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I Do Not Want an Initiative, I Want Open Access

I Do Not Want an Initiative, I Want Open Access | OER & Open Education News | Scoop.it

So why do I care about open access, and why do I want other students to care about open access?

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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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An Open Education Reader

An Open Education Reader | OER & Open Education News | Scoop.it
A collection of readings on open education with commentary. Created for IPT 515R Introduction to Open Education, a graduate course at Brigham Young University. An Open Education Reader is published under the Creative Commons Attribution 4.0 License.

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Gabi Witthaus's curator insight, December 16, 4:14 AM

A new 'text book' on open education, edited by David Wiley.

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Half an Hour: Free and Not Free

Half an Hour: Free and Not Free | OER & Open Education News | Scoop.it

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Gabi Witthaus's curator insight, December 13, 12:02 PM

This is an old piece by Stephen Downes but relevant again, in the light of Yahoo's move to sell off Flickr users' cc-licensed photos (http://newstex.com/2014/12/02/yahoo-starts-selling-flickr-users-photos/)

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Promoting policy for OER and MOOCs

Promoting policy uptake for OER and MOOCs Gráinne Conole, Giles Pepler, Paul Bacsich, Brenda Padilla and Terese Bird Abstract This chapter provides a review…

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Online education run amok?

Online education run amok? | OER & Open Education News | Scoop.it
Massive open online courses, first envisioned as a way to democratize higher education, have made their way into high schools, but Washington is powerless to stop the flood of personal data about teenage students from flowing to private companies, thanks to loopholes in federal privacy laws. Universities and private companies this fall unveiled a slew...

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As discussed in my ethics presentation from Open Education 2014 last month 

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timokos's curator insight, December 1, 3:41 AM

Important article raising questions on Data Ethics!

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State of the Commons Report 2014

State of the Commons Report 2014 | OER & Open Education News | Scoop.it
Creative Commons licenses are the standard for sharing free content online. The result is greater access to knowledge and culture for everyone, everywhere.
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11 States Band Together To Release Mega OER RFP Worth $15 20M

11 States Band Together To Release Mega OER RFP Worth $15 20M | OER & Open Education News | Scoop.it
COME TOGETHER OVER OER: Today 11 state agencies have announced a new initiative called K-12 OER Collaborative, funded in part and organized by The Learning Accelerator.
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Instructional quality of Massive Open Online Courses (MOOCs) | Anoush Margaryan, Manuela Bianco, Allison Littlejohn - Computers & Education

Abstract: We present an analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs). The quality of MOOCs was determined from first principles of instruction, using a course survey instrument. Two types of MOOCs (xMOOCs and cMOOCs) were analysed and their instructional design quality was assessed and compared. We found that the majority of MOOCs scored poorly on most instructional design principles. However, most MOOCs scored highly on organisation and presentation of course material. The results indicate that although most MOOCs are well-packaged, their instructional design quality is low. We outline implications for practice and ideas for future research.


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ғelιх c ѕeyғarтн's curator insight, November 19, 8:37 AM
More of this kind of research is needed, although this article seems to follow the prevalent kind of thinking that groups different kind of learning activities which have chosen the #MOOC format into one genre, as if there was a genuine type. This does not appear to hold up to scrutiny. The finding that these MOOC formatted courses do not largely comply with the "instructional design principles" of e-learning but do excel in "organisation and presentation" instead, once combined with the fact that millions of learners flock to these very MOOC but could care less about conventional e-learning formats, leads one to reflect on the usefulness of said principles as analytical/evaluation tools and their scope as indicators of learning outcomes.
Anoush Margaryan, Manuela Bianco, Allison Littlejohn, Instructional quality of Massive Open Inline Courses (MOOCs), Computers & Education, Volume 80, January 2015, Pages 77-83, ISSN 0360-1315, http://dx.doi.org/10.1016/j.compedu.2014.08.005.(via http://www.sciencedirect.com/science/article/pii/S036013151400178X)Keywords: Massive Online Open Courses; Distributed learning environments; Evaluation methodologies; Lifelong learning; Pedagogical issues
Antonio Bartolome's curator insight, November 20, 2:56 AM

Estudio sobre 76 MOOCs: materiales bien construidos pero diseño instruccionar pobre.

Mariano Rico's curator insight, November 20, 8:43 AM
Back to basic formation design. We learn by doing
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From Open Educational Resources to College Credit: The Approaches of Saylor Academy | Hilton III | Open Praxis

From Open Educational Resources to College Credit: The Approaches of Saylor Academy

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Massive Open Online Courses (MOOCS): Emerging Trends in Assessment and Accreditation | Chauhan | Digital Education Review

Massive Open Online Courses (MOOCS): Emerging Trends in Assessment and Accreditation | Chauhan | Digital Education Review | OER & Open Education News | Scoop.it
In 2014, Massive Open Online Courses (MOOCs) are expected towitness a phenomenal growth in student registration compared to the previous years. As MOOCs continue to grow in number, therehas been an increasing focus on assessment and evaluation. Because of the huge enrollments in a MOOC, it is impossible for the instructor to grade homework and evaluate each student. The enormous data generated by learners in a MOOC can be used for developing and refining automated assessment techniques. As a result, “Smart Systems” are being designed to track and predict learner behavior while completing MOOC assessments. These automated assessments for MOOCs can automatically score and provide feedback to students multiple choice questions, mathematical problems and essays. Automated assessments help teachers with grading and also support students in the learning processes. These assessments are prompt, consistent, and support objectivity in assessment and evaluation (Ala-Mutka, 2005). This paper reviews the emerging trends in MOOC assessments and their application in supporting student learning and achievement. The paper concludes by describing how assessment techniques in MOOCs can help to maximize learning outcomes.

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Pierre's curator insight, November 10, 2:01 AM

Artikel is als PDF te downloaden.

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Five Asian Open Universities adopt open licensing and MOOCs | UNESCO

Five Asian Open Universities adopt open licensing and MOOCs | UNESCO | OER & Open Education News | Scoop.it

Within the framework of the OpenupEd Project which aims to empower key national universities to release courses with open licenses in MOOC format, UNESCO organized a High-Level Workshop within the 2014 Conference of the Asian Association of Open Universities in Hong Kong. The exclusive pre-Conference Workshop held on Monday 27 October, 2014 was targeted at Heads of Open Universities to provide an informal setting for free-flowing discussion. Opened by Professor Yuk-Shan Wong, President of the OUHK and AAOU, the Workshop attracted representation from 30 institutions with 14 Rectors, Vice Chancellors, and Presidents in full attendance.

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policy

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Two-Thirds of Faculty Unaware of Open Education Resources -- Campus Technology

Two-Thirds of Faculty Unaware of Open Education Resources -- Campus Technology | OER & Open Education News | Scoop.it
Nearly two-thirds of faculty members in U.S. higher education are generally unaware of open educational resources (OER), according to a new study from Babson Survey Research Group and Pearson.
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The dissemination of research in online learning: a lesson from the EDEN Research Workshop

The dissemination of research in online learning: a lesson from the EDEN Research Workshop | OER & Open Education News | Scoop.it

Tony Bates reports on the EDEN Research Workshop


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MOOCs Aren’t Revolutionizing College, but They’re Not a Failure

MOOCs Aren’t Revolutionizing College, but They’re Not a Failure | OER & Open Education News | Scoop.it
Pritchard still questions the effects MOOCs will have; for one thing, he doesn’t see how they can have a sustainable business model on their own. But that doesn’t mean MOOCs are merely another overhyped technology. Ideas about what they offer, and whom they might help, are evolving as rapidly as the MOOCs themselves.

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Nik Peachey's curator insight, December 16, 4:42 AM

Some interesting stats and research findings, but it's questionable as to how many of these course were genuinely MOOCs rather than just large free online courses.

Erma F. Ballesteros's curator insight, December 17, 12:33 AM

add your insight...

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Lawrence Lessig: Happy birthday, Creative Commons

Lawrence Lessig: Happy birthday, Creative Commons | OER & Open Education News | Scoop.it

"CC licenses are having a real impact on people’s lives. They are helping reveal information used to treat diseases, to make governments more transparent and accountable, and to make education accessible for everyone, everywhere. That’s an incredible impact for a set of simple, free licenses."


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Use of Open Educational Resources Growing Rapidly

Use of Open Educational Resources Growing Rapidly | OER & Open Education News | Scoop.it
CCSSO State of the States Report By Kim Jones, CEO, Curriki The use of OER (Open Educational Resources) is rapidly gaining momentum in K-12 education. This is evidenced by the newly released report...

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Being Open in ICT4D by Matthew L. Smith :: SSRN

Being Open in ICT4D by Matthew L. Smith :: SSRN | OER & Open Education News | Scoop.it
This paper attempts to clarify what it means to be open in ICT4D. The current uses and understandings of ‘open’ and ‘openness’ are problematic for at least two
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Gates Foundation to require immediate free access for journal articles

Gates Foundation to require immediate free access for journal articles | OER & Open Education News | Scoop.it
Policy goes further than most biomedical research funding agencies’ requirements by dispensing with embargo period
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A Weird but True Fact about Textbook Publishers and OER

A Weird but True Fact about Textbook Publishers and OER | OER & Open Education News | Scoop.it
As I was perusing David Kernohan’s notes on Larry Lessig’s keynote at the OpenEd conference, one statement leapt out at me: Could the department of labour require that new education content commissioned ($100m) be CC-BY? There was a clause (124) … Continue reading →

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Gabi Witthaus's curator insight, November 22, 6:06 AM

Michael Feldstein points out that textbook publishers have moved beyond feeling threatened by free, open content in the form of OERs, and are now seeing OERs as the essential infrastructure to support expensive software and platforms. 

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OERRH OER Evidence Report 2013-2014

OERRH OER Evidence Report 2013-2014 | OER & Open Education News | Scoop.it
It gives me great pleasure to announce that OER Research Hub is now ready to release the first of its dissemination reports. The 'OER Evidence Report 2013-2014' brings together a range of evidence ...
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TJ Bliss: Musings on OER Policy

"Policy favorable to OER is a critical component of the entire open education movement. OER policies currently exist at many levels: international, national, regional, local, and institutional. You can explore various OER policies around the world on the OER Policy Map maintained by the OER Research Hub. Creative Commons also maintains a list of proposed and adopted OER policies that is well-worth your perusal. As I have traveled hither and yon these past few months meeting with Hewlett grantees and others involved and interested in OER, the policy issue has continually surfaced as an important theme. These conversations have caused me to think more deeply about the role of policy in accomplishing Hewlett’s goal of mainstreaming OER."


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Online training of teachers using OER: Promises and potential strategies | Misra | Open Praxis

Online training of teachers using OER: Promises and potential strategies

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Naidu, Som & Mishra, Sanjaya - Case studies on OER-based eLearning

Case studies on OER - based eLearning by Som Naidu and Sanjaya Mishra

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Possible source for data for impact map - if it can be read in this format

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QLET's curator insight, September 23, 4:03 AM

Check out these #OER/#edtech case studies and learn from the experiences of their designers and instructors!

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The Babson OER Survey and the Future of OER Adoption

The Babson OER Survey and the Future of OER Adoption | OER & Open Education News | Scoop.it
The Babson OER Survey is incredible. If you care at all about OER, you absolutely need to read it. Then go read what Phil has written at e-Literate and 20 Million Minds. Go ahead. I'll wait. The po...
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David Wiley comments on the Babson Report

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Nigeria: Unesco Lauds Noun Over Commitment to Enhanced Electronic Learning

Nigeria: Unesco Lauds Noun Over Commitment to Enhanced Electronic Learning | OER & Open Education News | Scoop.it
OPEN Educational Resources (OER) programme specialist for the United Nations Educational, Scientific and Cultural Organisation (UNESCO), Mr. Abel Caine, has commended the management of National Open University of Nigeria (NOUN) for its efforts towards converting its courses to OER.
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Policy worth keeping an eye on...

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Babson Survey Research Group: Report on Open Educational Resources 2014

Babson Survey Research Group: Report on Open Educational Resources 2014 | OER & Open Education News | Scoop.it

This report, funded by a grant from The William and Flora Hewlett Foundation with additional support from Pearson, examines the attitudes

, opinions, and use of Open Educational Resources (OER) among teaching faculty in U.S. higher education. Some of the key findings:
 

Faculty are not very aware of open educational resources. Depending on the strictness of the awareness measure, between two-thirds and three-quarters of all faculty classify themselves as unaware on OER.
 Faculty appreciate the concepts of OER. When presented with the concept of OER, most faculty say that they are willing to give it a try.
 Awareness of OER is not a requirement for adoption of OER. More faculty are using OER than report that they were aware of the term OER. Resource adoption decisions are often made without any awareness of the specific licensing of the material, or its OER status.
 Faculty judge the quality of OER to be roughly equivalent to that of traditional educational resources. Among faculty who do offer an opinion, three-quarters rank OER quality as the same as or better than traditional resources.
 The most significant barrier to wider adoption of OER remains a faculty perception of the time and effort required to find and evaluate it. The top three cited barriers among faculty members for OER adoption all concern the discovery and evaluation of OER materials.
 Faculty are the key decision makers for OER adoption. Faculty are almost always involved in an adoption decision and — except for rare instances — have the primary role. The only exceptions are in a minority of two-year and for-profit institutions, where the administration takes the lead.
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