The OER Workshop at IMU!


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The presentation slides for the 2-day OER workshop at IMU (22-23 Nov, 2012). It explores OER and how we can find, reuse, remix, create and share them. It provides a lot of excellent resources and tips, too. It also shares two BIG IDEAS on how to create awareness and inspire OER development in Malaysia.

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The OER Workshop at IMU!

  1. Zaid 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. OER AGENDA UnderstandingCreating Finding Licensing Reusing & Remixing
  6. Contents1. OER?2. Copyright & OER3. Finding OER4. Case Studies5. Creating & Sharing OER6. Moving Forward
  7. 1 OER?
  8. “Education is the most powerful weaponwhich you can use to change the world.” - Nelson Mandela Source:
  9. Open Education" the simple and powerful idea that the world’s knowledge is a public good and that technology in general and the Worldwide Web in particular provide anextraordinary opportunity for everyone to share, use, and reuse knowledge."
  10. Why Open Education Matters!
  11. Password: OER
  12. Why is it Important to Share Content?
  13. Open Educational Resources (OER) “Open Educational Resources (OER) arematerials used to support education that may be freely accessed, reused, modified and shared by anyone.” - Stephen Downes More OER definitions:
  14. OER? 4Rs: Reuse Revise Remix RedistributeOER Diagram: 4Rs:
  15. Types of OER?Accreditation Open Courseware (OCW) Assessment Learning Repositories Podcasts Music Games Open Textbooks Credits Videos Images Open Journals Libraries
  16. What has enabled OER?• Change in • Affordances philosophy of the Internet SOCIAL TECHNICAL FINANCIAL LEGAL• A range of • Alternative financial copyright models Licensing Source (slide 6):
  17. Benefits of 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:
  18. Challenges of 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:
  19. OER Funding Models Endowment ConversionInstitutional Government Donations Membership Sponsorship Source:
  20. OER Commons
  21. 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:
  22. Difference between OCW and OER? OCW OPEN CONTENT Focuses on sharing open content that is developed specifically for a course. OER Includes any educational OCW OER content that is shared under an open license, whether or not it is a part of a course. OCW is a subset of OER. Adapted from (Slide 10):
  23. OpenCourseWare Consortium 260+ Universities and associated organizations worldwide 13,000+ Courses in 20 languages Mission: To advance formal and informal learningthrough the worldwide sharing and use of free, open,high-quality education materials organized as courses.
  24. MIT OpenCourseWare (OCW)
  25. Open Yale Courses
  26. JHSPH OpenCourseWare (OCW)
  27. OpenLearn (The Open University)
  28. USQ OpenCourseWare
  29. SJTU Open Courseware
  30. Saudi Arabia?
  31. Pakistan?
  32. Iran?
  33. Indonesia?
  34. Malaysia Vs. Singapore 2 0
  35. All Open CourseWare (OCW)? World OCW KINGS? No. Country OCW Of 1. Spain 27 Course! 2. USA 25 3. Taiwan 19 4. Japan 18 5. South Korea 7 ALL OCW* Updated 09/11/2012
  37. 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:
  38. Project Gutenberg
  39. OpenStax College
  40. Open Textbook Catalog
  41. Flat World Knowledge
  42. College Open Textbooks
  43. Community College Consortium of OER
  44. CK-12 FlexBooks
  45. Wikibooks
  47. More Free E-books?20 Best Websites To Download Free EBooks
  48. Learning RepositoriesInformational Overload! I can take it!
  49. iTunes U
  50. EDU - YouTube
  51. MERLOT
  52. Khan Academy
  53. Open.Michigan
  54. Knowmia
  55. Academic Earth
  56. GCF
  57. CMU OpenLearningInitiative
  59. Connexions
  60. Wikiversity
  61. P2PU
  62. University of the People
  63. OER University
  64. Extreme Learning
  65. Online College Classes
  66. Siyavula
  67. Curriki
  68. Internet Archive
  69. OER Africa
  70. MEDtube
  71. 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.
  73. Actually… The WWWItself is an Awesome reusable Learning Repository!
  74. More OER?
  75. Even More OER?
  76. MOOC 2012BUZZ WORD MOOC Guide:
  77. Fiction or Future Reality?One teacher facilitating a course with more than one MILLION STUDENTS... WOW! YEAH!
  79. What is a MOOC?Massive (maybe)Open (sort of)Online (yep)Course (sort of)
  80. Three Kinds of MOOCs - Lisa M. Lane
  81. 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."
  82. 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:
  83. edX
  84. 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!”
  85. MIT + Harvard = edX 2012 MIT and Harvard have invested $60 million ($30 million each) to launch the collaboration.Anant AgarwalPresident, edX
  86. 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)
  87. UdemyJoin thousands of passionate instructors who are building their brand, and making money, by teaching on Udemy.
  88. Coursera* Updated 09/11/2012
  89. What are We Learning from Online Education? - Daphne Koller
  90. Four Barriers That MOOCs MustOvercome To Build a Sustainable Model - Phil Hill
  92. Grade for MOOC’s = “F”“…MOOC’s are a failure, both asan educational product and as a business model.” - Carol Edwards
  93. My CCK11 (MOOC) Talk!
  94. 2 Copyright & OER
  95. Image:
  96. Image:
  97. Video:
  98. 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:
  100. Creative Commons (CC) source:
  101. Creative Commons in a Nutshell!most freeleast free CC Comparison Table:
  102. Which CC licenses = OER?
  103. Open Educational Resources Licensing Continuum Image:
  104. CC License Selection Tool
  105. Simplify Correct Attribution? Addon
  106. 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. “
  107. OER Risk Management Calculator
  108. 3 Finding OER
  109. 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 SOFIA CORE OAISTER e-LeeConnexions USU OCW Tufts OCW OLI OOPS Open Yale Courses WebJunction Lydia Global Repository
  110. 2 Great Starting Points! x
  112. CC Search CC Search empowers you to search acrossdifferent repositories and platforms for OER.
  113. Other Good OER Search Engines?
  114. Directory of Open Access Journals (DOAJ)
  115. Did You Know?
  116. Compfight = Super Fast Flickr Search Tool!An image search engine tailored to efficiently locate images for blogs, comps, inspiration, and research.
  117. Einztein
  118. Open Tapestry Open Tapestry is all about discovering, adapting, and sharing learning resources, whetheryoure a teacher, an instructor, a professor, a corporate trainer, a learner, or just a curious mind.
  119. iBerry
  120. Use Social Bookmarking Tools… To Find or Curate OER! Social Curation Tools:
  122. A content sharing service that allows members to "pin" images, videos and other objects to their pinboard.
  123.!Create your topic-centric media by collecting gems among relevant streams. Publish it to your favorite social media or to your blog.
  124. 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:
  125. Ultimate Tip! Get your students to do it! “Some Gurus’ out there have probably searched, compiled (vetted), andpublished 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.
  126. 4 3 OER Case Studies
  127. Let’s Explore 3 OER Case Studies…1 23 The OER Impact Study
  128. 1
  129. Video About MIT OCW (2007)
  130. What is MIT OpenCourseWare (OCW)?MIT OpenCourseWare is a free publication of MIT coursematerials that reflects almost all the undergraduate and graduatesubjects 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:
  131. MIT OCW Stats  2000+ courses published.  146 million visits by 104 million visitors.  1 million visits each month (Translations: 500,000 more).  Translations receive 500,000 more.* Updated 09/11/2012
  132. MIT OCW AudienceMIT OCW audience is divided among: Source (accessed 19/04/2012):
  133. 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):
  134. 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.
  135. 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:
  136. Revenue Cost
  137. 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. Sorry, Just invested $1.5 Million in Khan Academy!
  138. 2
  139. Salman Khan talk at TED 2011
  140. 210+ MILLION Lessons Delivered! In September 2010, Khan Academy received large grants from Google ($2 million) and the Gates foundation ($1.5 million) :
  141. Over 3500 Videos!Videos are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License. Source:
  142. A Map of Knowledge!Source:
  143. Classroom Data & Badges!Source:
  144. 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:
  145. 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.” 20/80 Principle 20% Study 80% Whatever!Source:
  146. 3 The OER Impact Study 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.
  147. The Iceberg of Reuse The majority of reuse takes place in contexts that are not publicly visible.
  148. 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.
  149. Discovering How are resources found?The places (location) tutors go to seek OER resources and the factors that influence how resources are discovered.
  150. Discerning How are resources chosen?Factors tutors consider in selecting resources to use.
  151. Influencing Factors Reponses provided by the OER Impact Study workshop participants when asked about thefactors influencing their decision to reuse a specific resource.
  152. DesigningHow are resources integrated into teaching? Ways that teaching staff use OER resources.
  153. ReusingWhat would you need to do to this resource to reuse it?
  154. 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.
  155. 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.
  156. 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.
  157. 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.
  158. 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.
  159. 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.
  160. More Case Studies? source:
  161. 5 Creating & Sharing OER
  162. Image:
  163. When Creating OER We Need to Consider… Usability Durability Accessibility Effectiveness
  164. Do you have an OER (Development) Policy? OER Guidelines: Collection of institutions with OER policy:
  165. OER Policy Development Toolkit Designed to help you review your own institutional policy environment and where necessary institute policy changes that will facilitate collaboration and the development and sharing of OER.
  166. LOCAL EXAMPLE? Source (Slide 13):
  167. 4 Main Policy Issues!  Intellectual Property Rights (IPR) and Copyright  Human Resource (HR)  Information and Communication Technology (ICT)  Materials Development and Quality AssuranceSource (Page 4):
  168. Assemble an OER TeamSource (Slide 23):
  169. Creating OER and Combining Licenses
  170. When IP isn’t clear…Source (Slide 20):
  171. Framework Guiding Selection and Use of OERs and Non- OERs Prof. Dr. John Arul PhillipsSource (Page 178):
  172. Sharing, Remixing & Repurposing OERSource:
  173. OER Development Life CycleThe 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 : &
  174. OER Evaluation Tool?To help you determine the aspects of quality of OERs, Achieve has developedeight rubrics in collaboration with leaders from the OER community:1. Degree of Alignment to Standards2. Quality of Explanation of the Subject Matter3. Utility of Materials Designed to Support Teaching Simplify4. Quality of Assessment your OWN!5. Quality of Technological Interactivity6. Quality of Instructional Tasks and Practice Exercises7. Opportunities for Deeper Learning8. Assurance of Accessibility
  175. DON’T Limit Yourself… to just Your LMS andMicrosoft office for OER development!
  176. OER Glue
  177. 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.
  178. WikiEducator
  179. Explore Alternatives!Edmodo: Schoology:
  180. Explore Wikis!
  181. Use Blogs to Create OER!
  182. Upload PowerPoint Slides & Create Slidecasts! Offers users the ability to upload and share publicly or privately PowerPoint presentations, Word documents and Adobe PDF Portfolios.
  183. Use Prezi to Zoomify!
  184. Create Your Own E-books!
  185. Create Online Crossword Puzzles!
  186. Create Screencasts!URL:
  187. Record Webinars/Online Talks!
  188. Create Cartoons, Movies & Animations!
  189. Use Content Authoring Tools!
  190. Use your iPad to Create OER On-The-Fly!
  191. Use Social Media to Amplify Learning! Jane Hart “Social media is not something you talk about it’s something you do!” Source:
  192. URL:
  193. Best Web Quick Reference Guides Great resources to gently introduce the concepts and potentials of Social media and Web 2.0 tools for educators and learners. Mobile Module eBooks Prof. Mohamed Amin Embi
  194. Commonly used Commercial e-Learning Tools for OER development? Scenario/Role-Based Simulation e-Lectures/Interactive Courseware Screen Recording/e-Lectures Simulation
  195. 6 Moving Forward
  196. Why not Become an Open Scholar? Stian Håklev
  197. Emphasize on the ‘E’ and ‘O’ in OEROpen (Learning & Teaching) Qualities of Open Practices (Learning) Content
  198. Individual Strategy? Choose your License Be clear about your license choice and about what it covers. Use Open Content! Promote open content by using open content and remixing others’ work. Cite your sources! Include license info and link to license on website. Make it adaptable!  Make your content available in multiple file formats (pdf, .ppt, .odt, .doc, etc).  Ensure that users can download your content, not simply access. Source (slide 39):
  199. University Strategy?
  200. National Strategy?1. Foster awareness and use of OER.2. Facilitate enabling environments for use of ICT.3. Reinforce the development of strategies and policies on OER.4. Promote the understanding and use of open licensing frameworks.5. Support capacity building for the sustainable development of quality learning materials.6. Foster strategic alliances for OER.7. Encourage the development and adaptation of OER in a variety of languages and cultural contexts.8. Encourage research on OER.9. Facilitate finding, retrieving and sharing of OER.10. Encourage the open licensing of educational materials produced with public funds.2012 Paris OER Declaration:
  202. OER AWARENESS? A local MOOC exploring OER! 1
  204. Learn More From Great OER Resources! OER Collection:
  205. And More… OER Collection:
  206. Fantastic 5
  207. LEARN from the Fantastic 5 Gurus?Stephen DownesHome: SiemensHome: WileyHome: HåklevHome: BonkHome:
  208. Mission:"To Rid the World of Bad Learning & Teaching!" JOIN US!
  209. ‘IMU Learning Series’ is about connecting inspiring and exceptional educators around the world to… JOIN THE LEARNING ADVENTURE!
  210. You Are Not Alone, Please Join Us!
  211. Finally, You Might Want To… Have a ZaidLearn!
  212. Zaid Ali Alsagoff E-Learning ManagerE-mail : zaid.alsagoff@gmail.comBlog : : : +603-2731 7327Ext. : 3115