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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.
The International Review of Research in Open and Distance Learning (www.irrodl.org) is a refereed e-journal that aims to advance research, theory and best practice in open and distance education research.
" This issue features several pieces that highlight the business of successful teaching, faculty-learner and learner-learner interaction. From Serbia, Raspopovic, Jankulovic, Runic, and Lucic examine, in a case study, success factors in e-learning, from the perspective of a developing country in transition from traditional modes of learning to technology-enhanced modes of learning."
It has become accepted practice amongst those who know about MOOCs to sniff at completion rates. Focusing on them (hell, even mentioning them) demonstrates just how constrained you are by the old ways of thinking daddio. I find this particularly...
"At the event I worked with a break-out group to map the OER Digital Ecosystem. The following infographic is the QIP visualization of the "ecosystem" derived from a picture of the whiteboard and Felix Tscheulin's gliffy diagram of the same... "
GO-GN stands for Global OER Graduate Network which is a worldwide network of OER PhD researchers and their supervisors. It has been initiated in 2012 and is coordinated by the UNESCO Chair in OER at the Open Universiteit in the Netherlands. Currently GO-GN embraces more than 20 OER PhD researchers from different parts of the world.
Digital Storytelling 106--better known as "ds106"--sprouted in 2010 as a computer science class on digital storytelling at University of Mary Washington in Fredericksburg, Virginia. Founded by Jim Groom, educational technology consultant Alan Levine, and instructional technologists Martha Burtis & Tom Woodard, ds106 has evolved into a model for all instructors and students who aspire to experience, explore, and extend connected learning.
Professor Christensen did something “truly disruptive” in 2011, when he found himself in a room with a panoramic view of Boston Harbor. About to begin his lecture, he noticed something about the students before him. They were beautiful, he later recalled. Really beautiful.
“Oh, we’re not students,” one of them explained. “We’re models.”
They were there to look as if they were learning: to appear slightly puzzled when Professor Christensen introduced a complex concept, to nod when he clarified it, or to look fascinated if he grew a tad boring. The cameras in the classroom — actually, a rented space downtown — would capture it all for the real audience: roughly 130,000 business students at the University of Phoenix, which hired Professor Christensen to deliver lectures online.
Apart from the intriguing snippet about the Hollywood-isation of MOOCs, this NY Times article demonstrates that yet again, there is a fundamental lack of understanding of distance education by the leaders of traditionally campus-based institutions. Will someone please tell Harvard Business School that "social" forms of distance education have been around for more than a decade - and that MOOCs are not the best place to look for models (no pun intended) of good distance education?
On the bright side, MOOCs are apparently having the positive effect of making traditional universities value good teaching at least as much as research, thanks to the rise of "star professors" on the Internet. Institutions that rely on student fees are having to up their teaching game in order to compete.
Computer Science OER Content/Resources
A collection of OER for computer science
Talk to: Information Futures, Post Graduate Students at Manchester Metropolitan University, 26 March 2014
Muy buena presentación sobre alfabetización digital, recursos educativos abiertos y insignias abiertas
May 7th & 8th, 2014 Salt Lake City was again host to a bevy of WCET'ers, gathered to discuss how we in higher education can adopt, adapt and administer high quality credentials in new ways util...
The goal of the Open Textbook Project is to provide flexible and affordable access to higher education resources in B.C. by making open textbooks available for use by B.C. faculty, and digital versions of the texts free of charge to faculty and students. Printed copies are also available on demand for a low cost.
The Open University’s Professor Martin Weller has been appointed chair of the International Council for Open and Distance Education (ICDE), part of a global network of Open Educational Resources (OER) Chairs, from UNESCO, Commonwealth of Learning and ICDE.
In an era witnessing the rapid development of information technology, mobile devices have brought revolutionary changes to learning. A single conventional media platform is not enough for the various mobile devices. Technology-enriched educational environments supported by different devices are important research issues nowadays. To capture the rapid growth of mobile users in Chinese societies, OpenCourseWare (OCW) needs to move their learning models toward the mobile sphere. Therefore, this study reports the three years of empirical experience in implementing the upgraded National Tsing Hua University OCW platform and analyzes how users access the platform with various devices. The results indicate a responsive web design and cloud-computing provide great accessibility to meet the diversity of various mobile devices from Chinese users throughout the world, including 466,429 visits with 264 different mobile devices from 146 territories. Moreover, the proposed solutions make the workflow of OCW production more efficient. The study further discussed the importance of both tablets and smartphones. Moreover, to expand the reach of open educational resources (OER) in Chinese societies, the critical issues of fair use and sustainability of OER should be of concern. The findings of the study provide valuable references for web engineers and educators to explore cross-device online learning using PCs and mobile devices.
Open education in general, and OERs specifically, form a basis from which many other practices benefit, but often practitioners in those areas are unaware of OERs explicitly. It is likely that these secondary and tertiary levels of OER awareness represent a far greater audience, than the primary “OER-aware” one, so one can view the sizes of these audiences like the metaphorical iceberg, with increasing size as we push into these unseen areas.
Jude Barback considers the debates around open access and open educational resources.
Yesterday I attended a mini conference dedicated to Open Educational Resources (OER). I found it to be quite interesting as there aren’t many events completely dedicated to OER these days. In fact,
Massive open online courses (MOOCs) have been hailed as an educational revolution that has the potential to override borders, race, gender, class and income (see go.nature.com/hanoau). However, a survey of active MOOC users in more than 200 countries and territories has revealed that most students on these courses are already…
In a recent blog post, Timothy Gowers discussed the state of Open Access two years after the Cost of Knowledge launched its boycott of Elsevier. The British mathematician and open access champion was initially buoyed by the response, but notes that the main problems, journal bundling and exorbitant prices, continue. As evidence, he points out that in 2013, Elsevier’s profit margin reached 39 percent.
This webinar will provide two perspectives on OER policies and seek to answer some of the key questions related to Open Education and OER policies. The questions below will drive the session delivered by our presenters and form the basis of the discussion which follows.- Why have a policy?- What are the problems in developing a policy?- How do you get your teaching staff on board?- Did it require extra staff (as with MOOCs in some cases)?- What are the main elements of your policy? For example, is there was a minimum/maximum amount of OER that could be used e.g. only 50% could be made up from OER.- Have you had feedback from students about the policy?- Has there been feedback (good/bad) from students as a result?'- What have been the key benefits of developing and having a policy?
Editorial board of journal could quit after debate on publishing suffers delay
Coursera, one of the biggest online university course providers, is forming a partnership with the government to provide a network of online learning materials across the Caribbean country.
Minister of Tertiary Education, Fazal Karim, said it would raise the skills needed for the country to compete.
Mr Karim said it would open up a "world of opportunity" for Trinidad.
Coursera is a major provider of so-called Moocs - massive open online courses - that offer online university courses free. The US-based company now has almost eight million students registered.But this project in Trinidad will be the first time that a Mooc system will have been designed for an entire country, described as a "national knowledge network".
MOOCs in the Caribbean - a national knowledge network ?
"In the 1990′s I worked for Hughes Aircraft of Canada developing large scale air traffic control systems for international customers around the world. Air traffic control systems are large, complex, mission critical systems. After extensive requirements gathering and analysis an overall architecture for the air traffic control system was defined including complete hardware and software requirements. Development of something so large required the overall architecture to be broken down into subsystem components which were then distributed to different teams for development. The lead systems engineering team had the responsibility of integrating developed subsystems into the final air traffic control system and ensuring that the overall architecture design and requirements were met."
Below is a list of articles and book chapters published by OEG members. If you have questions about any of these publications, please contact David Wiley. Many of these publications are based on our COUP Research Framework. Hilton, J., Robinson […]
From the Executive Summary:
"This report provides an overview of definitions of quality for OER, suggests a conceptual mapping and reviews the major issues related to the quality for OER. It also identifies recommendations for policymakers at European and Member State level on quality assurance and OER with a view to supporting the further development and use of OER in Europe. The outcomes of the report can be outlined as follows:
- First, when reviewing a set of definitions of OER we find that they all: cover both use and reuse, repurposing, and modification of resources, - include free use of these resources for educational purposes by teachers and learners, - encompass all types of digital media.
What are some of the useful ways of sharing and dissemination of research data that has been painstakingly collected as part of the research process? Is it enough to share and disseminate research reports or should we be sharing datasets too? What are some of the desirable practices of licensing reports and data openly such that others can reuse and build upon them? How do we archive and store data for long term preservation? How do we make more of data, graphs and charts as tools for research communication?
As we reach the completion of research projects as part of ‘Exploring the Impacts of Open Data in Developing Countries’ (ODDC), these were some of the interesting questions that were reflected upon, in a monthly web meeting hosted by the Web foundation along with the research partners on 15th April 2014. Melanie Brunet (Research Librarian at IDRC) and Barbara Porrett (IM Systems Analyst, IDRC) talked about sharing and archiving research findings and reports in the IDRC system through the IDRC Digital Library (IDL). Lars Holm Nielsen (CERN) gave a very useful presentation on Zenodo, a research data archive to store and share research data.