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.
The study presented here aims to gather useful information on the use, re-reuse and sharing of resources in Education and also the influence of repositories, to better understand the perspective of individual practitioners and suggest future areas of debate for researchers.
Open Resources: Influence on Learners and Educators (ORIOLE) project, was based within the Institute of Educational Technology, The Open University (OU) from 2009-2013 and focused on investigating, understanding and disseminating about use and reuse of open resources in learning and teaching. This paper focuses on the second survey activity of this project. During 2011 (Pegler, 2012), an extensive online survey about reuse of educational resources was conducted through (mainly UK-based) practitioner communities. In 2013, a more international version was created (available in English and Spanish) and circulated during that year (http://bit.ly/OERsurvey_2013).
The ORIOLE Survey 2013 collected information about the contexts in which open resource use may occur, looking particularly at attitudes about reuse of educational resources (OER) in teaching. What influences open resources in education is a topic of relevance to anyone taking on forward engagement with open education and the answers lie with those who are working directly in the delivery of learning and teaching, and those who support this work.
Massive open online courses (MOOCs) have drastically changed the way we learn as well as how we teach. The main aim of MOOCs is to provide new opportunities to a massive number of learners to attend free online courses from anywhere all over the world. MOOCs have unique features that make it an effective technology-enhanced learning (TEL) model in higher education and beyond. The number of academic publications around MOOCs has grown rapidly in the last few years. The purpose of this paper is to compile and analyze the state-of-the-art in MOOC research that has been conducted in the past five years. A template analysis was used to map the conducted research on MOOCs into seven dimensions, namely concept, design, learning theories, case studies, business model, targets groups, and assessment. This classification schema aims at providing a comprehensive overview for readers who are interested in MOOCs to foster a common understanding of key concepts in this emerging field. The paper further suggests new challenges and opportunities for future work in the area of MOOCs that will support communication between researchers as they seek to address these challenges.
Data and research on public sector innovation and e-government including government performance, online public service delivery, ICTs, good governance principles, open data, open government data (OGD), The OECD Recommendation on Digital Government Strategies aims to support the development and implementation of digital government strategies that bring governments closer to citizens and businesses.
Collaborative learning is an important part of eLearning. It allows learners to benefit from the experience of their peers, become fully engaged in their own learning experience, and more effectively acquire and retain information.
A wave of policies in the past five years has attempted to ensure that students have access to affordable course materials. Efforts driven by the Higher Education Opportunity Act of 2008 (HEOA) relied mostly on textbook rental and buy-back programs, offering used textbooks and providing students with information about textbook costs before the course enrollment period.
Nature Communications is to become the first Nature-branded open access only journal. The number one open access journal in multidisciplinary sciences*, Nature Communications is Nature Publishing Group's (NPG) flagship open access title. Nature Communications will only accept open access research submissions from 20th October 2014.
Leicester City Council have released four guidance documents and a range of practical information to support school staff in understanding, finding, creating, and sharing Open Educational Resources (OER). The OER Schools resource packs can be downloaded from http://schools.leicester.gov.uk/openeducation. Josie Fraser (Leicester City Council) worked with Dr Björn Haßler and Helen Neo (University of Cambridge) to produce the resources, which have also benefited from the input of school staff, through review and practical trialling.
Cerritos College has announced it will receive part of a $20 million grant from the Bill and Melinda Gates Foundation to create affordable digital open educational course materials to improve student success among low-income and disadvantaged students
Today Open Knowledge and the Open Definition Advisory Council are pleased to announce the release of version 2.0 of the Open Definition. The Definition “sets out principles that define openness in relation to data and content” and plays a key role in supporting the growing open data ecosystem.
Think of a university, any university. Oxford, Cambridge, Harvard or Yale may spring to mind. Or your local university, or the one you or someone you know attended. I’m fairly sure that the University…
A new briefing paper on state-level open educational resources policy was released yesterday by the Education Commission of the States (ECS), a non-partisan think tank that provides education policy advice to U.S. states. Entitled “Open source textbooks can help drive down the overall cost of college,” the brief provides an overview of trends in OER policy to address the rising cost of college textbooks.
The brief states, “There is growing national and international interest in OER as a way to help financially distressed states reduce costs and save students millions of dollars....While several states have used legislation to encourage the use of electronic and digital learning resources, such resources are not necessarily freely usable as OERs — and therefore can still be expensive for students.” It concludes that, "Open Educational Resources are an emerging policy option as states, postsecondary systems and institutions consider how to best develop libraries and collections of OERs."
Over the past couple of years, massive open online courses (MOOCs) have taken the academic world by storm. Despite much debate about whether the idea of running free online courses for everyone is both…