"Network" (CC BY-NC-ND 2.0) by Anacin Extero Sweden has been rather late in reacting to the MOOC boom and only in the last two years have a handful of universities started offering courses both on the major MOOC platforms Coursera and EdX but also...
How do faculty in British Columbia use Open Educational Resources (OER)? What are some of the ways in which they are using OER, and what are some of the barriers they face when using OER? A new research paper published today by BCcampus looks at some of these questions.
Led by the the 2015 BC Open Textbook Faculty Fellows (Rajiv S. Jhangiani, Ph.D., KPU, Christina Hendricks, Ph.D., UBC and Jessie Key, Ph.D., VIU) and in collaboration with the OER Hub (Rebecca Pitt, Ph.D.), this research project examines the use of OER by post-secondary faculty in British Columbia, including their motivations and perceptions, as well as what factors help to enable or act as challenges for OER use and adaptation.
Although the findings provide a snapshot of the BC post-secondary system as a whole, the research also explore similarities and differences in OER use among faculty across three types of institution in British Columbia: research-intensive universities, teaching-intensive universities, and colleges/institutes.
This is the second year that Creative Commons has published a State of the Commons report. CC doesn’t host or control the content in the commons, which is hosted on a myriad of platforms and is made up of every type of media and data. We see this as an iterative process, where each year we improve our process and get better results. As with any large-scale global movement, it is impossible to quantify the full impact of our work. For example, how do we capture content that is insufficiently marked, or content that is in the public domain in some jurisdictions and not in others? When CC licensed work is remixed, how do we know when one work ends and another begins? That said, we do have a handful of valuable tools that we’ve put to good use to tell the story of the CC licensed Commons and its massive growth. Building on the baseline we established with the 2014 State of the Commons reporting format, we continue to track size, scope, content, and diversity of the Commons. We added new stats from our servers, including widespread use of our CC license buttons and views of license deeds in different languages. We also added new usage data from more platforms hosting the majority of CC licensed content on the web. We aimed for variety in representation, both by media type and domain of content, and we focused on highly trafficked platforms with CC integrations up to the technical standard that would allow us to track this data over time. We also added sections on CC’s broader impact as a steward of our global Commons. We dug a bit deeper into open education, policy, and our shared cultural heritage in an aim to measure not just the quantity of the Commons, but the incredible impact that a robust Commons can have on different regions of world.
Education is the key to economic, social and environmental progress, and governments around the world are looking to improve their education systems. The future of education in the 21st century is not simply about reaching more people, but about improving the quality and diversity of educational opportunities. How to best organise and support teaching and learning requires imagination, creativity and innovation.
Open educational resources (OER) are teaching, learning and research materials that make use of tools such as open licensing to permit their free reuse, continuous improvement and repurposing by others for educational purposes. The OER community has grown considerably over the past ten years and the impact of OER on educational systems has become an issue of public policy. This report aims to highlight state of the art developments and practice in OER, but also to serve as a basis for exchanges and discussions that lead to cross-country peer learning on how to improve teaching and learning.
By Michael FeldsteinMore Posts (1054) Phil and I had a wonderful time co-keynoting the OpenEd 2015 conference. It was a hoot. Here is the spectacular graphic depiction of the keynote done by Tracy Kelly from BC Campus: And here is … Continue reading →
In the largest study of its kind, a group of researchers has examined the use of open educational resources (OER) and found that students who used OER in their undergraduate courses performed as well or better than those assigned commercial textbooks.
This week, the General Conference of the United Nations Education, Scientific and Cultural Organization (UNESCO) adopted the Education 2030 Framework for Action. This is particularly exciting for the Open Education community, as this framework calls for OER to be part of the agreed-upon action items to ensure equal access to affordable, high-quality education.
The Framework is in support of the Sustainable Development Goal #4, Ensure inclusive and quality education for all and promote lifelong learning. The Sustainable Development Goals were approved by the UN General Assembly in September this year.
Registration is now open for SPARC's 2016 “Meeting on Openness in Research and Education” (MORE) to take place on March 7-8, 2016 in San Antonio, Texas. The meeting will be held at the Hyatt Regency in the heart of San Antonio’s famed River Walk. Click here to register for the MORE meeting in San Antonio!
The SPARC MORE Meeting builds on the “Convergence” theme of our 2014 meeting and will explore the increasingly central role libraries are playing in the growing shift toward Open Access, Open Education and Open Data. Join us as leaders from the library community, academia, industry, student community, and other research avenues discuss how open access, open data, and open educational resources are intersecting, and the impact this convergence will have on research and discovery. The meeting is designed to emphasize collaborative actions that stakeholders can take to positively impact publishing, policy, digital repositories, author rights, and licensing.
MIT is expanding its programs in learning research and online and digital education, including the creation of the MIT Integrated Learning Initiative (MITili) and improvements in addressing science, technology, engineering, and mathematics (STEM) learning for pK-12 students.
"In keeping with the high priority of these new efforts and of the entire field of digital learning, Professor Sanjay Sarma, now dean of digital learning, will oversee them in the newly created position of vice president for open learning"
When Tullahoma City Schools administrators started shopping for new social studies textbooks in 2013, they found only a few options aligned to new Tennessee state standards. Rather than wait for newer textbooks to be released, the district embarked on the ambitious project of creating its own.
NOVA is the first community college to fully share its OER degree pathways and courses. Building on this pioneering work, other members of the education community can map courses to their own degree requirements, adapt them to fit their own learning outcomes, and offer complete OER-based degree programs of their own.
When no meaningful relationship exists between an educational technology and pedagogy, the tool itself loses value. Open educational resources provide a relevant example of how pedagogy can point toward a richer way to integrate technology into our courses and our teaching philosophies.
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