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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.
With the final consultation period now over, the Open Access policy for the next REF has been released. Alma Swan looks at the rollout which requires the deposit of articles into repositories and f...
Wiley’s 2013 open access survey was deployed in May 2013 to 107,000 corresponding authors of Wiley journal articles. Key findings include: • The number of open access authors has grown significantly. • Quality and profile of open access publications remains a concern. • There are indications of author confusion around funder mandates. • Respondents overwhelmingly preferred the more permissive licenses. • Considerable differences emerge between early career professionals and more established colleagues when comparing funding and payments for APCs.
Our decision to stay exclusively with Open Textbooks was a conscious one: we think openly-licensed resources keep education truly free. By mandating that our resources be open-licensed, we are offering not only free electronic copies of textbooks for students, but free knowledge, available on any platform. Open licenses put the control of education back in the hands of faculty, researchers, instructional designers, students. Open licensing allows for a community to grow: faculty can engage a broader spectrum of their peers in the creation, review, and revision process.
I've created this page in order to collect and share the various research articles I have come across about MOOCs. It is a work in progress at the moment and I will be adding keywords and further papers in due course. If you would like to suggest a paper to add which is not included at present, please do get in touch by tweeting me (@katy_jordan) or posting a comment on my blog (http://moocmoocher.wordpress.com). Thanks!
Explore how the principles behind open source--collaboration, transparency, and rapid prototyping--are proven catalysts for innovation.
By taking massive stores of data and removing most nuance and complexity, researchers examining Udacity, edX, Google Course Builder, and Khan Academy conclusively demonstrate the obvious: that effort in online courses predicts achievement.
In the latest skirmish between academia and publishers over the costs of academic journals, the University of Konstanz in Germany has broken off negotiations over a new licensing agreement with the scientific publisher Elsevier. The publisher’s prices are too high, said university Rector Ulrich Rüdiger in a statement, and the institution “will no longer keep up with this aggressive pricing policy and will not support such an approach.”
A pretty upbeat view of how MOOC are improving access to education
A successful student campaign in the University of Maryland served as a catalyst for changing the way college textbooks are sold on campus by making them free. Students wrote on a whiteboard explai...
When faculty members move from one institution to the next, so do their courses, but after having spent hundreds of thousands of dollars to prepare those courses to a massive audience, are universities entitled to a share of the rights?
The question has so far gone unanswered (though not undiscussed) even at some of the earliest entrants into the massive open online course market, including Harvard University and the Massachusetts Institute of Technology. Since MOOC providers have gotten out of the intellectual property rights debate by saying they will honor whatever policy their institutional partners have in place, it falls on the universities to settle the matter.
Almost two years after Harvard and MIT jointly launched the MOOC provider edX, Sanjay E. Sarma, director of digital learning at MIT, said his institution has "figured it out."
Read more: http://www.insidehighered.com/news/2014/03/18/if-mooc-instructor-moves-who-keeps-intellectual-property-rights#ixzz2wPYihWQv ;Inside Higher Ed
Leaders in the Obama Administration, in state governments, and in corporate America have acknowledged the urgency of increasing access to higher education in the United States – particularly through community colleges. These leaders also recognize the importance of improving completion rates and educational outcomes for those who enroll.
MOOC conversation continues...
Why invest lots of time, effort and energy creating new course materials from scratch when quality, freely-available resources may already exist? Why not adapt and use these resources, known as Open Educational Resources (OERs)?
Dr. Rory McGreal , Contact North | Contact Nord Research Associate and the UNESCO/Commonwealth of Learning Chair in Open Educational Resources shares his expertise in a series of 10 short, informative videos that address the what, why, where, and how of OERs. Through the videos, Rory guides you to effectively find and make use of OERs for more time- and cost-effective course development.
This report synthesizes the findings of the "OER4Adults study", a study conducted in 2012-13 by a team from the Caledonian Academy, Glasgow Caledonian University, under a contract with the European Commission Joint Research Centre IPTS, and in collaboration with DG Education and Culture. The project aimed to provide an overview of Open Educational Practices in adult learning in Europe, identifying enablers and barriers to successful implementation of practices with OER. The report identifies over 150 Open Educational Resources (OER) initiatives, and develops a typology that classifies them primarily by their main activity type. A survey based on the typology drew 36 responses from initiative leaders, and these are analysed against a context of developments in adult learning to arrive at an analysis of strengths, weaknesses, opportunities and threats facing OER in adult learning in Europe. The analysis reveals six tensions that drive developing Open Educational Practices in adult learning; open versus free; traditional versus new approaches; altruism versus marketisation; community versus openness; mass participation versus quality; addon versus embedded funding. The report recommends: 1. Recognising that ‘learning’ takes place everywhere; 2. Extending the range of people and organisations that produce and use resources; 3. Thinking about OER more broadly than as content; 4. Promoting awareness of open licensing and its implications; 5. Improving the usability of OER; and 6. Planning for sustained change.
If the Neuroscience Information Framework is any guide, we are certainly in an era of “Openness” in biomedical science. A search of the NIF Registry of tools, databases and projects for biomedical science for “Open” leads to over 700 results, ranging from open access journals, to open data, to open tools. What do we mean by “open”?
Harvard Business School plans to unveil on Friday its first venture into online education, a three-course primer on business fundamentals aimed at undergraduate students enrolled at other institutions. The new program, HBX, is inspired by popular online learning platforms, like the nonprofit Khan Academy, opened in 2006, and edX, launched two years ago by Harvard and the Massachusetts Institute of Technology. Unlike those programs, however, HBX will not be a so-called MOOC — a massive open online course that anyone with an Internet connection can join. Prospective students must apply for admission and must be pursuing at least a four-year degree.
An interesting development in the MOOC cycle which downgrades the 'open' part of the proposition in favour of a selected community of students who are enrolled on a four-year higher education programme. It will be good to see whether this set-up improves what learners get out of participation but seems at the same time to undercut claims about improving access...
Is this the beginning of the post-MOOC world? The HBS programme is neither open nor free, but is possibly aimed at the same people who enrol on MOOCs.
Use this site to find a summary of permissions that are normally given as part of each publisher's copyright transfer agreement.
A new thing started happening here at Duke this week; we began getting inquiries from some faculty authors about how to obtain a formal waiver of our faculty open access policy. We have had that policy in place for over three years, but for the first time a single publisher — the Nature Publishing Group — is telling all authors at Duke that they must obtain a waiver of the policy before their accepted articles can be published. It is not clear why NPG suddenly requires these waivers after publishing many articles in the past three years by Duke authors, while the policy was in force and without waivers.
The open education movement has often focused on explaining the benefits of open educational resources (OER) and other open education initiatives to people beyond the reach of formal education --- ...
Tony Bates summarises the new White Paper on policies for online and distance education in South Africa, and provides a commentary on how this will affect Unisa (SA's mega-open university serving over 400,000 distance students). It seems that the key message in the White Paper is that all post-secondary institutions are now being encouraged to offer open and distance learning (as opposed to the past situation where only Unisa was the official provider of distance education). This will obviously create competition for Unisa and could possibly 'bleed' its skills as academics may get headhunted by other institutions.
My view: this could be a good thing as smaller institutions might be better able to manage quality control and have closer relationships to their students than a large, sprawling institution like Unisa; however it is also likely to have its teething problems as new institutions struggle to get to grips with the requirements of distance education and the skills needed by teaching and admin staff. It could also lead to duplication of resources, which would not be justifiable in a country with (as Tony Bates points out) such widespread poverty. My hope is that institutions will collaborate to share resources and skills regionally, with their eyes firmly on the end goal of providing excellent tuition to ever larger numbers of learners, rather than trying to profit from the new rules.
They promise equality of access to higher learning, but online courses will only succeed with better general education in place first, say two educationalists. A revolution in education has been promised with a little help from technology. Massive Open Online Courses are free, online, university-level instruction that anyone can access...
This week, we are happy to be joining with educators, students, and technologists worldwide to recognize and celebrate Open Education Week. Using advanced technology to dramatically expand the quality and reach of education has long been a key priority for the Obama Administration.