Amid rising college costs, college textbooks are often overlooked. New data from the Bureau of Labor Statistics finds that textbook prices have increased by 88% in the past decade, compared to a 63% increase in college tuition and fees. For students and families already struggling to afford college tuition, hundreds of dollars for course materials often comes out-of-pocket and can be a serious barrier to student success.
This article aims to share experience from a Swedish project on the introduction and implementation of Open Educational Resources (OER) in higher education with both national and international perspectives. The project, OER – resources for learning, was part of the National Library of Sweden Open Access initiative and aimed at exploring, raising awareness of and disseminating the use of OER and the resulting pedagogical advantages for teaching and learning. Central to the project’s activities were a series of regional seminars which all featured a combination of multi-site meetings combined with online participation. This combination proved highly successful and extended the reach of the project. In total the project reached around 1000 participants at its events and many more have seen the recorded sessions. Several unresolved issues beyond the scope of the project became explicit but which are absolutely crucial challenges. Firstly, the evolution from OER towards open educational practices (OEP) and open educational cultures (OEC). OEP and OEC imply the establishment of national and international policies and strategies where the use of OER is officially encouraged, sanctioned and developed. Secondly it became explicit that the issue of metadata is crucial for finding OER and facilitating their use and reuse for teachers and learners. Thirdly, the sustainability of OER must be stimulated by ensuring
“The Porous University - A critical exploration of openness, space and place in Higher Education Time and venue: Two day symposium in late April/early May 2017 (dates tbc), Inverness Campus, University of the Highlands and Islands Contacts: Ronald Macintyre (Open Educational Practices Scotland, Open University) and Keith Smyth (UHI) The idea for this symposium arose out…
The purpose of this review is to identify quality measures and to highlight some of the tensions surrounding notions of quality, as well as the need for new ways of thinking about and approaching quality in MOOCs. It draws on the literature on both MOOCs and quality in education more generally in order to provide a framework for thinking about quality and the different variables and questions that must be considered when conceptualising quality in MOOCs. The review adopts a relativist approach, positioning quality as a measure for a specific purpose. The review draws upon Biggs’s (1993) 3P model to explore notions and dimensions of quality in relation to MOOCs — presage, process and product variables — which correspond to an input–environment–output model. The review brings together literature examining how quality should be interpreted and assessed in MOOCs at a more general and theoretical level, as well as empirical research studies that explore how these ideas about quality can be operationalised, including the measures and instruments that can be employed. What emerges from the literature are the complexities involved in interpreting and measuring quality in MOOCs and the importance of both context and perspective to discussions of quality.
For over a decade, plenty of time and dollars have been poured into efforts encouraging the use of open educational resources (OER). In 2007 the Hewlett Foundation’s funding helped create OER Commons. Last year, the U.S. Department of Education spearheaded the #GoOpen movement, a collection of ef
Introduction: In this webinar we will discuss quality issues in open, online and technology enhanced learning. Taking into account new developments and new challenges for education in the next decades, we need to reconsider the concept and methods of quality assurance, and even rethink the whole quality culture in open, online and technology enhanced learning. In this webinar we will discuss what quality means, what it entails to install a quality culture and how we can assure quality levels when the learner takes the control of his or her learning in a global learning environment. Five presenters will give their perspective on quality issues, and discuss with the audience how quality improvement will affect the future of open, online and technology enhanced learning.
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