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I have just returned from a four-day workshop in Kabul, partly conducted jointly with Dr Dave Humphreys of the Open University. The workshop was hosted by the British Council and the University of ...
Excitement isn't exactly impact data, but there are some interesting leads here for OER Research Hub
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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.
California is in the midst of one of the biggest transformations in the history of public education, namely the transition to the California Common Core Standards.
The University of the People, built to reach underserved students around the world, announced Thursday that it had received accreditation.
The University of the People has now received accreditation from the Distance Education Council, a national accrediting group in the USA.
On the 18th of February, Creative Commons organized a debate on „Really Open Education. Domestic Policies for Open Educational Resources”, hosted by Róża Gräfin von Thun und Hohenstein, MEP. The me...
The Chronicle of Higher Education and Campus Technology recently covered a campus bookstore-sponsored study on Washington state's landmark Open Course Library project. Since the articles left out some important facts, we're devoting this post to set the record straight on how far the project has come and what the data actually show.
"Scholars are increasingly being asked to share teaching materials, publish in open access journals, network in social media, and reuse open educational resources (OER). The theoretical benefits of Open Educational Practices (OEP) have become understood in the academic community but thus far, the use of OER has not been rapidly adopted. We aim to understand the challenges academics face with in attempting to adopt OEP, and identify whether these are related to or stem from the functionalities afforded by current repositories of OER (ROER). By understanding what academics and experts consider good practices, we can develop guidelines for quality in the development of ROER. In this article we present the findings from a study surveying academics using OER and experts who develop and/or work with ROER. We conclude by suggesting a framework to enhance the development and quality of ROER."
Completion rates in courses, and graduation rates in colleges, have long been important metrics for measuring college success. If students invest time and money into earning college credit and then fail to complete a course, this represents an implicit breach of a commitment made by the students, instructor, and institution alike. If 95 percent of students who enrolled in a residential college course dropped out or failed, that course would rightly be considered a disaster.
After digging deeper into the data, however, we decided that completion rates are at best an incomplete measure, a position that is increasingly shared by many others. We would argue further: at worst, completion rates are a measure that threatens the goals of educational access that motivated the creation of MOOCs.
Our data show that many who register for HarvardX courses are engaging substantially in courses without earning a certificate. In these course, “dropping out” is not a breach of expectations but the natural result of an open, free, and asynchronous registration process, where students get just as much as they wish out of a course and registering for a course does not imply a commitment to completing it.
Many teachers are worried that if they allow reuse and adaptation of their resources, parts of their lectures could be taken out of context and made to support arguments that they do not agree with. We all know how tabloid newspapers and gossip magazines can take an innocent remark out of context and blow it into a hot scandal. What do you do when your Creative Commons licensed lecture is heavily edited and used to appear to support an extremist cause? Of course you can try to reason with the person responsible but the damage is already done and the film could have already gone viral. This is a genuine fear for many and we need to address it.
Unesco is doing good work, promoting OER's : " teaching, learning or research materials that are in the public domain or released with an open license that allows for free use, adaptation, and distribution. "
The Illinois Student Senate is pushing for more open-educational resources on campus for general education courses to help students save money.
Datablog: Moocs appear to be revolutionising the world of education. We study the numbers to find out whether it's all just a lot of hype
David Wiley argues that we need to encourage authors to retain ownership of OER materials they produce rather than allow publishers or institutions to prohibit free sharing.
College textbook prices have increased faster than tuition, health care costs and housing prices, all of which have risen faster than inflation.
An insightful opinion piece from George Siemens, in many ways speaking to the five myths about MOOCs laid out by London Knowledge Lab's Diana Lauri...
Scholars are increasingly being asked to share teaching materials, publish in open access journals, network in social media, and reuse open educational resources (OER). The theoretical benefits of Open Educational Practices (OEP) have become understood in the academic community but thus far, the use of OER has not been rapidly adopted. We aim to understand the challenges academics face with in attempting to adopt OEP, and identify whether these are related to or stem from the functionalities afforded by current repositories of OER (ROER). By understanding what academics and experts consider good practices, we can develop guidelines for quality in the development of ROER. In this article we present the findings from a study surveying academics using OER and experts who develop and/or work with ROER. We conclude by suggesting a framework to enhance the development and quality of ROER.
I think there’s an opportunity for very productive collaboration between campus-wide OER intiatives and bookstores. Specifically, I think there’s a huge opportunity for bookstores to offer optional print-on-demand to students when faculty adopt OER in place of commercial textbooks.
Massive open online courses (MOOCs) have come a long way in the last two years. To help put them into some perspective, a handy infographic.
The Chronicle of Higher Education reports that the open textbooks created by Washington State Open Course Library initiative are receiving little attention from community college faculty in the state . However, the initiative's organizers dispute the bookstores' study, and an early Student PIRG cost analysis report indicates that the program has saved students $5.5 million since its inception.
"Open Educational Ideas (OEI) are a new concept addressing motivational barriers to OER (re-)use. OEI aims at creating early stage collaborations for Open Education. Bringing people together to develop Open Educational Resources (OER) is the simple idea of the concept – creating “emotional ownership” is the main approach to engage and encourage educators."
I'm not sure I fully understand the difference between an Open Educational Idea and 'an idea'...
...if this continues, we will soon need an oer glossary :-))
To cope, most students aren't buying all the books they need, the group PIRG says.
Washington State’s ambitious effort to make free or low-cost course materials available for 42 popular classes at its 34 community colleges isn’t making much progress because only a small fraction of the courses used the materials, according to a report released on Thursday by an arm of the National Association of College Stores.
The report is based on a survey of community-college stores that drew responses from 25 of the campuses. Only nine said that any materials from the state’s Open Course Library had been used on their campuses, in a total of only 17 of the 42 courses.
“Of the 98,130 students enrolled in these 42 courses on the 25 campuses, only 2,386 were in sections that used the recommended OCL materials,” the report says, adding that just 75 of the 2,722 course sections that could have used the materials did so.
Of Wiley’s 1,510 journals, the university will subscribe to just 368 – although these accounted for 71 per cent of its academics’ total usage in 2012. Echoing widespread concerns among librarians about the lack of consistent and transparent pricing by publishers, Montreal notes that the price it will pay for the reduced package is as much as neighbouring McGill University will pay for its entire Wiley-Blackwell big deal in 2014.
“The publisher refuses to grant us the same conditions on the pretext that McGill has subscribed to the Wiley Online Library longer,” it explains, adding: “The unique characteristics of each periodical allow publishers to hold their university customers captive. They can set prices at will.”