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UNESCO Office in Bangkok: Case Studies on Integrating ICT into Teacher Education Curriculum in Asia

UNESCO Office in Bangkok: Case Studies on Integrating ICT into Teacher Education Curriculum in Asia | OER & Open Education News | Scoop.it

Information and Communication Technology (ICT) has become an integral part of our daily lives for the last decades. The dramatic adaptation of ICT has in turn called for education reforms at various levels with a view to creating an enabling educational environment for next generations to effectively function in the digital era. Therefore, teachers’ capacity of integrating ICT into their teaching practices plays a critical role in achieving the goals of the education reform.


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Forest of Peace's curator insight, December 23, 2013 7:34 PM
HELPBUILDING A BRIDGE TO THE NEXT GENERATION / ICTET

http://forestofpeace.info/2012/08/31/job/

John Rudkin's curator insight, December 24, 2013 3:28 AM

Fascinating insights into ICT integration Ed progress in Asia.

Carlos Lon Kan Prado's curator insight, December 29, 2013 8:01 PM

Las TIC inmersas en los curriculos de la universidad

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

OER World Map | OER & Open Education News | Scoop.it
OER World Map shares information on behalf of the worldwide OER community, using local knowledge to describe the OER ecosystem.
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Why Free Is Not the Future of Digital Content in Education

Why Free Is Not the Future of Digital Content in Education | OER & Open Education News | Scoop.it
courosa/Flickr As Chief Content Officer of a learning company, people frequently ask me: “Won’t all of your content eventually be free? After all, when technology enters the market, free is right behind it.” Then they’ll point to something like the music industry, where annual revenues have declined more than $20 billion from their peak over a…

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Robert Schuwer's curator insight, March 26, 3:17 AM

Interesting analysis. Some added value will not offered for free. The question is if this added value is in the content or the services around the content.

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Robin DeRosa: My Go-to Sites for Open Access & OER Info

Robin DeRosa: My Go-to Sites for Open Access & OER Info | OER & Open Education News | Scoop.it
I was going through my bookmarks related to Open Educational Resources (OER) and Open Access, deleting some and organizing others into groups, and it occurred to me that maybe other folks would lik...
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Directory of Open Access Journals

Directory of Open Access Journals | OER & Open Education News | Scoop.it

The aim of the DOAJ is to increase the visibility and ease of use of open access scientific and scholarly journals, thereby promoting their increased usage and impact. The DOAJ aims to be comprehensive and cover all open access scientific and scholarly journals that use a quality control system to guarantee the content.


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johanna krijnsen's curator insight, March 4, 9:35 PM

DOAJ Directory of Open Access Journals uses a quality control system to guarantee the content

Stephen Dale's curator insight, March 5, 4:45 AM

An excellent research resource.

Johan van der Merwe's curator insight, March 6, 4:08 AM

Applicable for research

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Alibaba and Peking University Establish Chinese MOOC Platform - TechNode

Alibaba and Peking University Establish Chinese MOOC Platform - TechNode | OER & Open Education News | Scoop.it
Chinese MOOCs – an online course platform for the global Chinese-speaking audience and anyone interested in Chinese language and culture – was

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Open Textbooks: The Billion Dollar Solution | Student PIRGs

Open Textbooks: The Billion Dollar Solution | Student PIRGs | OER & Open Education News | Scoop.it
According to the College Board, the average undergraduate student should budget between $1,200 and $1,300 for textbooks and supplies each year. That’s as much as 40% of tuition at a two-year community college and 13% at a four-year public institution.

For many students and families already struggling to afford a college degree, that is simply too much – meaning more debt, working longer hours, or making choices that undermine academic success.
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COL offers audio-only, phone-based MOOCs to agricultural workers in India

COL offers audio-only, phone-based MOOCs to agricultural workers in India | OER & Open Education News | Scoop.it
The Commonwealth of Learning (COL) in association with Wawasan Open University, Malaysia is launching the two MOOCs and one MOOC with IIT Kanpur.

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Perception and use of massive open online courses among medical students in a developing country: multicentre cross-sectional study | Aboshady et al. - BMJ Open

About one-fifth of undergraduate medical students in Egypt have heard about MOOCs. Students who actively participated showed a positive attitude towards the experience, but better time management skills and faster Internet connection speeds are required. Further studies are needed involving enrolled students in large representative samples, to assess their experiences using MOOCs. In addition, more effort is needed to raise awareness among students of such courses, as most students who had not heard about MOOCs did show interest in participating once they became aware of the courses.


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Peter B. Sloep's curator insight, February 11, 7:27 AM

When MOOCs rose to prominence, Daphne Koller was one of the first to point out their promises for democratizing education. MOOCs, for example, are made available to everybody with Internet acces, including countries in the developing world, who now had access to educational content from top universities, as Koller said. In this lies the danger of cultural imperialism and I have reported on this in these pages as well as written about it (in the now defunct MOOC Forum journal). Still, these are mere opinions,  I had never seen any data about the actual appreciation of MOOCs by students in developing countries, until this paper was brought to my attention, that is. Hidden in the text is the one precious sentence which states that cultural issues did not appear to be a problem for the (Egyptian) students canvassed (through a questionnaire). In stead, other problems were mentioned, general ones such as a lack of time and more specific ones such as insufficient bandwidth. Altogether a very useful study, certainly for MOOC providers who have confessed to want to cater for the needs of students in developing countries. @pbsloep

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David Wiley: The OER Adoption Impact Explorer

David Wiley: The OER Adoption Impact Explorer | OER & Open Education News | Scoop.it

"The goal of the Explorer is to provide OER advocates with rigorously modeled, data-based arguments that they can use in conversations with a wide range of stakeholders (faculty, administration, students, policy makers, etc.)."


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Juliana Elisa Raffaghelli's curator insight, February 24, 4:49 AM

Seems we are finally moving on, from the times of OER creation to the time of critically integrating them into lifelong learning

CTecnologìa's curator insight, March 29, 9:56 AM

añada su visión ...

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Björn Haßler et al.: OER Guidance for Schools. Share-Alike, NonCommerical, and Public Domain - 2014


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The dark side of the MOOC - A critical inquiry on their claims and realities


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Open Educational Resources - UEN

Open Educational Resources - UEN | OER & Open Education News | Scoop.it
The Utah State Office and the Utah Education Network have gathered these Open Educational Resources, such as Utah's Open Textbooks, that support the Utah Core Standards.

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inspiration4kidz's curator insight, February 2, 10:00 PM

Love all this free information.

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MOOC Completion and Retention in the Context of Student Intent (EDUCAUSE Review) | EDUCAUSE.edu

MOOC Completion and Retention in the Context of Student Intent (EDUCAUSE Review) | EDUCAUSE.edu | OER & Open Education News | Scoop.it

Key TakeawaysMOOC critics are concerned about low overall completion rates, but these rates are typically evaluated without accounting for student intentions.This study, based on survey and log data from nine HarvardX courses, investigates how completion and attrition rates differ based on students' self-reported intentions about course participation.The study found that, on average among survey respondents, 22 percent of students who intended to completea course earned a certificate, compared with 6 percent of students who intended to browse a course.Efforts to personalize MOOCs based on self-reported intentions should be conducted with care: many students who do not intend to complete a MOOC do so, and most who do intend to complete a MOOC are not successful.


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Stop Saying "High Quality" #oer

Stop Saying "High Quality" #oer | OER & Open Education News | Scoop.it
 
iterating toward openness
pragmatism over zeal – aut inveniam viam aut faciam
Stop Saying “High Quality”
by DAVID on MARCH 27, 2015
The Open Business Models conversation at the Hewlett Foundation grantees meeting (#oer2015) was a lot of fun. The biggest surprises to me were the number of times the phrase “high quality” came up, and what a strong, negative reaction I had each time I heard the word.

After some reflection I think the reason the phrase gets my goat is that “high quality” sounds like it’s dealing with a core issue, while actually dodging the core issue. The phrase is sneaky and deceptive. (Now I don’t mean that the people who were using it were trying to be deceptive; they weren’t. But the phrase itself tends to blind people.) And by “core issue” I mean this – the core issue in determining the quality of any educational resource is the degree to which it supports learning. But confusingly, that’s not what people mean when they say that a textbook or other educational resource is “high quality.”

It’s very easy to demonstrate that “the degree to which it supports learning” is the only characteristic of an educational resource that matters. If an educational resource is written by experts, copyedited by professionals, reviewed by peers, laid out by graphic designers, contains beautiful imagery, and is provided in multiple formats, but fails to support learning, is it appropriate for us to call it “high quality”? No. No, no, no. A thousand times no. Despite this fact, which is intuitively obvious, when people say “high quality” they actually mean all these things (author credentials, review by faculty, copyediting, etc.) except effectiveness. In the world of textbooks and other educational materials, “high quality” describes the authoring and editorial process, and is literally unrelated to whether or not the educational resource supports learning.

In this way, saying “high quality” obscures the issue we should care about most. Instead of letting people and companies off the hook by checking boxes during the pre-publication process, we should care about whether or not a particular resource supports learning for each of our particular students. Seen this way, the true desideratum of educational materials is “effective.” I really don’t care what the pre-publication processes was like as long as my students are learning (unless the process was unethical in some way).

So please – let’s stop saying “high quality.” We don’t want “high quality” educational materials – we want “effective” educational materials. In the future, when you catch yourself saying “high quality,” stop and correct yourself. When you hear others say “high quality,” take that teachable moment to help them understand that the phrase is a ruse. If we can change this one element of the education conversation, we’ll have done something powerful.

(And don’t forget – when materials are so expensive that students can’t afford them, they are perfectly ineffective.)

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The Remix Hypothesis

The Remix Hypothesis | OER & Open Education News | Scoop.it
For several years my colleagues and I have been conducting and reviewing empirical research on the impact on student outcomes when OER are adopted in place of commercial materials. Suffice it to sa...

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Making connections: #OER World Map in 2015 #openeducationwk

Making connections: #OER World Map in 2015 #openeducationwk | OER & Open Education News | Scoop.it
As we enter Open Education Week it's starting be be a really exciting period for OER World Map.  Since funding for the project was awarded to the team there has been lots of activity behind the sce...
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Institutional MOOC strategies in Europe - EADTU - European Association of Distance Teaching Universities

Institutional MOOC strategies in Europe - EADTU - European Association of Distance Teaching Universities | OER & Open Education News | Scoop.it

Massive Open Online Courses (MOOCs) have continued to attract considerable media coverage as governments and universities respond to the open and online education movement. Three years after the MOOCs began its rise, it is clear that the HE institutions in the EU are gaining speed in this movement. This report on MOOCs intends to contribute to literature on MOOCs in Europe. Its specific aim is to present data on the perception and objectives of European higher education institutions on MOOCs and the main drivers behind the MOOC movement. In addition, the report makes a comparison with similar studies conducted in the United States in 2013 and 2014 and to data produced by the European University Association (EUA) between October and December 2013. The report made clear that involvement is still increasing, but also that arguments to get involved differ from those in the US. The main source is a survey conducted by the project HOME - Higher education Online: MOOCs the European way, partly funded by the European Commission’s Lifelong Learning Programme. The survey was conducted in October - December 2014. In total 67 institutions responded out of 22 European countries representing in total about 2.8 millions of students. 


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Robert Schuwer's curator insight, March 3, 1:54 PM

This EADTU report presents and analyses the results of a survey conducted by the HOME project between October and December 2014. It presents data on the perception and objectives of European higher education institutions on MOOCs and the main drivers behind the MOOC movement. In addition, the report makes a comparison with similar studies conducted in the United States in 2013 and 2014. The report made clear that involvement in Europe is still increasing, but also that arguments to get involved differ from those in the US.


Created by Darco Jansen and myself

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David Wiley: Thoughts on Open

Keynote address delivered at the SUNY COTE Summit, February 2015. This talk (1) connects the concepts of democratizing innovation, permissionless innovation, a…
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TERENA Open Education Resource hub and portal reaches important milestone

TERENA Open Education Resource hub and portal reaches important milestone | OER & Open Education News | Scoop.it

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Ford Foundation Expands Creative Commons Licensing for All Grant-Funded Projects

The Ford Foundation announced today that it is adopting an open licensing policy for all grant-funded projects and research to promote greater transparency and accessibility of materials. Effective February 1, grantees and consultants will be required to make foundation-funded materials subject to a Creative Commons license allowing others, free of charge and without requesting permission, the ability to copy, redistribute, and adapt existing materials, provided they give appropriate credit to the original author.

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An Assessment-Recognition Matrix for Analysing Institutional Practices in the Recognition of Open Learning

An Assessment-Recognition Matrix for Analysing Institutional Practices in the Recognition of Open Learning | OER & Open Education News | Scoop.it

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HEA research provides insights into learning on MOOCs | The Higher Education Academy

A study published by the HEA that looks at the learning taking place in Massive Open Online Courses (MOOCs) shows that participants can and do experience engaged, high quality learning.

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The Deeper Ethics of Education and Open: Generosity, Care, and Relationships

The Deeper Ethics of Education and Open: Generosity, Care, and Relationships | OER & Open Education News | Scoop.it
Humans are fundamentally social. There are a number of ways we might attempt to prove this claim. We might argue that the highest compliment someone can be paid is to be called a "true friend." We ...
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