"In a recent email to the (closed) oer-community mailing list, Stephen argued that perspective plays a significant role in this debate. He couldn’t be more correct. Just as there is not One True License, there is not One True Perspective on the free, nonfree, open, libre, etc., debate"
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
Educators who have not taken a MOOC (Massively Open Online Course) and do not understand their history, are currently writing about these courses which is causing them to be inaccurately represented in the press. The main problem is there is all the publicity around Coursera and Edx that ignores other kinds of MOOCs.
When you’re looking to do something interesting with your class, the internet is the first place that most of us turn for help. Our friend the internet holds the keys to textbooks, web tools, teaching guides, lesson plans, apps, and more. But how do you know what’s free for using vs. free for changing, adapting to your needs, and building upon? That’s a harder question to answer.
Thanks to this infographic from the Center for Open Educational Resources and Language Learning (at the University of Texas at Austin), your path to finding useful, openly licensed educational resources just got a little easier. Read on for some great ideas!
In their lawsuit, filed in March, publishers Cengage Learning, Pearson Education, and MacMillan Higher Education accused Boundless of copyright infringement, false advertising, and unfair competition. Diaz denies all the charges. He says his company uses only public information and doesn't actually make or sell textbooks. "We don't look at ourselves as an e-book or an online textbook or even textbook 2.0," he says. "We see it as how do you create the next-generation content platform, which is much more than a textbook."
"I would simply urge UNESCO to respect the wishes of those people who are not commercial publishers or multi-million-dollar educational institutions, to recognize the intent of people creating NC-licensed resources to ensure they can be accessed for free, and to recognize resources licensed with a NC clause as OERs with equal standing."
Times Higher Ed: Depending on who you believe, massive open online courses (Moocs) are variously the bright future of university education, its onrushing nemesis, or just about anything on the spectrum in between.
"Digital learning and recent trends in Open Educational Resources (OER) are enabling fundamental changes in the education world, expanding the educational offer beyond its traditional formats and borders. New ways of learning, characterised by personalisation, engagement, use of digital media, collaboration, bottom-up practices and where the learner or teacher is a creator of learning content are emerging, facilitated by the exponential growth in OER available via the internet. Europe should exploit the potential of OER much more than is currently the case. This requires good computer skills, but some Member States are still lagging behind as seen in the Education and Training Monitor 2012, with 9 Member States with over 50% of 16-74 year olds with no or low computer skills. While the use of ICT in education and training has been high on the policy agenda, critical elements are not in place to enable digital learning and OER to be mainstreamed across all education and training sectors. A coherent strategy at EU level could address the scope, size and complexity of the challenges in support of actions of the Member States and the entire chain of stakeholders."
For those of us in the OpenEd movement, perhaps the most important take-away from this seminal book is the need to focus our efforts on areas of non-consumption, rather than continuing to “bloody ourselves by bashing the barriers that bar change in the existing system.” By continuing development and innovation of OER within the four areas identified by Christensen et al., the probability of eventual disruption of the current educational system – most especially the monolithic textbook publishing and adoption process – will increase dramatically.
"This Guide is an example of an Open Educational Resource (OER). It is freely accessible and downloadable, has been released under an open license (Creative Commons) and is digitised to allow for ease of access, re-use and re-purposing. It sets out to answer three questions."
Last Tuesday, Coursera, which offers classes from 34 universities, announced the American Council on Education would begin evaluating a handful of Coursera courses and could recommend other universities accept them for credit (individual colleges ultimately decide what credits to accept). Antioch University, Excelsior College and the University of Texas system are already planning to award credit for some MOOCs.
Two days later, Duke, Northwestern, Vanderbilt and seven other prominent universities announced a consortium called Semester Online offering students at those institutions — and eventually others, though details aren't yet clear — access to new online courses for credit. These won't be giant classes, but the announcement is important because top colleges, generally stingy about accepting outside credit, are signaling they agree the technology can now replicate at least substantially some of the high-priced learning experience that takes place on campus.
The latest announcement will come Monday, and appears smaller but is potentially important: a first-of-its-kind partnership between edX, the MIT-Harvard consortium, and two Massachusetts community colleges. EdX's popular introductory computer science course from MIT will provide the backbone of a class at the community college — a key gateway to degree programs — with supplemental teaching and help from community college faculty on the ground.
This is where the rubber meets the road for transforming higher education. Community colleges are beset by waitlists (400,000 in California alone) and bottlenecks in important introductory courses, as well as low success rates. If scaled-up MIT-quality teaching can help with solve those problems, MOOCS could be truly revolutionary. Massachusetts Bay Community College president John O'Donnell calls edX an invention comparable to Gutenberg's printing press.
"Please join us Tuesday, December 4, 1:00 pm Eastern for a webinar on OER Research findings on student outcomes and faculty and student feedback. The Kaleidoscope project, a collaboration between six community colleges and two 4-year colleges, developed OER for eight General Education courses and will report on student learning outcomes and faculty satisfaction."
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