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From Open Content to Open Course Models


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From Open Content to Open Course Models

  1. 1. From Open Content to Open Course Models Enabling global participation in higher education Tannis Morgan British Columbia Institute of Technology, Canada Stephen Carey University of British Columbia, Canada
  2. 2. Perspectives <ul><li>Convergence of open access movement and distance education </li></ul><ul><li>Growing internationalisation agenda at Canadian institutions </li></ul>
  3. 3. Where are we now? <ul><li>Course-based paradigm </li></ul><ul><li>Focus on content, and content distribution </li></ul><ul><li>What happens when the money runs out? </li></ul><ul><li>How do you sustain open teaching? </li></ul>
  4. 4. Where do we need to go? <ul><li>Pay closer attention to recognizing education (in particular in English) as social/cultural capital </li></ul><ul><li>Importance of credits/accreditation </li></ul>
  5. 7. Benefits <ul><li>Possible to maintain specific course requirements and course credits within each course and institution while allowing international collaboration of students and professors </li></ul>
  6. 8. Benefits <ul><li>Students had access to more professors with different cultural, research and academic expertise </li></ul>
  7. 9. Benefits <ul><li>Being in contact with a range of students with varied backgrounds and training as well as educational and professional experience presented an expanded learning opportunity. </li></ul>
  8. 10. Benefits <ul><li>The flexibility allowed for professors from different geopolitical co-ordinates to be recruited for successive academic terms or years in an academic program. </li></ul>
  9. 11. Thank You! <ul><li>Tannis Morgan </li></ul><ul><li>Stephen Carey </li></ul><ul><li> </li></ul>