Responsible Innovation (RI) for different target groups:
- Our on-campus engineering students.
- Professionals (engineers/designers/architects and decision makers/executives).
This presentation gives an update on the progress so far.
This document discusses Wikiwijs, a public open educational resource (OER) initiative in the Netherlands that aims to drive educational innovation. It provides background on the Dutch education system and challenges, including a changing landscape with new players and adaptive learning technologies. Wikiwijs serves as an OER platform and repository that supports the creation, sharing, labeling, and discovery of open content. It is part of a larger infrastructure developed by Kennisnet to support open standards and innovation through various elements like authoring tools, metadata, search portals, and community building. Several examples are given of how open and closed resources are being mixed through initiatives like VO-Content, collaborations between open and closed spaces, and portals for
The document discusses the Best (BEST) program at Lassonde, which combines engineering, business, and social science courses with experiential learning opportunities to develop knowledge and skills. It prepares graduates for a variety of careers by encouraging entrepreneurship and solving important issues. The BEST program offers academic courses, international experiences, co-ops, activities, and a lab where students can start ventures. It aims to enhance the student experience and provide a roadmap for all Lassonde students. The top ten ways to improve BEST further include enhancing its brand, providing more resources, developing partnerships, and extending opportunities internationally.
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
This document outlines the agenda and goals for a workshop on using Open Educational Resources (OER) in course design. The workshop will [1] describe what OER are, [2] identify different types of OER and where to find them, and [3] have participants integrate OER into the design of their own course. Participants will then [4] reflect on the benefits and challenges of using OER. The goal is to help educators leave with the skills to design open courses using freely available teaching materials.
Introduction to learning technology at regent's university london 11.7.14Chris Rowell
This document provides an introduction to learning technology at Regent's University London. It outlines the learning technology team which supports training and resources for Blackboard, software training, and learning technology tricks. It also describes that the team develops new course content, pilots new projects like ePortfolios, and engages in research through professional associations, conferences, journals, and social media. The document aims to inform the reader about the learning technology support provided at Regent's University London.
Opening Up Education with OER and MOOCsoeropenuped
This document discusses opening up education through open educational resources (OER) and massive open online courses (MOOCs). It notes that while conventional higher education systems have existed for centuries, open and distance learning, OER, and MOOCs represent more innovative and emerging approaches that are gaining prominence. The document outlines the launch of OpenupEd, a pan-European initiative to provide high-quality MOOCs across institutions. It argues that embracing open approaches like OER and MOOCs can help institutions adapt to changing environments and remain relevant by opening up education.
he project ‘From campus students to professional learners: Flexible learning paths in Responsible Innovation' is one of the projects funded by the Ministry of OC&W in order to promote online education.This presentation gives and update on the progress.
A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...ePortfolios Australia
This will be the 10th Eportfolio Forum. This key milestone provides an opportunity to review what the key themes and topics have been over the previous nine Forums to determine what activities have dominated eportfolio practice, and how that might influence the future of eportfolio practice.
The document discusses ROLE (Responsive Open Learning Environments), a pedagogy-driven environment that allows learners to integrate various learning resources based on personal goals. ROLE is involved in a study to identify factors for adoption or rejection of personal learning environments within organizations. It is aimed at trainers, learners, managers, vendors, and educational institutions. The document provides links to the ROLE showcase website and a YouTube video about personal learning environments from the ROLE project.
Willem van Valkenburg discusses open educational resources and TU Delft's OpenCourseWare program. He explains that OCW provides free, open educational materials organized as courses to advance formal and informal learning worldwide. TU Delft has experienced over 200,000 visits and increasing international applications since starting its OCW program. Faculty are motivated by reputation, attracting students, and investing in future education methods. The future of OCW lies in adapting to digital formats and content and addressing challenges like sustainability and incentivizing faculty participation.
Implementation of Inclusive Design principles in the LMS online course enviro...Neda Zdravkovic
When “Inclusive Design” is referred to in the higher education context, it is commonly associated with planning and designing learning environments that meet the diverse and variable needs of all students and staff. Nationally, there is currently strong advocacy for New Zealand Government to introduce legislation that would set out minimum access standards for workplaces, institutions and public.
In response to this initiative, the University of Auckland has employed the community of interest (CoI) approach this year to address inclusive design as an opportunity to go beyond just awareness of equity issues and take action in the academic community, making a tangible, achievable difference. The Inclusive Design working group has been formed this year as a grassroots movement of learning designers, learning advisors, learning services librarians, disability learning advisors, professional teaching fellows, ITS and Canvas support team members, with the aim to run a promotional and educational campaign, design and implement Inclusive Design principles into academic course LMS /Canvas environment, curriculum design, as well as staff training and professional development venues (online, workshops, publication/promotion, best and worst practice examples and guides).
This presentation will address the guiding principles and practice of this grassroots working group, the output and staff training resources currently being developed and applied to ensure both ACODE and Inclusive Design standards are addressed in the new course development.
Participants will have the opportunity to gain insight into the CoI collaboration model, the Inclusive Design resources and curriculum development materials they can take away and apply/implement in their instructional practices and work with students and academic staff.
Learning the Hard Way: Lessons in Designing OER in, for and through PartnershipOEPScotland
This document discusses opening educational practices in Scotland through developing open educational resources in partnership. It provides an overview of the Opening Educational Practices in Scotland project, which aims to enhance Scotland's capacity for open education by facilitating partnerships to develop online educational materials. The document then discusses the development process, including exploring partners' needs, designing courses collaboratively, producing content, and issues around roles and responsibilities. It provides a case study of developing an open online course with a health charity and discusses emerging lessons learned.
Pre-incubation program @ Tallinn University of TechnologyCaroline Rute
"Pre-incubation program @ Tallinn University of Technology" was presented on 2 March 2016 at the Startup Estonia's office by Anu Oks. The presentation was part of the "Community Meeting on Startup Education". More information about Startup Estonia can be found at http://startupestonia.ee/ and https://www.facebook.com/startupestonia
Some brief reflections on an excellent MOOC. Thanks to instructor Martin Weller and my fellow students on an insightful course that I appreciated very much.
"This session will introduce the work of Eportfolio Ireland, a professional learning network for practitioners and researchers. In this session, we will engage in a structured discussion around issues of identity and ethics in the context of eportfolio practice. Together we will consider the following questions:
- Who owns student eportfolio data?
- What happens if a student documents activities which are in breach of law?
- Is it ethical to ask students to pay for continued eportfolio access after graduation?
- What is the relationship between identity formation and eportfolio development?
- How do students capture their identity formation journey through eportfolio?
- How does eportfolio create self-constructed multiple identities?"
The document summarizes the experiences of Professor Irena Papadopoulos and Asanka Dayananda in creating their first MOOC at Middlesex University. It discusses their reasons for doing a MOOC, the challenges they faced in setting up the course platform and marketing, and lessons they learned. Some highlights included the enthusiasm from colleagues and healthcare professionals worldwide who enrolled, as well as creating engaging videos and animations. While they were pleased to reach their enrollment target of 100 students and later 582 students, they realized improvements could be made such as having the course platform and marketing in place earlier.
A report on the activities of the Academic Development Open Virtual Hub (ADOVH) as of 28 February 2022 (University of South Africa). Presenter: Denzil Chetty
Experiences with MOOCs: Challenges and OpportunitiesMichael Rees
This document discusses challenges and opportunities presented by MOOCs (massive open online courses). It defines key aspects of MOOCs such as their massive, open, online nature and lack of fees or prerequisites. It outlines different types of MOOCs and major MOOC providers. Completion rates for MOOCs are typically low, at 10-15%. The document explores ways universities can respond to MOOCs through collaboration, developing courses relevant to communities, and offering partial credit towards degrees.
This document discusses MOOCs (Massive Open Online Courses) and provides reasons why educators should consider taking MOOCs for professional development. It defines what a MOOC is, noting that MOOCs are free or low-cost online courses that are open to unlimited participation and aim to provide opportunities for networking, collaboration, and lifelong learning. The document also provides tips on finding MOOCs through various course aggregators and lists some potential caveats to keep in mind such as maintaining motivation and participation levels. Overall, the document promotes MOOCs as a flexible way for educators to enhance their professional development and personal learning networks.
Introduction to the Cetis conference 2014; Building the Digital Institution by Paul Hollins Cetis Director. 17th June 2014 at the University of Bolton.
MOOCs (Massive Open Online Courses) began emerging in 2008 as a way to provide open online university courses with no enrollment caps. They are accessible via web and offer streaming video, forums, and interactive materials. While courses and learning are free, accreditation may require a fee. MOOCs are challenging the traditional university model of closed, fee-based, campus-centered education and promoting open access, global reach, and free learning. New business models around MOOCs continue to emerge around areas like monetization, credentials, and corporate/enterprise partnerships.
This presentation discusses how to deliver a flipped classroom lecture and looks at how this ‘ideal’ concept could be practically implemented in a University setting.
The document discusses the growth and features of Massive Open Online Courses (MOOCs). It provides details on several MOOCs covering topics such as web applications, Google searching, and study groups. Statistics are presented on the large number of students and countries participating in the Coursera platform. The challenges going forward with MOOCs are also summarized, such as whether they can replace traditional degrees, finding sustainable business models, and ensuring effective learning.
Introduction to learning technology at regent's university london 11.7.14Chris Rowell
This document provides an introduction to learning technology at Regent's University London. It outlines the learning technology team which supports training and resources for Blackboard, software training, and learning technology tricks. It also describes that the team develops new course content, pilots new projects like ePortfolios, and engages in research through professional associations, conferences, journals, and social media. The document aims to inform the reader about the learning technology support provided at Regent's University London.
Opening Up Education with OER and MOOCsoeropenuped
This document discusses opening up education through open educational resources (OER) and massive open online courses (MOOCs). It notes that while conventional higher education systems have existed for centuries, open and distance learning, OER, and MOOCs represent more innovative and emerging approaches that are gaining prominence. The document outlines the launch of OpenupEd, a pan-European initiative to provide high-quality MOOCs across institutions. It argues that embracing open approaches like OER and MOOCs can help institutions adapt to changing environments and remain relevant by opening up education.
he project ‘From campus students to professional learners: Flexible learning paths in Responsible Innovation' is one of the projects funded by the Ministry of OC&W in order to promote online education.This presentation gives and update on the progress.
A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...ePortfolios Australia
This will be the 10th Eportfolio Forum. This key milestone provides an opportunity to review what the key themes and topics have been over the previous nine Forums to determine what activities have dominated eportfolio practice, and how that might influence the future of eportfolio practice.
The document discusses ROLE (Responsive Open Learning Environments), a pedagogy-driven environment that allows learners to integrate various learning resources based on personal goals. ROLE is involved in a study to identify factors for adoption or rejection of personal learning environments within organizations. It is aimed at trainers, learners, managers, vendors, and educational institutions. The document provides links to the ROLE showcase website and a YouTube video about personal learning environments from the ROLE project.
Willem van Valkenburg discusses open educational resources and TU Delft's OpenCourseWare program. He explains that OCW provides free, open educational materials organized as courses to advance formal and informal learning worldwide. TU Delft has experienced over 200,000 visits and increasing international applications since starting its OCW program. Faculty are motivated by reputation, attracting students, and investing in future education methods. The future of OCW lies in adapting to digital formats and content and addressing challenges like sustainability and incentivizing faculty participation.
Implementation of Inclusive Design principles in the LMS online course enviro...Neda Zdravkovic
When “Inclusive Design” is referred to in the higher education context, it is commonly associated with planning and designing learning environments that meet the diverse and variable needs of all students and staff. Nationally, there is currently strong advocacy for New Zealand Government to introduce legislation that would set out minimum access standards for workplaces, institutions and public.
In response to this initiative, the University of Auckland has employed the community of interest (CoI) approach this year to address inclusive design as an opportunity to go beyond just awareness of equity issues and take action in the academic community, making a tangible, achievable difference. The Inclusive Design working group has been formed this year as a grassroots movement of learning designers, learning advisors, learning services librarians, disability learning advisors, professional teaching fellows, ITS and Canvas support team members, with the aim to run a promotional and educational campaign, design and implement Inclusive Design principles into academic course LMS /Canvas environment, curriculum design, as well as staff training and professional development venues (online, workshops, publication/promotion, best and worst practice examples and guides).
This presentation will address the guiding principles and practice of this grassroots working group, the output and staff training resources currently being developed and applied to ensure both ACODE and Inclusive Design standards are addressed in the new course development.
Participants will have the opportunity to gain insight into the CoI collaboration model, the Inclusive Design resources and curriculum development materials they can take away and apply/implement in their instructional practices and work with students and academic staff.
Learning the Hard Way: Lessons in Designing OER in, for and through PartnershipOEPScotland
This document discusses opening educational practices in Scotland through developing open educational resources in partnership. It provides an overview of the Opening Educational Practices in Scotland project, which aims to enhance Scotland's capacity for open education by facilitating partnerships to develop online educational materials. The document then discusses the development process, including exploring partners' needs, designing courses collaboratively, producing content, and issues around roles and responsibilities. It provides a case study of developing an open online course with a health charity and discusses emerging lessons learned.
Pre-incubation program @ Tallinn University of TechnologyCaroline Rute
"Pre-incubation program @ Tallinn University of Technology" was presented on 2 March 2016 at the Startup Estonia's office by Anu Oks. The presentation was part of the "Community Meeting on Startup Education". More information about Startup Estonia can be found at http://startupestonia.ee/ and https://www.facebook.com/startupestonia
Some brief reflections on an excellent MOOC. Thanks to instructor Martin Weller and my fellow students on an insightful course that I appreciated very much.
"This session will introduce the work of Eportfolio Ireland, a professional learning network for practitioners and researchers. In this session, we will engage in a structured discussion around issues of identity and ethics in the context of eportfolio practice. Together we will consider the following questions:
- Who owns student eportfolio data?
- What happens if a student documents activities which are in breach of law?
- Is it ethical to ask students to pay for continued eportfolio access after graduation?
- What is the relationship between identity formation and eportfolio development?
- How do students capture their identity formation journey through eportfolio?
- How does eportfolio create self-constructed multiple identities?"
The document summarizes the experiences of Professor Irena Papadopoulos and Asanka Dayananda in creating their first MOOC at Middlesex University. It discusses their reasons for doing a MOOC, the challenges they faced in setting up the course platform and marketing, and lessons they learned. Some highlights included the enthusiasm from colleagues and healthcare professionals worldwide who enrolled, as well as creating engaging videos and animations. While they were pleased to reach their enrollment target of 100 students and later 582 students, they realized improvements could be made such as having the course platform and marketing in place earlier.
A report on the activities of the Academic Development Open Virtual Hub (ADOVH) as of 28 February 2022 (University of South Africa). Presenter: Denzil Chetty
Experiences with MOOCs: Challenges and OpportunitiesMichael Rees
This document discusses challenges and opportunities presented by MOOCs (massive open online courses). It defines key aspects of MOOCs such as their massive, open, online nature and lack of fees or prerequisites. It outlines different types of MOOCs and major MOOC providers. Completion rates for MOOCs are typically low, at 10-15%. The document explores ways universities can respond to MOOCs through collaboration, developing courses relevant to communities, and offering partial credit towards degrees.
This document discusses MOOCs (Massive Open Online Courses) and provides reasons why educators should consider taking MOOCs for professional development. It defines what a MOOC is, noting that MOOCs are free or low-cost online courses that are open to unlimited participation and aim to provide opportunities for networking, collaboration, and lifelong learning. The document also provides tips on finding MOOCs through various course aggregators and lists some potential caveats to keep in mind such as maintaining motivation and participation levels. Overall, the document promotes MOOCs as a flexible way for educators to enhance their professional development and personal learning networks.
Introduction to the Cetis conference 2014; Building the Digital Institution by Paul Hollins Cetis Director. 17th June 2014 at the University of Bolton.
MOOCs (Massive Open Online Courses) began emerging in 2008 as a way to provide open online university courses with no enrollment caps. They are accessible via web and offer streaming video, forums, and interactive materials. While courses and learning are free, accreditation may require a fee. MOOCs are challenging the traditional university model of closed, fee-based, campus-centered education and promoting open access, global reach, and free learning. New business models around MOOCs continue to emerge around areas like monetization, credentials, and corporate/enterprise partnerships.
This presentation discusses how to deliver a flipped classroom lecture and looks at how this ‘ideal’ concept could be practically implemented in a University setting.
The document discusses the growth and features of Massive Open Online Courses (MOOCs). It provides details on several MOOCs covering topics such as web applications, Google searching, and study groups. Statistics are presented on the large number of students and countries participating in the Coursera platform. The challenges going forward with MOOCs are also summarized, such as whether they can replace traditional degrees, finding sustainable business models, and ensuring effective learning.
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
The document discusses OpenCourseWare (OCW), which provides free access to educational course materials from universities. It notes that MIT started the OCW initiative in 2001. An OCW contains learning materials from courses but does not grant degrees or involve direct student/teacher interaction. There are now over 170 OCW sites and 13,000 courses available. The document also discusses using standards like Dublin Core for metadata and OAI-PMH for harvesting metadata to improve discoverability and reuse of OCW course materials across different repositories and institutions.
This document discusses the role of OpenCourseWare (OCW) in open education. It provides background on OCW, including that OCW makes university course materials like textbooks, presentations, and videos freely available online. It notes the current status of the Japan OpenCourseWare Consortium (JOCW) and the OpenCourseWare Consortium (OCWC), including the number of participating universities and courses available. It then discusses how OCW relates to and differs from other open educational resources (OER). Finally, it outlines several topics for discussion around OCW and open education, such as quality assurance of OCW, the role of emerging open education markets and technologies, and the relationship between OCW, OER,
1. TU Delft has been offering open educational resources through its OpenCourseWare program since 2007. It currently offers materials from 52 master's courses and 28 bachelor's courses.
2. The university aims to have a distance and online education program operational within 4 years based on its OpenCourseWare materials. It has selected 3 pilot programs in aerospace engineering, engineering and policy analysis, and water management.
3. TU Delft sees open educational resources and online education as important to remain a source of high-quality information and education in the digital age, to improve learning experiences, and to attract more students internationally.
Don’t want to develop your new course from scratch, but you’d rather reuse what others have already created? Have you ever considered integrating a MOOC in your campus course? In this practical workshop you’ll create your open course design. You will learn where to find educational resources available for reuse and how to integrate them (including MOOCs) in your course design.
EducaNext is an open educational resource portal developed by Vienna University of Economics and Business. It aims to enable the exchange of electronic learning materials between academics. The portal allows over 1,000 European academics to search, share, and comment on resources like lecture notes, presentations, case studies, and textbooks. Quality is assured through community review and course evaluations. Innovation lies in connecting subject matter experts through communities and lowering preparation time for courses. The goal is to improve teaching quality while increasing access to resources and opportunities for institutional collaboration.
What is on the agenda for the future for ICDE - International Council for Distance Education? Presented by the ICDE Secretary General Gard Titlestad in Moscow, Russia and Curitiba Brazil September - October 2014.
The document summarizes the activities of the Center for Open Education at Hokkaido University in Japan. The Center supports teaching and learning through open educational resources (OER). It develops OER such as lecture videos and skills training videos. It also manages an OER repository for materials sharing. The Center works with faculty to develop OER for blended learning and flipped classrooms. OER are shared through the university's learning management system and open courseware website, and are also used to create MOOCs. The goal is to improve learning through collaborative OER development and utilization.
This document provides an overview of open educational resources (OER), including definitions, forms, examples, initiatives and challenges. It describes OER as educational materials that are freely available online for use and reuse. Key points include definitions of OER from OECD, examples such as full courses and tools, major initiatives like MIT OpenCourseWare and Open University UK, drivers and inhibitors of OER adoption, and challenges regarding sustainability, intellectual property, quality and interoperability. The UKOER program is summarized as aiming to promote open content through pilot projects and cultural change at higher education institutions.
This document provides an overview of open educational resources (OER) and open education. It discusses current developments in the field and considerations for institutions looking to incorporate OER and open education. Some of the key points covered include:
1) A quick tour of global developments in OER and open education, including the rise of MOOCs and open courseware.
2) Motivations for institutions to engage with OER and open education, such as improving quality, increasing access, and furthering educational innovation.
3) Practical considerations for starting OER initiatives, including developing a vision, selecting content, establishing technical infrastructure and workflows, supporting instructors, and addressing costs.
4) Additional
"Spanish and Latin American OpenCourseWare repositories in Higher Education: A study of the development of OCW websites in Spanish and proposals for improvement"
The document summarizes the history and development of MIT Open Education, including OpenCourseWare (OCW) and MITx. It describes how OCW was established 15 years ago to publish openly licensed course materials from MIT's curriculum. MITx was later created to offer online courses with assessment and certificates. While there were initial hopes for collaboration, OCW and MITx have operated more separately due to different goals, platforms, and IP policies. Both have focused on high volume production and are now reconsidering strategies to provide greatest value to users in a changing online learning environment.
This document summarizes a MOOC on learning and teaching in higher education run by Oxford Brookes University. Over 200 people signed up for the course, with 60 participating throughout and 14 completing assessments to receive a certificate. Participants came from various countries. Research is continuing on how people learned in the MOOC and on differential participation patterns. The document discusses issues around MOOC design, experiences, and potential uses including accreditation, tuition, and recruitment. It considers expert participant roles and challenges for universities in developing open online courses.
The document discusses designing a framework for making use of MOOCs. It begins by defining MOOCs and describing the University of Cape Town's (UCT) MOOCs project goals, which included developing 12 MOOCs to showcase teaching and research. The project encountered experiences like high geographic reach and participation rates. UCT also analyzed MOOC materials licensing and developed a framework for reuse consisting of whole/partial course reuse and materials reuse models. The framework aims to support new pedagogical strategies and opportunities through MOOC creation and adaptation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
1. Open Sharing, Global Benefits
Presentation adapted from
September 2011 http://www.ocwconsortium.org/en/community/toolkit/makingthecase
2. I. What is OCW and OER?
II. What about intellectual
property?
III. Why OCW and OER at
Northtec?
IV. Where can we start?
V. Will it work?
3. What is OpenCourseWare?
An Opencourseware (OCW) is a free and open educational
resource for faculty, students, and self-learners throughout the
world.
• OCW is not a distance-learning initiative: there are no
degrees granted, no student/faculty interactions and no
transcripts.
• OCW is a collection of high-quality learning materials
presented in the form of courses.
• OCW materials are there for the taking and for
transformation.
4. The OCW Consortium and OER Foundation
• 200+ institutions
• ~100 live OCW sites
• ~6,000 courses
http: ocwconsortium.org
5. OCW and OER are
composed of…
• Syllabi But OCW and OER do not:
• Readings
• Lecture notes • Provide access to faculty
• Tests/quizzes • Grant credit, a certificate, or
• Lectures (video, a degree.
audio)
• etc…
It can be fully instructional, but does not need to be.
6. I. What is OCW?
II. What about intellectual
property?
III. Why OCW and OER at
Northtec?
IV. Where can we start?
V. Will it work?
7. Intellectual Property—Culture of Open
Open Source
Open Standards
Open Access Publishing
Open Educational Resources
Open CourseWare
8. Intellectual Property — Reuse
Academia thrives upon the idea that one’s work builds
upon the foundation laid by others. OpenCourseWare
harnesses the power of licensing that works to feed
the creative and collaborative knowledge building
process.
March 28, 2012
9. I. What is OCW?
II. What about intellectual
property?
III. Why OCW and OER at
NorthTec?
IV. Where can we start?
V. Will it work?
March 28, 2012
10. A low cost, low risk but high
impact innovation model for colleges,
polytechnics and universities.
March 28, 2012
11. Benefits to Faculty, Students, Learners at
Northtec
Lifelong learning
• Prospective students, current students, alumni
A catalyst for academic improvement
• Collaboration; organization; use of technology
A tool for resource development and international
engagement
• Fundraising; faculty, department reputation; global
collaboration
12. How OCW and OER can help us reach our
Goals
• Enrollment: OER and OERu being used for recruiting
purposes, we can reach a market we are not currently
serving
• Campus Reputation: OER can serve as a showcase
for the institution
• Retention: Students can review material before or
after they take a class
• Advising: Students can see entire course to help
them decide in which courses they want to enroll
13. I. What is OCW?
II. What about intellectual
property?
III. Why OCW and OER at
Northtec?
IV. Where can we start?
V. Will it work?
14. Join OER foundation and OER university
• Free
• Consistent with higher education mission
• Serves many users and uses
• Distributes academic knowledge and expertise to
remote areas of the world
17. OERu partners
• Will design and implement free learning
opportunities for students with pathways to earn
credible post-secondary credentials.
• Offer courses and programs based on OER and
OCW.
• Design and implement scalable pedagogies
appropriate for the OER university.
• Implement scalable systems of student support.
• Coordinate assessment and credentialing services
on a cost recovery basis for participating
education institutions.
18. I. What is OCW?
II. What about intellectual
property?
III. Why OCW and OER at
Northtec?
IV. Where can we start?
V. Will it work?
19. Benefit - Free High Quality Materials
Free to end users who want to…
o Learn something without attending class
o Use instructional materials in their own classes
o Complete projects at work
Breaks down barriers
o Political
o Corporate
o Distance
o Others
Open Sharing, Global Benefits
20. Advantages of using OER in
Northtec courses
• Increase availability and access
• Improve quality
• Cut costs
• Foster collaboration
• Build capacity
• Knowledge and global exchange
21. ROI and ROL
• Institutional investment cost - Gold
membership of the OER Foundation -- i.e. $4K
per annum plus the time to assemble 2 - 3
courses
• Recurrent delivery costs - are recouped
So exposed investment "risk" is no more than $5K
per annum
• ROI and ROL as well as returns on
international branding are significant.
Editor's Notes
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Today, the OCW concept has spread all over the world. More than 200 institutions are collaborating to form the OpenCourseWare Consortium. Together they have produced over 100 live ocw sites, publishing over 6000 courses under open license.
Finally, OCW is, like most education, what we choose to make of it at each institution.
OpenCourseWare is part of a larger movement towards greater openness in the management of intellectual property. You may have heard of Open Source and Open Standards in the realm of Software, for example, or Open Access Publishing for journals and textbooks.. Open Educational Resources are “educational resources (lesson plans, quizzes, syllabi, instructional modules, simulations, etc.) that are freely available for use, reuse, adaptation, and sharing” (OER Handbook, 2). OpenCourseWare is one among several types of Open Educational Resource.
First, OCW avoids many of the limitations of cost and consistency that might otherwise prevent it from achieving social benefit.
The OCW movement makes some big claims for its effect on the world. What we all want to know is, “ Will it work? Will open sharing of courses lead to worldwide social benefits? ” Here ’ s what we know so far.
It builds upon the initiative of people who want to do better and removes at least some of the barriers to learning that the world puts in their paths.