In the largest study of its kind, a group of researchers has examined the use of open educational resources (OER) and found that students who used OER in their undergraduate courses performed as well or better than those assigned commercial textbooks.
This week, the General Conference of the United Nations Education, Scientific and Cultural Organization (UNESCO) adopted the Education 2030 Framework for Action. This is particularly exciting for the Open Education community, as this framework calls for OER to be part of the agreed-upon action items to ensure equal access to affordable, high-quality education.
The Framework is in support of the Sustainable Development Goal #4, Ensure inclusive and quality education for all and promote lifelong learning. The Sustainable Development Goals were approved by the UN General Assembly in September this year.
Registration is now open for SPARC's 2016 “Meeting on Openness in Research and Education” (MORE) to take place on March 7-8, 2016 in San Antonio, Texas. The meeting will be held at the Hyatt Regency in the heart of San Antonio’s famed River Walk. Click here to register for the MORE meeting in San Antonio!
The SPARC MORE Meeting builds on the “Convergence” theme of our 2014 meeting and will explore the increasingly central role libraries are playing in the growing shift toward Open Access, Open Education and Open Data. Join us as leaders from the library community, academia, industry, student community, and other research avenues discuss how open access, open data, and open educational resources are intersecting, and the impact this convergence will have on research and discovery. The meeting is designed to emphasize collaborative actions that stakeholders can take to positively impact publishing, policy, digital repositories, author rights, and licensing.
Today the U.S. Department of Education (ED) announced a new campaign to encourage schools to adopt free, openly licensed educational materials, capping off a historic month of developments for the U.S. open educational resources (OER) movement. Entitled #GoOpen, the new campaign was launched at a Symposium on Open Education, where more than a dozen representatives of the OER community participated along with Secretary of Education Arne Duncan and U.S. Chief Technology Officer Megan Smith.
This posting deals with the conclusions and policy recommendations from the Adult Education and Open Educational Resources study for the European Parliament, a 140-page “Study”, written by Sero, released on 15 October 2015. The Study reviews the current use of Open Educational Resources in Adult Education in Europe (with a focus on Member States of the European Union), assesses its potential and makes recommendations for policy interventions, taking account of the European Commission’s policy frameworks and those developed by the European Parliament and relevant European agencies. The majority of the research was carried out in the first five months of 2015.
NOVA is the first community college to fully share its OER degree pathways and courses. Building on this pioneering work, other members of the education community can map courses to their own degree requirements, adapt them to fit their own learning outcomes, and offer complete OER-based degree programs of their own.
When no meaningful relationship exists between an educational technology and pedagogy, the tool itself loses value. Open educational resources provide a relevant example of how pedagogy can point toward a richer way to integrate technology into our courses and our teaching philosophies.
OERs in and as MOOCs: an annotated bibliography Research team: Laura Czerniewicz, Andrew Deacon, Michael Glover, Sukaina Walji, University of Cape Town. Contact: Michael.firstname.lastname@example.org This document provides an annotated bibliography for the research study: OERs in and as MOOCs: an Activity Theor
Creative Commons believes that public and foundation funded resources should be openly licensed by default. We have written extensively about the importance of open licensing policies ingovernment, foundations, and have built the Open Policy Network and the Institute for Open Leadership with our open policy partners around the world. In the past few years, the United States federal government has accelerated its interest in and implementation of open licensing policy requirements on the products of publicly funded grants and contracts.
To support the education of government staff creating, adopting and implementing open licensing policies – we’ve created an Open Licensing Policy Toolkit. While this draft is tailored for U.S. government federal staff, it can easily be revised to meet the needs of any country. We share it here under a CC BY 4.0 license hoping others will take, improve, and modify it to meet regional, national and/or local needs. We look forward to seeing what you create… and we are happy to collaborate with you should you identify an opportunity to work with your government on broad open licensing requirements on publicly funded resources.
Open Licensing Policy Toolkit (Google docs version) Open Licensing Policy Toolkit (Wiki version)
A huge amount of what we’ve traditionally call ‘content’ in learning is actually instructional design: the pacing and variety of activities, the flow, the challenge of zeroing in on the best and most enjoyable way to help someone master a particular skill. Those elements aren’t going anywhere.
Two dominant business models currently exist for open access: immediate open access on the website of the publisher gold open access) or delayed open access through a repository (green open access).
Within gold open access, articles can be published in journals where all contributions are open access (fully gold) or in journals where only some of the contributions are openly accessible, while the rest can only be accessed through a traditional subscription system (so called ‘hybrid journals’). On the latter, there is the concern that some publishers ‘double-dip’, that is receive one payment to make an article open access, and another for the same article in the form of a subscription to the whole journal.
Academic papers aren’t all freely available online as paywalls prevent many from accessing peer-reviewed information. Those without logins are often expected to pay $30 or more per article to read the latest research. Now academics are using the hashtag #icanhazpdf to freely share copyrighted papers.
Scientists are tweeting a link of the paywalled article along with their email address in the hashtag—a riff on the infamous meme of a fluffy cat’s “I Can Has Cheezburger?” line. Someone else who does have access to the article downloads a pdf of the paper and emails the file to the person requesting it. The initial tweet is then deleted as soon as the requester receives the file.
Robert Farrow's insight:
Not new, exactly, but definitely a pragmatic point of resistance than is becoming more co-ordinated through social networking
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