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Using mLearning and MOOCs to understand chaos, emergence, and complexity in education | de Waard | The International Review of Research in Open and Distance Learning
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David Kernohan on the growth of open online learning.
This document is an introduction to Open Learning. It examines briefly what “Open” means and the different facets of the open movement and what “Learning” means and how it is different for every person.
Get free online courses from the world’s leading universities. This collection includes over 400 free courses in the liberal arts and sciences. Download these audio & video courses straight to your computer or mp3 player.
Winston Hide, associate editor of Genomics, says its publisher Elsevier effectively denies developing world access to research findings...
Education changes lives and societies, but can we sustain the current model? New models and new technologies allow us to rethink many of the premises of education—location and time, credits and credentials, knowledge creation and sharing.
Game Changers: Education and Information Technologies is a collection of chapters and case studies contributed by college and university presidents, provosts, faculty, and other stakeholders. Institutions are finding new ways of achieving higher education’s mission without being crippled by constraints or overpowered by greater expectations.
The Saylor Foundation provides global grants of US $20,000 to college textbook authors seeking to openly license their educational textbooks for use in free Saylor college-level courses. Authors maintain their copyright and license textbooks to the world via Creative Commons Attribution (CC BY) to enable maximum reuse, remix, and redistribution. To learn more and apply, visit Saylor’s Open Textbook Challenge page for more details.
A public school in Utah is relying on open educational resources for roughly 90 percent of its instructional content.
The OpenScout project invites you to a series of four webinars showing you how you can take full advantage of Business and Management Open Educational Resources (OER).
Joint partnership builds on MITx and Harvard distance learning; aims to benefit campus-based education and beyond.
As more than 10,000 scientists pledge to boycott Elsevier on the Cost of Knowledge website, its creator Tyler Neylon looks to the future...
Share, Remix, Reuse - Legally. Creative Commons is a non-profit organisation that assists authors and creators who want to voluntarily share their work so that readers can take full and legal advantage of the Internet's unprecedented wealth of...
This is a summarised version of an interview I held with Dave Hall, Registrar of the University of Leicester, about his views on the OERu concept. He makes some very interesting comments - particularly with regard to research that has been done at Leicester around student retention and success rates. (The clue is in the title to the blog.) This is an important issue for discussion within the open education community: at the heart of our practice is the belief that flexibility will enable larger numbers of students to access higher education, but the evidence shows that that very same flexibility can create insurmountable barriers for students. Hmmm.
Please join us May 22nd, 1:00 pm Eastern for a webinar with the course designer and professor who developed the very popular Public Speaking course for the Open Course Library. Find out how the...
Your education doesn't have to stop once you get out of school—being free of the classroom just means you have more control over what you learn and when you learn it.
Video Presentation by Ms. Trudi van Wyk, Education Specialist -eLearning, Commonwealth of Learning for Open Education Week, 5 - 10 March 2012 (Worldwide).
OECD’s Centre for Educational Research and Innovation (CERI) has worked on Open Educational Resources (OER) in the past, which led to the publication Giving Knowledge for Free – the Emergence of Open Educational Resources (2007). This working paper thus builds on exploratory and forward-looking research in CERI and invites countries to consider the policy implications of the expansion of OER, its benefits and associated challenges. A small OER expert group was established to discuss the subject, link it to other relevant developments in the field, and develop a draft questionnaire for member countries in order to collect information regarding the policy context related to OER. The expert group met in June 2011 and for a second time in September 2011. The questionnaire was sent to the 34 OECD member countries in August 2011. It outlined a short informative note about the benefits and challenges of OER. The responses to the questionnaire are analysed in this document.
Presentations from Cambridge 2012
The challenges faced by higher education around the world are daunting and cannot be met by the traditional institution-based education system. For the current model to meet the needs of future generations, we would need to build and fund thousands of new universities. And yet the past ten years have demonstrated that there is another way. Scalable education on the web is increasingly possible, largely through the use of commodity software that is easy to use and available freely or at low cost to anyone.
An animation illustrating the steps involved in embedding open licences in educational resources, and some of the associated IPR issues.
Throwing its weight behind open access, the British government has declared it wants to make all research paid for with public money freely available online. If it succeeds, the move is likely to have significant consequences for publishers, and will boost the international momentum of the open-access movement.
The UK plans to make academic research freely available online in a scheme backed by Wikipedia founder Jimmy Wales...
To teach responsibly in a digital age, we have to respect what our tools can do to help us learn together -- and what tools alone cannot do. We need to be prepared to adapt them to our specific needs as teachers and learners. We need tools that are as open as possible, that are designed to encourage students to participate and not simply consume. And we need to support teachers who are also learning how to use new tools for the most innovative, imaginative, interactive teaching.