This webinar will examine the relationship between policy and practice in the world of open education. Drawing on existing public research, we will review a number of international, national, regional and institutional policies and discuss the greater political recognition that is being given to OER. A number of key points from the OER Research Hub interview with Hal Plotkin (senior policy advisor to the Obama administration) earlier this year will be expounded and discussed. We will also look at what OER Research Hub survey data tells us about awareness of OER policies among education communities and discuss the implications. The final part of the session will be given over to general discussion about policies which can support the development of OER at different levels of governance.
Presented by: Rob Farrow & Sara Frank Bristow October 09th , 2013 at 16:00 UTC - Sarah is joining OER Research Hub as a fellow for two week visit in MK from today. This is one of a series of OER Research Hub sessions.
Wales has become one of the first nations to agree to make university course material publicly available so that academics do not have to create their lectures from scratch.
Vice-chancellors from the country’s eight universities were expected to commit from 19 September to the principles of the open educational resources movement, which makes materials freely available online.
A bold move from Welsh HEIs and one which its neighbours will closely watch. I look forward to hearing more. Those who recall the progress made in Ireland with NDLR will appreciate the value in having all national institutions working together on this. Good Luck.
Creative Commons licenses provide a flexible range of protections and freedoms for authors, artists, and educators.
KA Lite, an offline version of the Khan Academy developed by a team of volunteers from around the world in collaboration with the Foundation for Learning Equality. KA Lite was developed with the aim of furthering universal access to education, especially those without an Internet connection — or those with a very slow Internet connection. Map on their site shows all registered users of KA Lite around the world.
The next Open Content Licensing for Educators (OCL4Ed) mini MOOC will be facilitated by the UNESCO OER Chair Network in collaboration with the OER Foundation and the Commonwealth of Learning.
Open content licensing for educators (OCL4Ed) is is designed for educators and students who want to learn more about open education resources, copyright, and Creative Commons licenses. Registration: Open (Register on the course homepage)When: 4 - 18 September 2013.Where: OnlineCost: Free (Note: OCL4Ed course materials are freely available as OER and registration is not required to access the materials. However, if you would like to receive course announcements from the facilitators, you will need to register.)
Spanish language MOOC directed at teacher training. From message posted by J. Vladimir Burgos Aguilar, Open Content Coordinator Innov@TE Center – Center for Innovation in Technology and Education Manager of OCW Tecnológico de Monterrey: http://ocw.itesm.mx & temoa (Knowledge Hub OER Index): www.temoa.info
'For the second MOOC in Coursera, we are also preparing the contents under a CC license… we will see the possibility to add the CC license in the promotional page: www.coursera.org/course/innovacionrea'
One of the big advantages of OER is that they can be versioned in different languages. Nice to see a MOOC that is not in English for a change.
The International Publishers Association (IPA) has published a paper that raises questions about the quality, sustainability, and public funding of Open Educational Resources (OER).
I feel that this is quite mild in terms of criticism of OER. In this short paper publishers note that there are questions about sustainability, quality processes and evidence from practice. All true. I don't expect this to remain the case and can see a time when these criticisms are truer for the established publishing modes than for OER. Not only my optimism speaking here but as I was this weekend alerted to my name appearing incorrectly in the new Beetham and Sharpe Rethinking Digital Pedagogy book (see last chapter contributors!) because of a typo introduced by the publishers it is hard to see their own processes as unassailable. Mistakes like this do happen. They happen in OER too, but there I would hope that the community would step in and alert and in the future the potential to remix and recirculate will be more seamless than it is now, and that it is in the publishers book.
BTW would recommend the Beetham and Sharpe book - but no, its not open.
Okay it may not be the reward you have in mind, but please do disseminate this survey link around your networks. The data will be open and useful, but only VERY useful if we can attract significant numbers. Yes, I know there are too many surveys (sigh) but we still know far too little about reuse of resources and attitudes to open, so hope that you and colleagues will give this one a go ... and share. Thanks,
Thanks to Terese Bird for bringing this to my attention via the OER13 Scoop.it. Consider following it and the conference in general (www.oer13.org).
It (somewhat but sadly perhaps does not really) amazes me that people can/could expect HE to change rapidly in response to any new idea. One of the bullets from this Educause reports points out:
In the roughly 10 years since, OERs have not noticeably disrupted the traditional business model of higher education or affected daily teaching approaches at most institutions.
Hm. Perhaps we need to look for evidence of change in different places? Should we expect TRADITIONAL business models to change? How about the interest in engaging in emergent business models (see FutureLearn and others) alongside, perhaps experimental but certainly now taken seriously. What do we expect of DAILY teaching approaches at MOST institutions? This is still offline at most institutions. But there ... waiting in the wings ... nudging into things ... yes, its OER/open content.
The question is whether if you were creating a new institution today whether you would implement teaching practices or adopt a business model which ignores the open agenda. Can't see it happening myself in US, UK and rest of Europe, Australia. Africia, South America, Indonesia ... well anywhere.
Supporting UAL Staff with all matters pertaining to assessment
A nice guide written for Arts disciplines.Thank you to John Casey for bringing it to my attention. It appeared in the Arts Libraries Journal. It is openly available under a CC-BY licence in the ALTO learning and teaching repository
This article provides an introduction to the use of the Creative Commons licence system and sets it in a historical, economic and political context. It is written from the perspective of involvement in open educational projects in an Arts university that has used the licences. A description of the fundamental features of the licences and their uses is given together with an outline of how the Creative Commons organisation works and its strategic aims. An assessment of the usefulness of the licences is provided together with a description of the challenges faced in dealing with low levels of legal awareness amongst academics. Practical advice and sources of further information and guidance are offered to help readers implement the licences locally.
Earlier today, US Secretary of State Hillary Clinton unveiled the Open Book Project (remarks, project page, press notice), an initiative to expand access to free, high-quality educational materials in Arabic, with a particular focus on science and technology. These resources will be released under open licenses that allow their free use, sharing, and adaptation to local context.
Catching up with this news. Always positive to see tranlations beyond English/American. Good luck with this project
Colorado State University-Global Campus made the $89 offer but may have to adjust its thinking, officials say.
It you read on you will see that this credit is descibed as 'might be useful only to students who intended to finish their degrees at Global Campus'. Two things strike me. First that it takes a long time to switch and students have every reason tobe conservative. MOOCs are not something that they factored into deciding to use on a degree and those on a degree have every reason to want to see the first course operate without hitch before they tie their expensive degree to this. So no takers so far may mean little.
The second is that the idea of students of MOOCs wanting heavyweight formal accreditation is something wider than using it in a specific degree. A formal college credit must surely have more value than to be used only in a specific degree on a specific campus. For example it may be used for CPD or to help access a different degree program.
Q&A from the OERU wikieducator site:
Are the learners mostly interested in only small sequences of learning, tailored to their own individual purpose, and then sign off and move to other MOOCs because their own learning objective was fulfilled?
Today is not only Father's Day in the UK but is also Bloomsday, an important day for James Joyce fans (so I am told). OpenJoyce created a fun Advent Calendar and you don't have to be a fan of Joyce to have fun with this. Certainly the guess which books have which words (and which don't) is impressive and could be the basis for some competitive activity (if your family is like mine).
Seriously love the idea of creative marketing of open resources and sharing ideas of how to do this in a fun way. Good work. Thanks.
To create a matching pair with the IPA position paper Rory McGreal shares his version, reversing the positions. Hm. wonder what style of license the IPA paper was released as and whether if not CC-BY or equivalent they will object? Its an interesting exercise.
The Cetis13 Conference is just days away and excitement is mounting to fever pitch. Or something. Sadly, if you haven't already booked your place at the conference, you've missed the boat. Don't despair though!
Times Higher Education Inside Higher Ed: Big push for open access Times Higher Education The NIH's openness is now the default across the federal government, said Heather Joseph, the executive director of the Scholarly Publishing and Academic...
The 2013 ORIOLE survey - exploring use and sharing of open resources is now online in ENGLISH and SPANISH - please take the survey and circulate the link http://bit.ly/OERsurvey_2013. In 2011 we had over 190 mainly UK respondants and were able to release the data at OpenEd 2012 (and beyond). We hope to collect from a more international set of practitioners this time so please spread the word (and the link). No flashy prizes but anyone who enters can nominate one of five Oxfam educational projects to receive up to £300 and this will be open data. So please share, share, share. Thanks.
While there's no doubt that copyright licensing is a mess that is often holding back key innovations online, it's a bit worrisome to hear about how the EU Commission is exploring the issue. It has set up a "Licenses for Europe"...
Very nice analysis and some worrying takes from the EU on what is needed. Sigh. Thanks to Phil for bringing this to our attention via the OER-Discuss list. There simply is not recognition here that the type of content that is the user-generated content coming through is not suited for, intended for, or even wishing to have copyright enforced. Sample quotes from the article picked up by Phil:
" Someone brought up fair use, and apparently the response was that "fair use is from the 20th century""
" someone brought up Creative Commons licensing... and that conversation was also shut down as a "certain industry" claimed it was "too early" to discuss such things. Apparently, this "certain industry" doesn't realize that Creative Commons is a form of licensing too. Like too many maximalists, they consider Creative Commons not to be a form of licensing, but another form of "copyright exceptions," (which it is not)."
You can view a PDF of the University of Leeds OER Guidance (Nov 2012) online from LeedsBlogs. I attending a session by Neil Morris and Dave Lewis on this as the HEA/SEDA conference last year. Their sllides are here http://www.heacademy.ac.uk/assets/documents/oer/Neil_Morris.pptx if you want to see the back story on this. Very sensible and do-able. Congratulations.
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