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.
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
"The report commissioned by the UNESCO Regional Bureau for Science in Latin America and the Caribbean, “Public Spending in Latin America: Does It Fulfill the Declaration of Paris’ Suggestions for Open Educational Resources?” is now available in English."
The study found that the majority of all types of students were positive about many aspects of OERs and some were already making extensive use of a wide range of resources, not only within their course, but when selecting an institution to attend.
More than half of students expect OERs to play an increasingly important role in their learning experience in the future. However, the findings also point to a need for more clarity and reassurance for students about the role that OERs will play in learning in the future, as well as more practical support in their discovery and use.
Business guru Clayton M Christensen's big idea has been distorted out of all recognition, writes John Naughton (Clayton M Christensen's theory of 'disruption' has been debunked. Can we all move on now, please?
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.
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.
In response to growing concerns about the high cost of textbooks, the Washington State Board of Community and Technical Colleges launched the Open Course Library (OCL), a project to outfit 81 of the state's largest- enrolled courses with high-quality, low-cost educational materials. Funded jointly by the Washington State Legislature and the Bill & Melinda Gates Foundation, the project sought to offer faculty and students a more affordable alternative to expensive textbooks
"Open educational resources (OER) are teaching and learning materials which are freely available and openly licensed. Repositories of OER (ROER) are platforms that host and facilitate access to these resources. ROER should not just be designed to store this content – in keeping with the aims of the OER movement, they should support educators in embracing open educational practices (OEP) such as searching for and retrieving content that they will reuse, adapt or modify as needed, without economic barriers or copyright restrictions. This paper reviews key literature on OER and ROER, in order to understand the roles ROER are said or supposed to fulfil in relation to furthering the aims of the OER movement."
Henceforth, ODF compliance will be required for documents intended to be shared or subject to collaboration. PDF/A or HTML compliance will be required for viewable government documents. The decision follows a long process that invited, and received, very extensive public input – over 500 comments in all.
According to the announcement:
When departments have adopted these open standards: • citizens, businesses and voluntary organisations will no longer need specialist software to open or work with government documents • people working in government will be able to share and work with documents in the same format, reducing problems when they move between formats • government organisations will be able to choose the most suitable and cost effective applications, knowing their documents will work for people inside and outside of government
Abstract Whilst Open Educational Resources (OER) offer opportunities for broadening participation in Higher Education, reducing course development and study costs, and building open collaborative partnerships to improve teaching and learning practices, they have yet to gain significant mainstream traction. Research surrounding open education has focused on adoption at the institutional level, identifying key enablers and barriers to practice, but the practicalities of engagement with open resources are not often addressed. By reviewing existing literature, and studying prior models used to explain OER (re)use, this paper proposes a continuum of use model. The proposed model seeks to acknowledge the complexity of applied knowledge required to fulsomely engage with open education by examining practitioner behaviours and the necessary supporting mechanisms. This conceptual model aims to be of use to both practitioners and also those responsible for designing professional development in an educational setting. Whilst the proposed model is designed for teaching staff use, some discussion is given as to how it could be applied to student learning using open resources as well.
Gily Salmon's first MOOC that she is leading, Carpe Diem - Learning Design, starts March 10, and we took the opportunity to discuss some of the differences between course design for "traditional" online learning and for MOOCs
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.
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.