The OER 101 Workshop at USM II


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The presentation slides to a 2-day workshop on Open Educational Resources (OER) conducted at USM from 27-28 August, 2012. It explores how we can find, reuse, remix, create and share OER. It provides a lot of excellent resources and tips. To easily access all the juicy URLs of sites/tools (100+) explored during the workshop, please go here:

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The OER 101 Workshop at USM II

  1. IIZaid Ali Alsagoff
  2. “Nearly one-third of the world’s population (29.3%) is under 15. Today there are 158 million people enrolled in tertiary education. Projections suggest that that participation will peak at 263 million in 2025. Accommodating the additional 105 million students would require more than four major universities (30,000 students) to open every week for the next fifteen years. “ - Sir John DanielSource (Slide 16): ISCED levels 5 & 6 UNESCO Institute of Statistics figures2 British Council and IDP Australia projections
  3. “What do you think the odds are the world will build four major universities(30,000 students) to open everyweek for the next fifteen years?” - Sir John Daniel
  4. More Importantly, How Do We Educate… OER
  5. UnderstandingCreating Finding Licensing Reusing & Remixing
  6. Contents1. OER?2. Copyright & OER3. Finding OER4. OER Case Studies5. Creating & Sharing OER6. Moving Forward
  7. Open Educational Resources (OER) “OER are teaching, learning, and researchresources that reside in the public domain or have been released under an intellectualproperty license that permits their free use and/or re-purposing by others...” - Wikipedia
  8. OER? Accidental OER!OER Diagram: Accidental OER:
  9. OER?Accreditation Open Courseware (OCW) Assessment Learning Repositories Podcasts Music Games Open Textbooks Credits Videos Images Open Journals Libraries
  10. Advantages to OER?1. Freedom of access; both for yourself and others.2. Freedom from proprietary systems and corporations.3. Contributes to the local and global community.4. Encourages pedagogical innovations (beyond the textbook).5. Sharing development costs of learning resources among institutions.6. Co-creation empowers more collaboration, creativity and critical thinking.7. Accessibility of resources previously unavailable to specific groups of people.8. Saves time and effort through the reusing and remixing of resources.9. Potentially beneficial to developing nations.10. Lowers costs to students. Adapted from:
  11. Disadvantages to OER?1. Quality varies.2. Varying degrees of time commitment.3. Teachers sometimes not rewarded by the system for their efforts.4. May not meet accessibility requirements for persons with disabilities.5. Need to check accuracy before use.6. May need a high degree of customization (or localization).7. Technical requirements vary and some require you to use a particular software.8. Requires varying degrees of continual financial support.9. Licensing and obtaining copyright clearance can be difficult.10. Some institutions may be concerned about ‘giving it away’. Adapted from:
  12. OER Commons
  13. Open CourseWare (OCW) “OpenCourseWare, or OCW, is a term applied to course materials created by universities and shared freely with the world via the internet.”  The movement started in 1999 when the University of Tübingen in Germany published videos of lectures online.  The OCW movement only took off, however, with the launch of MIT OpenCourseWare at MIT in October 2002.Source:
  14. OpenCourseWare Consortium 250+ Universities and associated organizations worldwide 13,000+ Courses in 20 languagesMission: To advance formal and informal learning through the worldwide sharing and use of free, open, high-quality education materials organized as courses.
  15. MIT OpenCourseWare (OCW)
  16. Open Yale Courses
  17. JHSPH OpenCourseWare (OCW)
  18. OpenLearn (The Open University)
  19. USQ OpenCourseWare
  20. SJTU Open Courseware
  21. Saudi Arabia?
  22. Pakistan?
  23. Iran?
  24. Indonesia?
  25. Malaysia Vs. Singapore 2 0
  26. All Open CourseWare (OCW)? No. Country OCW 1. Spain 27 2. USA 24 3. Taiwan 19 4. Japan 18 5. South Korea 7* Updated 20/08/2012
  27. Open Textbooks (e-books) An open textbook is an openly-licensed textbook offered online by its author(s) or through a non-profit or commercial open-licensed publisher.  Minimum baseline rights allow users to:  Use the textbook without compensating the author;  Copy the textbook, with appropriate credit to the author;  Distribute the textbook non-commercially; and  Shift the textbook into another format (such as digital or print).  Many authors also grant rights such as to:  Add, remove or alter content in the textbook, often on the condition that derivative works must have the same license;  Copy and distribute the textbook without giving credit to the author; and  Use the textbook commercially.Source:
  28. Project Gutenberg
  29. OpenStax College
  30. Open Textbook Catalog
  31. Flat World Knowledge
  32. College Open Textbooks
  33. Community College Consortium of OER
  34. CK-12 FlexBooks
  35. Wikibooks
  37. More Free E-books?
  38. Learning RepositoriesInformational Overload! I can take it!
  39. iTunes U
  40. EDU - YouTube
  41. MERLOT
  42. Khan Academy
  43. Knowmia
  44. TED-EdUse engaging videos on TED-Ed to create customized lessons. You can use, tweak, or completely redo any lesson featured on TED-Ed, or create lessons from scratch based on any video from YouTube.
  45. Academic Earth
  46. GCF
  47. CMU OpenLearningInitiative
  49. Connexions
  50. WikiEducator
  51. Wikiversity
  52. P2PU
  53. University of the People
  54. OER University
  55. Extreme Learning
  56. Online College Classes
  57. Curriki
  58. Internet Archive
  59. OER Africa
  60. MEDtube
  61. Continually Improving Quora Accumulating Knowledge Organized People Targeted Reusable Quora is a continually improving collection of questions and answers created, edited, and organized by everyone who uses it.
  63. Actually…!
  64. More OER?
  65. Even More OER?
  66. MOOCMOOC Guide:
  69. What is a MOOC?Massive (maybe)Open (sort of)Online (yep)Course (sort of)
  70. Three Kinds of MOOCs - Lisa M. Lane
  71. MOOC Example? Next Class? February 20th 2012“Founded by three roboticists who believed much of the educational value of their university classes could be offered online for very low cost. A few weeks later, over 160,000students in more than 190 countries enrolled in their first class, "Introduction to Artificial Intelligence."
  72. More Importantly… 23,000 students passed the online course (253 got perfect scores). Professor Thrun has taught more students the subject than all of the rest of the computer science professors in the world. The 23,000 who passed the course represent more students than most faculty will teach in their career. Out of the 200 Stanford students attending the traditional course, only 41 were in class at the end of the course. The other 159 opted for the online asynchronous presentation. 410 online students outperformed the top Stanford student! Students are teaching students (Q&A ranking system). Students themselves translated the class for free from English into 44 languages. The on-campus passing rate was the highest ever. More: More:
  73. edX
  74. UdemyJoin thousands of passionate instructors who are building their brand, and making money, by teaching on Udemy.
  75. Coursera
  76. What are We Learning from Online Education? - Daphne Koller
  77. Four Barriers That MOOCs MustOvercome To Build a Sustainable Model - Phil Hill
  78. OER Funding Models Endowment ConversionInstitutional Government Donations Membership Sponsorship Source:
  79. Sharing to Connect, Interact and Learn!
  80. Image:
  81. Image:
  82. Video:
  83. Creative Commons A simple, standardized way to grant copyright permissions to your creative work. Easy-to-use, standardized licenses and public domain tools that allow creators to publish their works on more flexible terms than standard copyright. “Some rights reserved” Image: OER image:
  84. Creative Commons (CC) source:
  85. Creative Commons in a Nutshell!CC Comparison Table:
  86. Open Educational Resources Licensing Continuum Image:
  87. CC License Selection Tool
  88. If license used incorrectly will I be sued? “Short answer: possibly! Long answer: You should do your best to understand the terms of the license under which you use an OER. Most common ways to VIOLATE:  Making commercial or for-profit use of an OER whose license includes the Non-commerical (NC) clause  Making derivative works from an OER whose license includes the No- Derivatives (ND) clause  Failing to share derivatives of an OER, whose license includes the Share-Alike (SA) clause, under the same license. “
  89. OER Risk Management Calculator
  90. Where to Start? RDN ICONEX Harvey Project MERLOT UT OCW SciQ JHSPH OCW eGranary Digital Library MIT OCW Wikipedia CLOE ARIADNE Fathom Archive W3SchoolsGutenberg Project PEOI WOW! DLORN Stanford on iTunes CAREO CORE SOFIA OAISTER e-LeeConnexions USU OCW Tufts OCW OLI OOPS Open Yale Courses WebJunction Lydia Global Repository
  91. 2 Great Starting Points! x
  92. Other Good OER Search Engines?
  93. OER Glue
  94. Einztein
  95. iBerry
  96. Use Social Bookmarking/Curation Tools… Social Curation Tools:
  98. A content sharing service that allows members to "pin" images, videos and other objects to their pinboard.
  99.!Create your topic-centric media by collecting gems among relevant streams. Publish it to your favorite social media or to your blog.
  100. Zite Your Own Personalized Magazine!
  101. Create Your Own Customized OER Search! With Google Custom Search, you can harness the power of Google to create a customized OER search experience. Article:
  102. Ultimate Tip! “Some Gurus’ out there have probably searched, compiled (vetted), and published discipline/topic specific resource lists online, which you are looking for…Find the GOLD MINES!” -Zaid Ali AlsagoffWhere?  Blog posts  Wiki sites  Web 2.0 sites  OCW/OER resource pages  Online course sites  Personal sites  Institutional sites  Etc.
  103. Let’s Explore 3 OER Case Studies…1 23
  104. 1
  105. Video About MIT OCW (2007)
  106. What is MIT OpenCourseWare (OCW)?MIT OpenCourseWare is a free publication of MIT coursematerials that reflects almost all the undergraduate andgraduate subjects taught at MIT.IMPORTANTLY OCW is NOT an MIT education. OCW DOES NOT grant degrees or certificates. OCW DOES NOT provide access to MIT faculty. Materials MAY NOT reflect entire content of the course. Source:
  107. MIT OCW Stats 2000+ courses published. 133 million visits by 95 million visitors. 1 million visits each month. Translations receive 500,000 more. Source (accessed 19/04/2012):
  108. MIT OCW AudienceMIT OCW audience is divided among: Source (accessed 19/04/2012):
  109. MIT OCW Uses MIT OpenCourseWare is being used for a wide range of purposes. 80% rate OCWs impact as extremely positive or positive. 91% expect that level of future impact. 96% of educators say the site has/will help improve courses. 96% of visitors would recommend the site.Source (accessed 19/04/2012):
  110. MIT OCW Development An average of 100 hours effort to produce one course. MIT faculty devote 5-10 hours for each course. 12 publication staff work directly with the faculty. 2 intellectual property staff. 4 production staff support the publication team. 5 outreach and administrative staff manage communications, media relations, outreach, program evaluation, and OCWs sustainability.
  111. MIT OCW Cost  The total annual cost is about $3.5 million.  Cost per Non-video-based course: $10,000–$15,000  Cost per Video-based course: $30,000  For each course MIT OCW publish, they must:  Compile course materials from faculty;  Ensure proper licensing for open sharing;  Format materials for global distribution;  Sustain technical infrastructure (software/hardware network); and  Provide and support local mirror sites in bandwidth constrained regions.Article: MIT site:
  112. Revenue Cost
  113. MIT OCW Future  Projected that OCW reserves will run out in FY2014 without significant changes in their current funding model.  Challenge is to offset the loss of grant funds with substantial increases in revenues such as:  Donations  Endowments  Corporate sponsorships, and;  Alternative sources of revenue.
  114. Fiction or Future Reality?One teacher facilitating a course with more than one MILLION STUDENTS... WOW!
  115. EdX: The Future of Online Education is Now“MIT & Harvard edXs goal is to educate one billion people around the world…Planet scale access from one shared platform!”
  116. MIT + Harvard = edX MIT and Harvard have invested $60 million ($30 million each) to launch the collaboration.Anant AgarwalPresident, edX
  117. What is edX? An organization established by MIT and Harvard that will develop an open-source technology platform to deliver online courses. EdX is based on MITx, a technological platform from MIT designed that offers online versions of their courses. MITx course sample:
  118. edX Features Include…  Self-paced learning  Video lessons  Embedded testing  Real-time feedback  Online discussion groups  Student-ranked questions and answers  Collaborative web-based laboratoriesThe platform will also serve as a laboratory from which data will be gathered to better understand how students learn. Because it is open source, the platform will be continuously improved.
  119. WHY Are They Doing This?To improve education on campus and around the world: On Campus edX research will enhance our understanding of how students learn and how technologies can best be used as part of our larger efforts to improve teaching and learning. Beyond edX will expand access to education, allow for certificates of mastery to be earned by able learners, and make the open source platform available to other institutions.
  120. So, Are You Planning to Use edX?The edX website will begin by hosting MITx and Harvardx content, with the goal of adding content from other universities interested in joining the platform. Image source:
  121. Berkeley has Already Joined edX!
  122. But, Please REMEMBER…“The campus environment offers opportunities andexperiences that cannot be replicated online…EdX is designed to improve, NOT REPLACE, the campus experience.” Susan Hockfield (MIT President)
  123. 2
  124. Salman Khan talk at TED 2011
  125. 180+ MILLION Lessons Delivered! In September 2010, Khan Academy received large grants from Google ($2 million) and the Gates foundation ($1.5 million) :
  126. Over 3300 Videos!Videos are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License. Source:
  127. A Map of Knowledge!Source:
  128. Classroom Data & Badges!Source:
  129. Tools Used to Create the Videos?Salman Khan uses a PC with:  Camtasia Recorder  SmoothDraw3 (Free)  Wacom Bamboo TabletPrior to that, he used:  ScreenVideoRecorder  Microsoft Paint (Free)*Mac users: In lieu of SmoothDraw, Autodesk Sketchbook Express works (free with a Wacom) Article:
  130. Latest? Computer Science Tutorials!
  131. Khan’s Future Vision? Khan has stated a vision of turning the academy into a charter school: “This (Khan Academy) could be the DNA for a physical school where students spend 20 percent of their day watching videos and doing self-paced exercises and the rest of the day (80%) building robots or painting pictures or composing music or whatever.”Source:
  132. 3 In 2010, the Joint Information Systems Committee (JISC) commissioned the University of Oxford to undertake a study to assess the impact of the use of OER in the UK higher education sector. The study team conducted interviews and held workshops with staff (strategists and tutors) and students from 11 universities across the sector. The ‘OER Impact Study’ ran from November 2010 to June 2011.
  133. The Iceberg of Reuse The majority of reuse takes place in contexts that are not publicly visible.
  134. Deciding What factors influence the decision to reuse?An outline of the key factors influencing tutors’ decisions about reusing content. Factors on the left of the diagram were said to be of most importance.
  135. Discovering How are resources found?The places (location) tutors go to seek OER resources and the factors that influence how resources are discovered.
  136. Search Success Rate Percentage of successful searches by discipline area (and total number of searches per discipline area) from the OER Impact Study workshop.
  137. Discerning How are resources chosen?Factors tutors consider in selecting resources to use.
  138. Influencing Factors Reponses provided by the OER Impact Study workshop participants when asked about thefactors influencing their decision to reuse a specific resource.
  139. DesigningHow are resources integrated into teaching? Ways that teaching staff use OER resources.
  140. ReusingWhat would you need to do to this resource to reuse it?
  141. DeliveringWhat happens when resources are used? How OER are delivered to students once the tutor has made the decision to use them in a course.
  142. Recommendations1 Enhancing Teaching Practice Approach online resources primarily as a means to enhance your practice, not necessarily as a way to develop a course more quickly. Adopt an open approach to your academic practice, seeking to share resources and ideas both within your disciplinary community and beyond it.
  143. Recommendations2 Supporting Learners Provide opportunities for students to share, discuss and critique the online resources that they have discovered themselves. Continue to evaluate and collate online resources in order to scaffold students’ access to online resources. In study skills tuition, pay attention to sources other than ‘conventional’ text. Continue to improve digital literacy, especially in relation to non- textual sources. When teaching students referencing and citation skills, include non- traditional sources such as podcasts and videos.
  144. Recommendations3 Improving Services to Students and Staff When setting out students’ expectations and entitlements in relation to their learning experience, provide appropriate justification and assurances regarding the incorporation of resources originating from other institutions. Capitalise on existing professional development activities in order to foster a voluntary culture of sharing and reuse. Consider the reuse of online resources strategically, assessing their potential to save time or offer other efficiencies over a longer term rather than a shorter term and take account of the fact that teachers may perceive the benefits differently.
  145. Recommendations4 Funding Bodies Continue to support the production of OER in the context of reuse and consider targeting that support towards the development of interdisciplinary resources and resources in under-represented disciplines. Support and promote ‘open’ approaches in teaching and learning practice. Continue to support the development of technologies to improve the discoverability of OER produced by universities. Lobby for the easing of copyright restrictions where resources are to be used for educational purposes.
  146. Recommendations5 Further Research Further research into the reuse, in a global context, of full courses/modules of OER produced in your country. Further research into the optimal ways to foster teachers’ reuse of OER.
  147. More Case Studies? source:
  148. Image:
  149. Did You Know?
  150. Cost of “Copy”For one 250 page book: Copy by hand - $1,000 Copy by print on demand - $4.90 Copy by computer - $0.00084 - David Wiley, BYUAdapted from:
  151. Cost of “Distribute”For one 250 page book: Distribute by mail - $5.20 Distribute by internet - $0.00072 - David Wiley, BYU Adapted from:
  152. - David Wiley, BYUAdapted from:
  153. Why not Become an Open Scholar? Stian Håklev
  154. When Creating OER We Need to Consider… Usability Durability Accessibility Effectiveness
  155. Do you have an OER Policy?OER Guidelines: Collection of institutions with OER policy:
  157. Sharing, Remixing & Repurposing OERSource:
  158. OER Development Cycle?The OER LIFE CYCLE begins with a desire or need to learn or teach something. The following sequence ofsteps illustrates a typical development process: No Steps Description 1. Find Search and find OERs using variety of OER search engines and look for existing resource lists made available online by experts. 2. Create With a collection of resources at your disposal, start fusing them together to form a learning resource. When creating OERs take into account usability, durability, accessibility and effectiveness, especially regarding format (output). 3. Localize Making a resource more useful to a particular situation (contextualizing). This may involve minor corrections and improvements, remixing components, localization and even complete rework for use in diverse contexts. 4. Remix Remixing is the act of taking two (or more) OER materials and merging them to form a new OER. 5. License Select the appropriate Creative Commons license for your OER project. 6. Use This covers the actual use of OER for your context. 7. Share Once an OER is finished, make it available for the open education community to re-use and begin the life cycle again. Before finding and remixing OERs, set the course/module/topic aims and objectives (and course outline if possible). It might change as you develop, but it is good to have a starting destination (or map). Adapted from : &
  159. OER Evaluation Tools?To help you determine the aspects of quality of OERs, Achievehas developed eight rubrics in collaboration with leaders fromthe OER community:1. Degree of Alignment to Standards2. Quality of Explanation of the Subject Matter3. Utility of Materials Designed to Support Teaching4. Quality of Assessment5. Quality of Technological Interactivity6. Quality of Instructional Tasks and Practice Exercises7. Opportunities for Deeper Learning8. Assurance of Accessibility
  160. OER Development and Web 2.0 Collaboration Content cc Steve Wheeler, University of Plymouth, 2010 blogs, wikis, RSS feeds, social networks social bookmarking microblogs syndication dissemination Openness Creative Commons licensing, attribution, sharing, ownership, IPAdapted from: Holotescu, C. (2007) Open Educational Resources and FLOSS Source:
  161. Architecture of Participation Sharing Collaborating Web Tools cc Steve Wheeler, University of Plymouth, 2010 Tagging Learning 2.0 User generated Voting content Social NetworkingSource:
  162. DON’T Limit Yourself…
  163. Explore Alternatives!Edmodo: Schoology:
  164. Explore Wikis!
  165. Use Blogs to Create OER!
  166. Upload PowerPoint Slides & Create Slidecasts! Offers users the ability to upload and share publicly or privately PowerPoint presentations, Word documents and Adobe PDF Portfolios.
  167. Use Prezi to Zoomify!
  168. Create Your Own E-books!
  169. Create Online Crossword Puzzles!
  170. Create Screencasts!URL:
  171. Record Webinars/Online Talks!
  172. Create Cartoons, Movies & Animations!
  173. Use Content Authoring Tools!
  174. Use your iPad to Create OER On-The-Fly!
  175. Use Social Media to Amplify Learning! Jane Hart “Social media is not something you talk about it’s something you do!” Source:
  176. URL:
  177. Just in Time Training To You (JiT2U) Great resources to gently introduce the concepts and potentials of Social media and Web 2.0 tools for educators and learners.
  178. Importance of ‘E’ and ‘O’ in OEROpen (Learning & Teaching) Qualities of Open Practices (Learning) Content
  179. 12 Questions to Ponder…1. What are the costs and benefits of using OER in teaching?2. What can be done to improve OER Sustainability?3. How can we improve the value and impact of OER Research?4. What Technologies & Infrastructure are needed/in place to help the OER movement?5. What Institutional Policies are needed/in place to promote OER?6. Who and how to create new appropriate Assessment/Evaluation models and practices for OER? Source:
  180. 12 Questions to Ponder…7. What are the best ways to Promote and Advocate educational methods which use OERs?8. How do we create the right culture of teaching and learning to improve OER Adoption?9. What evidence is there of Use (and Re-Use) of OER?10. What are the issues surrounding Copyright and Licensing, and how can they be overcome?11. How do we ensure OER is of high Quality?12. How can we improve Access to OER? Source:
  181. YOUR OER STRATEGY? Example:
  182. Learn More From Great OER Resources! OER Collection:
  183. LEARN from the Fantastic 5 Gurus?Stephen DownesHome: SiemensHome: WileyHome: HåklevHome: BonkHome:
  184. The Spoon-Feeding Session is Over…
  185. Mission:"To Rid the World of Bad Learning & Teaching!"
  186. ‘IMU Learning Series’ is about connecting inspiring and exceptional educators around the world to… JOIN THE LEARNING ADVENTURE!
  187. Finally, You Might Want To… Have a ZaidLearn!
  188. Zaid Ali Alsagoff E-Learning ManagerE-mail : zaid.alsagoff@gmail.comBlog : : : +603-2731 7327Ext. : 3115