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Today saw the publication of an important and very timely resource for open educators and policy makers: Open Education Policies: Guidelines for Co-Creation by Javiera Atenas, Leo Havemann, Jan Neumann and Cristina Stefanelli. The aim of the guidelines is to: “support institutions and governments in the development of open education policies promoting the adoption of open educational practices and resources, and the fostering of collaborations amongst social-educational actors which favour the democratisation of knowledge access and production.” In order to ensure policies have public value, the authors call for a “transversal and democratic approach to policymaking” and identify co-creation as a critical factor in policy effectiveness, in that it helps to ensure that policy makers and communities develop a sense of shared ownership, responsibility and purpose.
Open educational resources have gone global and may help make learning more accessible, equitable and inclusive around the world. So says the new Educause Horizon report, which identifies technologies and trends that are changing higher education. This year’s forecast was created by nearly five dozen higher education experts, a third of them from institutions outside of the U.S. OER was one of six “emerging technologies and practices” the panelists highlighted as most likely to significantly influence postsecondary teaching and learning in the future.
What is your tolerance for failure in education?
Jess Mitchell, senior manager of research and design at the Inclusive Design Research Centre, posed the question on Wednesday to a group of around 850 educators, librarians and other open-access enthusiasts at the OpenEd conference in Niagara Falls, N.Y.
Even as movements like open access gain momentum and increase access to learning materials for more students, Mitchell said, “the so-called playing field is not equal.” Determining where educators draw the line for failure, whether that’s with students of color, low-income students, immigrant students or some other group, determines educational outcomes and equity opportunities for the future.
Open educational materials are very popular. But how can lecturers be convinced to use open educational resources – or even better, create them? Tutorials, guidelines, videos and other information for researchers, lecturers and other interested parties play a key role here.
Public archives represent a democratic vision where all are welcome, ideas circulate, and information is analyzed and diffused for educational purposes.
"Open Educational Resources are teaching, learning, and research resources released under an open license that permits their free use and repurposing by others. OERs can be full courses, course materials, lesson plans, open textbooks, learning objects, videos, games, tests, software, or any other tool, material, or technique that supports access to knowledge.
he term open education has recently been used to refer to topics such as Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs). Historically its roots lie in civil approaches to education and open universities, but this research is rarely referenced or acknowledged in current interpretations. In this article the antecedents of the modern open educational movement are examined, as the basis for connecting the various strands of research. Using a citation analysis method the key references are extracted and their relationships mapped.
Attention all teachers—veteran teachers especially. You have much of value to offer your students. You probably also have much of value to offer the teachers at your school. But what if you’re one of those teachers who also have much of value to offer the world of education at large?
Open education is an increasingly important part of how educational institutions deliver their public mission and commit to increased quality and more effective education, and it is also a potential means of achieving social inclusion and equal opportunities. Open educational practices provide paths for educational institutions to be more accountable to society, they modernise education by embracing the use of digital technologies, and they also promote transparent strategies. Going open is a process for all involved: institutions, learners and society. It depends on creating both digital and non-digital opportunities to make education more collaborative, more transparent and more inclusive.
This presentation by the Open.Michigan Team provides an introduction to Open Educational Resources (OER), shows several examples, and provides an overview for the Open.Michigan initiative. The presentation also demonstrates the steps involved in creating and sharing your own educational materials as OER.
Learning about Creative Commons licenses was a game changer for me. I’d been teaching undergraduates for almost two decades when I first heard Cable Green speak about how open educational resources can allow for easier sharing and collaboration around educational materials. I sensed that a seismic shift was going to happen in my pedagogy, but it’s taken me a few years to see OER's even larger potential for my work.
The OER movement continues to have a significant impact on students, faculty, and the way teaching is occurring. OER can overcome barriers to students
Via Becky Roehrs
E-learning encompasses not only technology but also pedagogical and instructional strategies to configure a complete learning environment based on the Internet. E-learning is nowadays widely used in higher education as a mean for supporting learning on academic programs. Concurrently, the Open Educational Resources (OER) are becoming a valuable alternative to improve access to high-quality educational content released under open licenses by outstanding universities worldwide. The conjunction of both concepts can configure a strategy to improve the quality of the curricula in the higher education institutions, particularly in development countries, in order to equalize the learning outcomes of international academic programs and to reduce the cost associated with educational content development. This work aims to achieve a preliminary understanding of the potential of the OER availability to be used in E-learning environments. As a case study, we have conducted an exploration of the feasibility of using OER to supplement E-learning environments for Higher Education in Computer Science at Ecuador. The search of the OER suitable to be used for this purpose has been performed on all categories of OER websites, including Open Courseware projects of prestigious universities. Moreover, this paper highlights the main barriers as well as the opportunities derived from adopting OER in E-learning environments.
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Earlier this week I had the pleasure of giving the closing keynote to this year’s CILIPS conference. Like all conferences this year, it changed from a face to face meeting to an online conference. The conference team at CILIPS did a great job moving everything online. I was lucky enough to be able to dip in and out of the conference over the 2 days it ran. It was both inspiring and humbling to see some of the work that delegates shared.
On the 19th Feb I gave my inaugural lecture (rather belatedly, having become a Prof about 15 years ago), as part of the Open University’s 50th anniversary celebrations. Given the delay it was something of a mix between an inaugural and a valedictory, as I chose to trace the changing nature of open education through the personal narrative of my own involvement in projects at the OU. My pitch was that up until the 90s, ‘open education’ roughly equated to the open university model – there were some variations, but it was largely focused on access to higher education. The advent of the internet, and wide spread popularity of the web, both deliberately ‘open’ systems, changed this.
Good afternoon! A note about accessibility before I begin. If you would like to follow along with the written version of this talk, you can visit http://bit.ly/palakeynote. That link will also have the images on the slide deck with embedded descriptions for your screen reader, and the embedded video has closed captions.
I was really honored to be asked to keynote this luncheon for the Pennsylvania Library Association’s College and Research division at the PaLA annual conference… particularly because I fancy myself a parallel-universe librarian, and I know that out there through a wormhole somewhere, it is 1979 and I am using one of those thunk-thunk machines to date-stamp library book cards.
Latest in the EDUCAUSE "7 Things" series is 7 Things You Should Know About Open Education: Content. Just 2 pages long it addresses the questions (those are the "things") 1. What is it? (This starts "Open educational resources (OER) are teaching, learning, and research materials in any medium that reside in the public domain or that have been released under an open license that permits no-cost access, use, adaptation, and redistribution by others.") 2 How does it work? 3 Who’s doing it? (Giving examples of repositories and use: I think all the examples are North American) 4 Why is it significant? 5 What are the downsides? 6 Where is it going? 7 What are the implications for teaching and learning? Download (open access) from https://library.educause.edu/resources/2018/6/7-things-you-should-know-about-open-education-content?
Conceptualisations of open educational practices (OEP) vary widely, ranging from those centred primarily on the creation and use of open educational resources (OER) to broader definitions of OEP, inclusive of but not necessarily focused on OER. The latter, referred to in this paper as expansive definitions of OEP, encompass open content but also allow for multiple entry points to, and avenues of, openness. This paper explores the theoretical and empirical literature to outline how the concept of OEP has evolved historically. The paper aims to provide a useful synthesis of OEP literature for education researchers and practitioners.
Sharing Practices, Building Community
WELCOME TO THE OPEN PEDAGOGY NOTEBOOK This website is designed to serve as a resource for educators interested in learning more about Open Pedagogy. We invite you to browse through the examples, which include both classroom-tested practices and budding ideas, and to consider contributing examples of your own experiments with open pedagogy.
Who is Bonnie Stewart? Can you introduce yourself and your research interests?
I am an educator who has been teaching and working in higher ed for almost two decades now. My current role is Program Lead for Experiential Education at the University of Prince Edward Island in Atlantic Canada. My job involves building a coherent campus-wide picture and process for integrating experiential opportunities into learning, and developing includes work in distance ed, adult ed, and participatory digital communications, in addition to my Ph.D research in digital and open scholarship.
Open Educational Practices (OEP) #CamLibs18
The focus of many open education projects is to provide access to education. But what does access mean? If the materials are not accessible for each and every student, do they fulfill the mandate to deliver fully open education? The open education movement has helped people in different parts of the world access content that they would otherwise not be able to view or interact with. Open education resources reduce costs for students and allow for greater flexibility for instructors. Accessibility can help push the movement even further forward.
This post is part of my reflection on an upcoming talk I’m giving at Douglas College about open pedagogy: “What’s Open about Open Pedagogy?” In my previous post I started collecting some examples of activities that people have put under the umbrella of open pedagogy. In an earlier post I collated a number of definitions of open pedagogy, and in my next post I plan to dig more deeply into what I think open pedagogy is and what might be “open” about it.
When it comes to the ‘Create’ part of the 7 Cs of Learning Design most course creators will create original content for the core of their course. However, it can be beneficial to incorporate ready made content from other sources rather than constantly reinventing the wheel.
Provided you respect any attached copyright and distribution restrictions, many educators are happy for their content to be shared to a broader audience.
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