Open Educational Resources in Higher Education
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Open Educational Resources in Higher Education
sharing, collaboration and repurposing content are the hallmarks of modern education
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Taylor & Francis Online :: Search Results

Taylor & Francis Online :: Search Results | Open Educational Resources in Higher Education | Scoop.it

Distance Education—Special issue on #OER

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OER Engagement Study: Promoting OER reuse among academics - SCORE - The Open University

OER Engagement Study: Promoting OER reuse among academics - SCORE - The Open University | Open Educational Resources in Higher Education | Scoop.it

 The OER Engagement Study investigated the ways in which higher education institutions, individual faculties and support staff foster OER reuse among academics. The research questions (RQ) that guided the design and implementation of empirical work were:

 

1.  What are the main approaches to promoting engagement with OER reuse?

2.  What is the optimal level of engagement with OER reuse from the perspective of different stakeholder roles, and what steps must lecturers go through in order to reach the optimal level?

 

...

 

The emerging model – the OER Engagement Ladder – as well as recommendations and guidance on how to foster lecturers’ engagement with OER reuse should both be a valuable resource to anyone who seeks to strategically encourage open practice in their institution. Main beneficiaries include: academic librarians, staff developers, learning technologists, and staff responsible for implementation of graduate attributes into curricula.

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A Basic Guide to Open Educational Resources (OER) | Commonwealth of Learning

A Basic Guide to Open Educational Resources (OER) | Commonwealth of Learning | Open Educational Resources in Higher Education | Scoop.it

This Guide comprises three sections. The first – a summary of the key issues – is presented in the form of a set of ‘Frequently Asked Questions’. Its purpose is to provide readers with a quick and user-friendly introduction to Open Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively.

 

The second section is a more comprehensive analysis of these issues, presented in the form of a traditional research paper. For those who have a deeper interest in OER, this section will assist with making the case for OER more substantively.

 

The third section is a set of appendices, containing more detailed information about specific areas of relevance to OER. These are aimed at people who are looking for substantive information regarding a specific area of interest.

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Exploring the Business Case for Open Educational Resources | Commonwealth of Learning

Exploring the Business Case for Open Educational Resources | Commonwealth of Learning | Open Educational Resources in Higher Education | Scoop.it

"The authors do an excellent job of situating the contribution of OER in the wider context of the challenges facing education at all levels in an era of economic stringency. They relate OER to the realities of the teaching-learning process, arguing that greater reliance on resource-based learning, rather than large-group teaching, will be essential if wider access to education of quality is to be achieved."

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SCORE - The Open University

SCORE - The Open University | Open Educational Resources in Higher Education | Scoop.it

SCORE is based at the Open University and funded by HEFCE as a three year project (2009-2012) to support individuals, projects, institutions and programmes across the higher education sector in England as they engage with creating, sharing and using open educational resources (OER).

 

SCORE draws on the OU's experience from a range of successful OER projects, including OpenLearn which by April 2008 had published 5,400 learning hours of course content in the LearningSpace and 8100 hours in LabSpace (an area allowing easy remixing, translation and redeposit by registered users). The OER published covers a full range of Open University subject areas from introductory to postgraduate level. All of this content is available for reuse by learners and teachers under an open license.

 

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Inveneo : The Mobile Learning Toolkit for ICT4D Trainers | ICTDev dot org

Inveneo : The Mobile Learning Toolkit for ICT4D Trainers | ICTDev dot org | Open Educational Resources in Higher Education | Scoop.it

 

The mobile learning toolkit is the result of research into mobile phone use and user needs within the African context, however it has been developed for use in all developing contexts. It is intended as a “trainer’s toolkit” that can help deliver a wide range of training activities both inside and outside of the classroom.


The mobile learning toolkit is an open source resource that can be used in the delivery of all kinds of training in any context. It has been designed to be as inclusive as possible, with most of the methods requiring only low end devices (basic mobile phones with voice calling and SMS capability). In this way the toolkit can be used to deliver interactive learning experiences to participants right to the Base of the Pyramid (BoP).

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Turning a Resource into an Open Educational Resource (OER)

An animation illustrating the steps involved in embedding open licences in educational resources, and some of the associated IPR issues.
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Can anyone catch Khan Academy? The fate of the U in the YouTube era | KurzweilAI

Can anyone catch Khan Academy? The fate of the U in the YouTube era | KurzweilAI | Open Educational Resources in Higher Education | Scoop.it
Salman Khan (credit: Khan Academy)

 

Traditional American universities are suddenly running scared of YouTube, Xconomy reports, along with Vimeo, 5min, iTunes U, TED and the Internet Archive.

Without YouTube, Sal Khan and Khan Academy could never have reached his 4 million unique viewers a month with their 3,200 videos, viewed 170 million times.


Via Dennis T OConnor, Jason Dargent, Kim Flintoff
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Online standards the new challenge

Online standards the new challenge | Open Educational Resources in Higher Education | Scoop.it
ONLINE open courseware and the connected rising interest in e-portfolios for student assessment will be as much of challenge for standards as it is now for the educators looking to adapt their curricula.

 

ONLINE open courseware and the connected rising interest in e-portfolios for student assessment will be as much of challenge for standards as it is now for the educators looking to adapt their curricula. Griffith University vice-chancellor Ian O'Connor said changes sweeping university teaching would create new challenges for those attempting to monitor academic standards.

 

But it will inevitably lead to a greater focus on the assessment of student outcomes and graduate capabilities.

 

The growth of massive open online courses, backed by the likes of Stanford, Harvard and MIT, are impossible to ignore and universities are increasingly taking advantage of such content.

Deakin University has said it will embed some of these MOOCs into its own curriculum. Others, such as University of Technology, Sydney, are looking to follow suit.

At the same time, online technology is making it easier for universities to develop and share high-quality content.

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Is the Academic Publishing Industry on the Verge of Disruption? - US News and World Report

Is the Academic Publishing Industry on the Verge of Disruption? - US News and World Report | Open Educational Resources in Higher Education | Scoop.it

By Simon Owens

 

"In the quiet, restrained world of research libraries, any controversies that arise are, for the most part, cordial and largely academic. So some within the industry may have been understandably surprised by the widespread attention paid when, in April, Harvard's Faculty Advisory Council sent a letter to the faculty concerning what it alleged was a crisis with its scholarly journal subscriptions....

 

"Though the letter's short-term impact was to inform the non-academic world of the growing tension between research libraries and journal publishers, many in the industry say its long-term effect lies in its list of recommendations for how to ameliorate the situation. Harvard implores its top researchers to "consider submitting articles to open-access journals" and to "consider resigning" from the editorial boards of journals that don't provide open-access offerings. Because an open-access journal allows anyone to easily and without cost read any of its published material, a large-scale migration to the platform would ease many of the financial burdens posed by subscription journals."

 

While this may seem unimportant to those on the front lines of teaching and learning, it has the potential to be quite momentous in terms of further eroding the position of the hard copy book/journal as the arbiter and foremost vessel of knowledge. -JL

 

Via Scott McLoed on Twitter


Via Jim Lerman
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Why Open Education Matters Video Competition Winners Announced | ED.gov Blog

Why Open Education Matters Video Competition Winners Announced | ED.gov Blog | Open Educational Resources in Higher Education | Scoop.it

What would you do if you thought you had a solution that would make a high-quality education freely available to anyone with a computer or cell phone, help instructors build new teaching skills and get credit for their accomplishments, and also greatly reduce costs for schools, families and students? You’d want to tell the world! That is just what the nearly one hundred videographers who entered the “Why Open Education Matters” video competition, co-sponsored by the U.S. Department of Education, spent part of this summer doing.

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Taylor & Francis Online | Distance Education - Volume 33, Issue 2

Taylor & Francis Online | Distance Education - Volume 33, Issue 2 | Open Educational Resources in Higher Education | Scoop.it

"The articles in this special issue provide an up-to-date overview of OER research and associated policy perspectives and initiatives. They describe some of the rhetoric behind the OER movement and the challenges associated with trying to realize the vision. Through a number of projects, they describe some of the ways in which researchers are attempting to bridge the gap between the rhetoric and the reality. The focus on the relationship between OER and social inclusion/exclusion is particularly valuable, given the underpinning philosophy associated with the OER movement in terms of widening participation and the assumption that education is a right that should be freely accessible for all."

 

KF: This special issue focusses on issues around OER and Social Inclusion. Editorial by Gráinne Conole. A global perspective.

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How to give credit for learning with Open Educational Resources: Six scenarios, a guideline, and a European taskforce

How to give credit for learning with Open Educational Resources: Six scenarios, a guideline, and a European taskforce | Open Educational Resources in Higher Education | Scoop.it
The workshop introduces scenarios for the accreditation of learning acquired through Open Education Resources (OERs), each with different degrees of ‘unbundling’ course design, provision and assessment between different institutions and building on concepts such as “Erasmus”, “Summer School” and “Open Market”.
The scenarios were developed with the aim of supporting the mainstreaming of OER addressing and overcoming perceived barriers to their large scale take-up.
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Digital Scholarship | OERs for digital scholars

Digital Scholarship | OERs for digital scholars | Open Educational Resources in Higher Education | Scoop.it

The material that you can access through this website is intended to help students develop their use of digital technologies in their studies. The materials have been selected from the best OER available and cover the following learning topics:

*Developing Digital Literacies

*Using Multimedia Creatively for Learning

*Learning Collaboratively Online

*Referencing and Avoiding Plagiarism

*Finding Information Online Learning with Social Media

*Ethics, Rights and Intellectual Property

 

Explore more here: http://www.digitalscholarship.ac.uk/

 

A very useful collection of resources for K-20 educators and students. Kudos. -JL


Via Anne Whaits, João Greno Brogueira, Jim Lerman
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Khan Academy

Get Khan Academy on the App Store. See screenshots and ratings, and read customer reviews.

 

Description

Khan Academy allows you to learn almost anything for free.

 

Our iPad app is the best way to view Khan Academy’s complete library of over 3,200 videos.

 

We cover a massive number of topics, including K-12 math, science topics such as biology, chemistry, and physics, and even the humanities with playlists on finance and history.

 

Spend an afternoon brushing up on statistics. Discover how the Krebs cycle works. Learn about the fundamentals of computer science. Prepare for that upcoming SAT. Or, if you’re feeling particularly adventurous, learn how fire stick farming changed the landscape of Australia.

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Guidelines for Open Educational Resources (OER) in Higher Education | Commonwealth of Learning

Guidelines for Open Educational Resources (OER) in Higher Education | Commonwealth of Learning | Open Educational Resources in Higher Education | Scoop.it

TABLE OF CONTENTS

Acknowledgements

Glossary of terms

 

1 Introduction
1.1 Purpose of the Guidelines
1.2 Rationale for the Guidelines
1.2.1 The higher education context
1.2.2 Open licensing and the emergence of OER
1.2.3 The transformative potential of OER
1.3 Scope of the Guidelines

 

2 Guidelines for Higher Education Stakeholders
2.1 Guidelines for governments
2.2 Guidelines for higher education institutions
2.3 Guidelines for academic staff
2.4 Guidelines for student bodies
2.5 Guidelines for quality assurance/accreditation bodies and academic recognition bodies

 

References

 

Appendix 1 — Useful knowledge, competences and skills for effective use of OER in higher education

 

Appendix 2 – Promoting more effective and inclusive education by designing OER for the diverse needs of students

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Open Education Special Interest Group | Association for Learning Technology

Open Education Special Interest Group | Association for Learning Technology | Open Educational Resources in Higher Education | Scoop.it
The Open Education SIG (OESIG) was established in March 2012. Education has the power to transform lives but too often access is restricted.

 

The remit of this SIG is to support, develop, sustain and influence policy in open education.

 

What the SIG undertakes as activities will be decided once members have been recruited. The first activity of the SIG will be to manage a statement of commitment to open education.

 

This remit will be extended following discussions with SIG members.

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Content without Borders | EQUELLA

Content without Borders | EQUELLA | Open Educational Resources in Higher Education | Scoop.it

Content Without Borders is an open access repository service powered by EQUELLA. This publicly accessible repository promotes and provides access to resources contributed by academic institutions and repositories from around the world.

 

Resources are accessible through content harvesting, federated search, or via direct access to the website, enabling access to thousands of resources.

 

Resource contributions are stored and harvested in the Content Without Borders repository as content metadata only and link consumers to the appropriate source repository to view the actual items and attachments.

 

The repository’s resources are made available according to the individual licensing agreements of contributing institutions. Predominately this is via Creative Commons licensing.

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European Journal of Open, Distance and E-Learning

European Journal of Open, Distance and E-Learning | Open Educational Resources in Higher Education | Scoop.it

This article aims to share experience from a Swedish project on the introduction and implementation of Open Educational Resources (OER) in higher education with both national and international perspectives. The project, OER – resources for learning, was part of the National Library of Sweden Open Access initiative and aimed at exploring, raising awareness of and disseminating the use of OER and the resulting pedagogical advantages for teaching and learning. Central to the project’s activities were a series of regional seminars which all featured a combination of multi-site meetings combined with online participation. This combination proved highly successful and extended the reach of the project. In total the project reached around 1000 participants at its events and many more have seen the recorded sessions.

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Going Global - Mark Nemec - How disruptive innovation is reshaping the higher education value chain

Historically, the teaching work of a college or university has involved the combination of three fundamental elements: faculty, curriculum, and credentials. For centuries, universities have thrived in large measure because of their ability to join these distinct elements into a compelling, place-bound educational experience where students sit with faculty to study a curriculum and earn a degree. Together, these elements have comprised a value chain -- a set of interlocking services that have been transacted in such a way as to provide more value in combination than they might have independently. Recent and potentially disruptive innovations within higher education, however, suggest that new forms of value are emerging that could undo the traditional higher education value chain. Organisations like 'University of the People', 'Across World', and 'University Now' among others, are already reimagining what the higher education value chain might look like and are employing radically different business models to accomplish their work.

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Are open educational resources the key to global economic growth?

Are open educational resources the key to global economic growth? | Open Educational Resources in Higher Education | Scoop.it

- The Guardian, International Hub

By being adaptable and accessible, OERs, have the potential to solve the global education crisis and contribute to sustainable economic growth - if governments are prepared to act...


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7 Free Education Websites You Don't Want to Miss - Goodnet

7 Free Education Websites You Don't Want to Miss - Goodnet | Open Educational Resources in Higher Education | Scoop.it
Home schooling is for grownups too!...
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Khan Academy: The hype and the reality

Khan Academy: The hype and the reality | Open Educational Resources in Higher Education | Scoop.it
Khan Academy boasts almost 3,300 videos that have been viewed over 160 million times. That’s a heroic achievement.
But, a mathematician says, there’s a problem: the videos aren’t very good.
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Gooru: Search, Study and Create

Gooru is a free search engine for learning developed by a 501(c)(3) non-profit organization whose mission is to honor the human right to education. http://www.goorulearning.org

 

Gooru is a search engine for learning that allows you to explore and study over 2,600 standards-aligned and personalized study guides. Study guides cover 5th-12th grade math and science topics, and resources include digital textbooks, animations, instructor videos and more. All resources are vetted and organized by teachers or Gooru's content experts, so you don't have to sort through the mess of subpar educational resources available online yourself.

 

Gooru also makes it easy for you to connect with your worldwide peers to make learning a social experience. Post questions to an active community of students, teachers and experts, or find friends and peers to study with.

 

Best of all, Gooru adapts to you. Based on the topics you study and your performance on self-assessments, Gooru suggests resources and study guides that will help you master the concepts. You can track your study habits and monitor your performance on any of the topics you study.
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Can LinkedIn and Academic.edu Enhance Access to Open Repositories? - Opus

Can LinkedIn and Academic.edu Enhance Access to Open Repositories? - Opus | Open Educational Resources in Higher Education | Scoop.it

Abstract

The deployment of institutional repository services has focussed on the development of services for managing content within the organisation or by a trusted agency. At the same time we have seen developments to support management of the use of metadata to maximize access to content hosted in repositories. Related technical approaches, such as 'cool URIs' can also make content more discoverable by search engines such as Google. In parallel we are witnessing the increasing take-up of a range of third-party services such as LinkedIn and Academia which are being used by researchers to publish information related to their professional activities, including details of their research publications. The paper provides evidence which suggests that personal use of such services can increase the number of downloads by increasing SEO (Search Engine Optimisation) rankings through inbound links from highly ranked web sites. A survey of use of such services across Russell Group universities shows the popularity of a number of social media services. In the light of existing usage of these services this paper proposes that institutional encouragement of their use by researchers may generate increased accesses to institutional research publications at little cost to the institution. This paper concludes by describing further work which is planned in order to investigate the SEO characteristics of institutional repositories.

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