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OER & Open Education News
A place for OER news and resources curated for oerresearchhub.org
Curated by Robert Farrow
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OER Impact Map

OER Impact Map | OER & Open Education News | Scoop.it

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.

 

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UNE shuts down its loss-making MOOCs

UNE shuts down its loss-making MOOCs | OER & Open Education News | Scoop.it
The University of New England (UNE) has shut down its pioneering experiment with massive open online courses (MOOCs) because it could not make it pay.

Via Robert Schuwer
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Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology

Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology | OER & Open Education News | Scoop.it
(2013). Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education: Vol. 34, No. 1, pp. 129-136. doi: 10.1080/01587919.2013.770428

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OER-API


Via Alek Tarkowski
Robert Farrow's insight:

The POERUP project has made available an API that will allow for interaction with their data about MOOC and OER providers

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Alek Tarkowski's curator insight, August 13, 4:49 AM

The POERUP project has released a dataset of 360 open education initiatives as structured open data, available through an API. Looks very elegant and is a great practice for data collection projects. But I have my doubts about usefulness of such APIs (and map-based visualizations, which usually accompany the data) - the use case is not clear to me, and exact geographical placement seems like not the most important thing. Still, with the ongoing Hewlett tender for such map / data projects in the OER space, this seems to be the big thing right now.

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How MOOCs Are Being Used In Europe

How MOOCs Are Being Used In Europe | OER & Open Education News | Scoop.it
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 …

Via Andrés Núñez Álvarez
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What Does the Future of Education Look Like at MIT?

What Does the Future of Education Look Like at MIT? | OER & Open Education News | Scoop.it
MIT is about to undergo a new period of "educational experimentation."
President L. Rafael Reif addressed the MIT community Monday, sharing the final report of the Institute-wide Task Force on...

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Conversations from south of the equator: Challenges and Opportunities in OER across Broader Oceania

Conversations from south of the equator: Challenges and Opportunities in OER across Broader Oceania | OER & Open Education News | Scoop.it

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.

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After #MassiveTeaching, questions about MOOC quality control @insidehighered

After #MassiveTeaching, questions about MOOC quality control @insidehighered | OER & Open Education News | Scoop.it

Via Andrés Núñez Álvarez
Robert Farrow's insight:

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.”



Read more: http://www.insidehighered.com/news/2014/07/15/after-massiveteaching-questions-about-mooc-quality-control#ixzz398HI1Vds ;
Inside Higher Ed 

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Andrés Núñez Álvarez's curator insight, July 31, 5:41 PM

Cuando hablamos de educación, sin importar de qué tipo sea, debe primar la calidad.

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The Open University joins the OERu

The Open University joins the OERu | OER & Open Education News | Scoop.it

Via Gabi Witthaus
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Gabi Witthaus's curator insight, July 30, 3:46 AM

The Open University (UK) has at last joined the OERu. This is a great endorsement of the value of the work the OERu has done since its inception in 2011, and the OU will be a strong partner for the OERu in its ongoing pioneering work, providing open, low-cost education and credible certification to millions of learners around the world.

 

To see where the OU is coming from in making this decision, see this interview I had with Andrew Law, Director of Open Media, OU, in June 2012: http://toucansproject.wordpress.com/2012/06/26/i-dont-think-its-about-being-first-i-think-its-about-being-absolutely-sustainable-in-the-long-term/. ;

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The highs and lows of a Mooc education - FT.com

The highs and lows of a Mooc education - FT.com | OER & Open Education News | Scoop.it
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

Via Robert Schuwer
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The #OER Unesco report is available now in English

"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."


Via Andreas Link
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4g: Student Engagement – gauging learner attitudes to OER

4g: Student Engagement – gauging learner attitudes to OER | OER & Open Education News | Scoop.it

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.


Via Robert Schuwer
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Robert Schuwer's curator insight, July 24, 2:03 AM

Results of a study by the Higher Education Academy and National Union of Students in the UK about attitude towards and use of OER. For me, some remarkable results were:

 

"The spirit of open learning is one of sharing freely and openly yet both groups of students (traditional and non-traditional) said they were likely to share resources that they had found but with caveats, such as only with people they knew, or with just others in the same class or after they had finished using a particularly useful resource as they wanted to gain an advantage and the possibility of a higher mark than other students. Such comments highlight students' perceptions of assessment and competition. "

 

"There was less likelihood of sharing resources when the materials were produced by the students themselves. One reason was concerns over being accused of plagiarism."

 

"when asked whether materials from their courses should be made openly available, opinions were divided with views ranging from “not minding” to “no, it would devalue education and why pay for something that is made free for others not paying”."

 

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Taylor & Francis Online Special Issue: MOOCs: Emerging Research

Taylor & Francis Online Special Issue: MOOCs: Emerging Research | OER & Open Education News | Scoop.it

Via Robert Schuwer
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Are the days of free MOOCs coming to an end?

Are the days of free MOOCs coming to an end? | OER & Open Education News | Scoop.it
Stanford University's head of massive open online courses predicts the school will abandon the free model.

Via Andrés Núñez Álvarez
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Andrés Núñez Álvarez's curator insight, August 29, 1:01 PM

Stanford fue la universidad pionera en los MOOCs. Si se retira del modelo gratuito promoverá una nueva tendencia? Pueden ser los MOOCs autosostenibles?

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Moocs are free – but for how much longer?

Moocs are free – but for how much longer? | OER & Open Education News | Scoop.it
Monetising career development courses could be the next step for the university, says Stanford professor

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Special edition on research on MOOCs in the journal ‘Distance Education’

Special edition on research on MOOCs in the journal ‘Distance Education’ | OER & Open Education News | Scoop.it

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.


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Learner attitudes to Open Educational Resources (OERs) | The Higher Education Academy

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.

Via Blaine Morrow
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ICDE » Open Educational Resources (OER) in less used languages: a state of the art report

ICDE » Open Educational Resources (OER) in less used languages: a state of the art report | OER & Open Education News | Scoop.it
The LangOER project has released a report with the findings of its first study of Open Educational Resources (OER) in less used languages.It includes a separate

Via Andreas Link
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sofipapadi's curator insight, August 13, 3:09 AM

a report with the findings of its first study of Open Educational Resources (OER) in less used languages

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Learning in the open: a constructive critique of openness

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).

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Refining the Definition of "Open" in Open Content

Refining the Definition of "Open" in Open Content | OER & Open Education News | Scoop.it
Earlier this week I read the Wikipedia entry on open content. Suffice it to say I was somewhat disappointed by the way the editors of the page interpreted my writings defining the "open" in open co...
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Half an Hour: Beyond Free ‑ Open Learning in a Networked World

Half an Hour: Beyond Free ‑ Open Learning in a Networked World | OER & Open Education News | Scoop.it
"I want to talk to you about the concept of free, the concept of open learning, the concept of networked learning in a networked world and the concept of the institution."
Robert Farrow's insight:
Great article from Stephen Downes
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Tasato (et al) 2013 - Sharing Resources in Open Educational Communities

Tasato (et al) 2013 - Sharing Resources in Open Educational Communities | OER & Open Education News | Scoop.it

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.

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Thomas Salmon's curator insight, August 4, 8:06 AM

Very useful, looking for more like this :)

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Updated Cost Analysis of the Open Course Library | Student PIRGs

Updated Cost Analysis of the Open Course Library | Student PIRGs | OER & Open Education News | Scoop.it

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

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Javiera Atenas & Leo Havemann - Questions of quality in repositories of open educational resources: a literature review

"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."


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U.K. Cabinet Office Adopts ODF as Exclusive Standard for Sharable Documents

U.K. Cabinet Office Adopts ODF as Exclusive Standard for Sharable Documents | OER & Open Education News | Scoop.it

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

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OER adoption: a continuum for practice | Stagg | RUSC. Universities and Knowledge Society Journal

OER adoption: a continuum for practice | Stagg | RUSC. Universities and Knowledge Society Journal | OER & Open Education News | Scoop.it

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.

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