This website gathers and publishes evidence about the impact of open educational resources (OER). It is maintained by the OER Research Hub project. The purpose is to help people understand the impact of OER.
"During the last 4 years and with a little help of my friends (mostly @leohavemann& @ernestopriego) I collected a large (very large) list of references on OER, Open Education, Open Educational Practices, repositories, open access and related themes which I used to write my PhD and all the papers / columns / presentations we have written, and, basically this lists has been stored in my ref management system for a while, quietly, but suddenly this week I beed asked to share my list of references by few of my fellow OER researchers, so here it is… but before, please read the notes below."
The August 2014 edition of the Australian-based journal, Distance Education (Vol.35, No. 2.), is devoted to new research on MOOCs. There is a guest editor, Kemi Jona, from Northwestern University, Illinois, as well as the regular editor, Som Naidu.
The six articles in this edition are fascinating, both in terms of their content, but even more so in their diversity. There are also three commentaries, by Jon Baggaley, Gerhard Fischer and Tony Bates, who provides here a commentary on the six articles.
A report presenting the findings of a study commissioned by the HEA and conducted by the National Union of Students (NUS)/NUS Services has found that on the whole students are positive about the use of OERs.
The emergence of Massive Open Online Courses (MOOCs) has captured the attention of higher education academics and managers. Ongoing debates about MOOCs, however, demonstrate the need to critically evaluate the phenomenon. One of the key ideas associated with MOOCs is openness and while MOOCs are emergent and of the moment, ideas about openness have a history and trajectory that can be evaluated through the lens of learner engagement. Equally, innovative open pedagogies can help to inform effective teaching irrespective of their original context. The paper concludes that effective open learning environments are not massive, nor necessarily online or course-based. Instead it is more useful to think of them as being student-centred, social spaces for open learning (SSOLs).
In this article we emphasize the importance of sharing resources in open educationalcommunities (OEC), analysing the role of OERs and OEC in teachers' lifelonglearning. Investigating their current usage, we aim to discover whether their interweavings could be an effective approach to support sharing of resources among teachers and to promote new educational practices.
Few today would consider the greatest strength of Open Source Software (OSS) that it is free. Indeed, it has lowered costs. But more fundamentally, it’s reshaped the way we think about the production, distribution, and sharing of software as an artifact. It has challenged centuries-old notions of pr
One of the wonderful things about MOOCs is that they don’t force students to be in a particular location in order to ‘attend’ class. Especially if you’re looking for a course that will help you gain a specific skill, MOOCs allow students access to teachers and other experts they might not have otherwise. The handy …
Recent decades have witnessed a number of fundamental structural shifts, both internally within the higher education academy and external to it, that have transformed the character of universities. A universal, increased interest in Open Educational Resources (OER) is at once both one of these added pressures and perhaps potentially a key way to meet the growing demand for higher education. The overarching theme of this Special Section, OER initiatives in Broader Oceania, allows educators to showcase how challenges and opportunities in this region are being addressed with innovation and/or collaboration. It also facilitates sharing of knowledge and exchange of varied perspectives and dialogue, not only between countries in the region, but hopefully also between Broader Oceania and Europe. Developments and trends in OER and an emergent Open Educational Practice across Asia-Pacific mirror advances occurring across the world.
Belle S. Wheelan, president of the commission on colleges of the Southern Association of Colleges and Universities, said quality control is a responsibility of the institution, regardless of medium.
“If they are the ones in whose name the course is offered, then they have the responsibility of ensuring the quality of that course,” Wheelan, whose organization accredits institutions in the South, said. “We as accreditors hold the institutions responsible, because it’s the institutions we accredit -- not Coursera.”
In 2012 Sharon Watkins was watching a Ted talk when she came across the concept of Moocs – massive open online courses. She was so impressed by the prospect of elite education being delivered for free to the masses, that she decided to set up a Mooc