1. OpenCourseWare projects aim to advance learning globally by freely sharing open educational resources organized as courses.
2. They involve institutions committing to openly share some of their educational materials like text, videos, and other materials developed for online learning.
3. Open education is part of a larger open movement, which includes open content, open educational resources, and open courseware, all of which freely share knowledge and education.
This document provides an overview of Gráinne Conole's career history and research interests. It summarizes her path from studying chemistry to taking on roles leading the adoption of educational technology. It also outlines her three main phases of research focus: open practices on the internet, learning design, and social/participatory media. Throughout her career, she has advocated for more open and collaborative approaches to teaching and learning using digital technologies.
Open Educational Resources (OER) - Benefits and Challengesrebeccagottberg
Open educational resources (OER) are educational materials that can be freely used and reused without cost. This document discusses the benefits and challenges of OER. The benefits include affordability, accessibility, additional learning resources, engagement, and up-to-date materials. However, challenges include issues of sustainability, quality, gaining faculty and institutional acceptance, and ensuring equal digital access. Overall, OER has potential to improve education but also faces obstacles that must be addressed for broader implementation.
Digital literacies and digital identities were discussed. Key points included:
1) Digital literacies involve social practices and meaning making with digital tools, going beyond just skills to include competence and participation.
2) Digital identity involves how one presents and interacts online through facets like reputation, impact, and openness. Issues around privacy, interpretation, and vulnerability were raised.
3) The future will involve challenges around disaggregation of education, needing new digital literacies, business models, and pedagogies as boundaries continue to blur with technology advancement.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications, including creating a personalized digital learning environment. Social media allows students to communicate with peers and demonstrate competencies, while researchers can join global communities. Benefits include interaction, but risks include privacy issues. Different types of social media tools are outlined for learning, teaching and research purposes. Case studies demonstrate uses for recruitment, research dissemination, employability and public engagement. The document recommends developing digital literacy skills to harness social media's potential.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
Open Education Revolution: From Open Access to Open CredentialingUna Daly
Online Teaching Conference Presentation on how Open Education has changed from Open Access to Open Credentialing. Presentation by Una Daly, Community College Outreach Manager at OCW.
The document provides an overview of open education. It defines open education as digital educational resources that are free to access, use, distribute and revise. It discusses the arguments in favor of open education, including technical, political, economic and educational benefits. Some challenges of open education mentioned include copyright issues and willingness of teachers and students to openly share educational resources and participate in open courses. Major concepts in open education discussed are open educational resources (OER), open courseware (OCW), and MOOCs (massive open online courses).
The document provides an overview of open educational resources (OER). It discusses the history of OER, including early initiatives like Project Gutenberg and MIT OpenCourseWare. It defines OER according to organizations like UNESCO and the William and Flora Hewlett Foundation. The document outlines the principles of OER, including being freely available, adaptable, and openly licensed. It discusses advantages like lower costs, improved access, and customization possibilities. Potential weaknesses include issues with quality control, sustainability, and reliance on internet access.
This document discusses various massive open online courses (MOOCs) platforms and providers. It begins by defining a MOOC as an online course aimed at unlimited participation and open access via the web, using videos, readings, and problem sets along with interactive discussion forums. It notes that MOOCs are a recent development in distance education. It then discusses some key characteristics of MOOCs including being free, open to anyone with an internet connection, and having very large enrollments. The document goes on to summarize several major MOOC platforms including edX, Coursera, Udacity, Khan Academy, and a proposed local platform called Knowbita. It provides brief overviews of their approaches, features, and
This document provides an overview of Open Educational Resources (OER) from a workshop for BCIT part-time studies. It defines OER as freely accessible teaching, learning and research resources that can be fully used and shared digitally. Examples of OER include open textbooks, videos, course materials and software. Research presented found that student achievement and outcomes were the same or better when using OER compared to commercial textbooks. OER quality was evaluated in studies and found to be about 50% as good, 35% superior, and 15% inferior to traditional resources. The document discusses OER licensing, notably Creative Commons, and provides lists of open education repositories and resources that instructors can use and adapt for their courses.
This document discusses the use of social media and Web 2.0 technologies for teaching and learning. It begins by outlining characteristics of Generation X and Y students and how their tools and methods of learning have changed. It then provides an introduction to social media tools like blogs, wikis, social bookmarking, social networking and media sharing sites and their potential uses in education for communication, collaboration, and sharing content. Specific tools are highlighted and screenshots provided. The document stresses that these technologies can engage online learners and transform education by integrating the tools students already use.
This document introduces open educational resources (OER). It defines OER as educational materials that can be freely shared, adapted, and reused. It discusses how OER are enabled by changes in philosophy around openness, the affordances of the Internet, alternative copyright licensing like Creative Commons, and various financial models. Examples of OER repositories, textbooks, videos and courses are provided. The benefits of OER in terms of access, collaboration and new opportunities are highlighted.
Finding Open Textbooks and CA State OER InitiativeUna Daly
Presented by Una Daly, Community College Outreach Director, at the Mid-Pacific ICT 2013 Conference in San Francisco January 3rd.
The state of California recently adopted legislation to develop open textbooks for the 50 highest enrolled college classes and store them in a statewide repository. The goal of the legislation is expanding access to education by saving students thousands of dollars each year in textbook costs. A key component of this equation is the adoption of open textbooks by the faculty and staff who support students and their learning.
Come to this session to learn more about finding, selecting, and adopting open textbooks and OER to enhance student learning. Case studies from the Community College Consortium for Open Educational Resources will be shared and an invitation to join their open and collaborative Advisory Board will be extended
Creating an Online Course Based on Elearning 2.0 ConceptsSteve Yuen
The document discusses the concepts of E-Learning 1.0 and 2.0. E-Learning 1.0 focuses on structured courses delivered through an LMS, while E-Learning 2.0 takes a more flexible approach using discrete Web 2.0 tools to support ad-hoc learning communities. The researcher designed and taught two graduate online courses based on E-Learning 2.0 concepts. A survey found that students had a positive experience with the E-Learning 2.0 approach and tools and felt a strong sense of community and interaction in the courses.
Open educational resources: What are they and where do i find them?Amy Castillo
Presented at the Excellence in Teaching 2017 conference on February 10, 2017. Abstract: Have you ever considered using an open textbook in your class? How about open courses, quizzes, lab manuals, or other course materials? Open Educational Resources (OERs) are free and free to reuse resources or course materials that you can repurpose in your classes, including both written and multimedia content. There are OERs available for every subject matter and academic level. Tarleton librarians, Margie Maxfield Huth (Systems Librarian) and Amy Castillo (Periodicals & Electronic Resources Librarian) will discuss what OERs are, and how they can be used in the classroom. They will also show resources for identifying OERs that might be appropriate for use in your classes.
The document discusses open educational resources (OER) and their benefits. It notes that OER allow free use and modification of teaching, learning, and research materials. OER can help reduce costs for students by eliminating textbook fees. They also provide more flexibility for educators to customize course materials. The document reviews different types of OER licenses and provides examples of organizations that support locating and creating high-quality OER.
The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them in the classroom. Blogs allow for diary entries, reactions to class topics, and interaction between students. Wikis enable collaborative writing and provide a non-linear structure. Podcasts make audio files accessible for listening and language practice. The document explores advantages and considerations for using each tool and provides example platforms.
1) TU Delft offers various open education initiatives including OpenCourseWare (OCW), Massive Open Online Courses (MOOCs), and online distance education programs.
2) OCW provides course materials for over 100 courses at both the bachelor's and master's level for free worldwide exposure but without interaction or certification.
3) TU Delft is launching courses on the edX platform to explore online education and research its potential to improve campus education through MOOCs. Four courses will be offered in the 2013-2014 academic year.
Willem van Valkenburg is the coordinator of the TU Delft Open Education team and project leader for an EU project on open courseware in European higher education. He discusses MOOCs and DelftX, TU Delft's participation in the EdX consortium. MOOCs are massive open online courses that are open to unlimited participants, offer online interactions, and provide certificates of completion. DelftX will offer four courses in its first year, including introductions to water treatment and aerospace engineering, through the EdX platform.
CCCOER open education week reception at Innovations 2012Una Daly
This document summarizes an event celebrating Open Education Week from March 5-10. It discusses open educational resources (OER) which are openly licensed teaching and learning materials that can be freely used and adapted. Examples of OER include open textbooks, courses, videos and images. The benefits of OER include reducing costs for students and enabling collaboration. Various organizations that support OER are mentioned including the OpenCourseWare Consortium and the Community College Open Educational Resources Consortium.
MOOCs provide opportunities for teachers and learners. For teachers, MOOCs allow for professional development by learning new content and teaching styles. MOOCs can also be added to traditional classes by using MOOC content and discussions. For learners, MOOCs increase access to education and provide flexible, self-paced learning. However, learners need computer access and time to benefit. MOOCs are also driving changes to education through the globalization and digitization of learning.
Sloan-C Merlot 12: OER and Accessibility Higher Education Status and IssuesUna Daly
Gerry Hanley, Merlot; Una Daly, Open Courseware Consortium; and Mark Riccobono, National Federation for the Blind present on the importance of designing in accessibility for OER producers and consumers.
Don’t want to develop your new course from scratch, but you’d rather reuse what others have already created? Have you ever considered integrating a MOOC in your campus course? In this practical workshop you’ll create your open course design. You will learn where to find educational resources available for reuse and how to integrate them (including MOOCs) in your course design.
This document summarizes a talk on the impact of open scholarship on teaching and scholarly practice. It defines open scholarship and discusses how it relates to pedagogy, use of open educational resources in teaching, and engaging in open practices. It also touches on challenges of open scholarship like dealing with trolls and issues around job promotion. Overall, the document advocates that open scholarship can improve teaching through more collaborative and sharing approaches, but cautions there are also risks to consider.
Open Education Week: Community College OER Innovation PanelUna Daly
Presentation from Open Education Week, March 13, 2013
From a "Basic Arithmetic MOOC” to an “OER-based General Education Certificate”, learn about the innovation at our two-year public colleges and how to best support institutional adoption of OER at your college.
Website: http://oerconsortium.org
How to participate
Webinar time: 19:00-20:00 GMT/UTC
Webinar language: English
PRIOR TO THE MEETING
Test Your Computer Readiness
Use the following link to login to the webinar: http://www.cccconfer.org/MyConfer/GoToMeetingAnonymousely.aspx?MeetingSeriesID=7f5ae919-67a1-4e98-8cf7-861fc0692b93
When prompted, please enter first and last name, email address, and screen name and click on the Connect button to proceed to webinar.
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr. Wm. Preston Davis
Director of Instructional Services, ELI, Northern Virginia Community College
Dr. Donna Gaudet
Math Professor, Scottsdale Community College, Arizona
Quill West
OER Project Director, Tacoma Community College, Washington
Digital technologies and education were discussed over three phases: multimedia/internet, learning design, and social media. Five key facets of technologies were reviewed: openness and the rise of OER/MOOCs; mobile learning and its benefits of learning anywhere; social media and participatory web; digital identity and online presence; and distributed cognition through access to vast information. Both advantages and disadvantages of technologies were considered, such as accessibility versus distraction. Future challenges were identified around new business models, skills gaps, and blurring boundaries between formal and informal learning.
Getting started with Open Education: Open & Online Education for Capacity Bui...Gijs Houwen
Presentation about the opportunities for the use Open & Online Education for Capacity Building, and the need for a new (Open) model to do so.
Presented at the NUFFIC/PIE seminar on november 25th, 2014.
The document summarizes a presentation about a social learning solution called Virtual Campus. It describes Virtual Campus as an eLearning platform that brings together social media and learning. It allows for social, collaborative, and independent learning. The platform provides features like a learning management system, social learning network, easy academic integration and add-on features. It promotes learning through socialization, self-study, and mentorship. The presentation outlines the benefits, process, and potential uses of Virtual Campus. It positions Virtual Campus as the top choice for eLearning in the Philippines.
This document summarizes digital literacy skills for language teachers. It discusses the evolution of learning with digital natives and 21st century skills. It also covers moving from simply using technology to integrating it, including models like TPACK and SAMR. The document then outlines several important digital literacies for teachers, such as hypertext literacy, visual media literacy, search literacy, tagging literacy, online identity literacy, and instructional design literacies like MOOCs, flipped classroom, and micro-lectures. Overall, the document provides an overview of key digital skills and competencies needed for modern language educators.
The document outlines several arguments for being open with educational materials:
1) The technical argument is that there is no education without open source materials.
2) Politically, being open can increase exposure for educational institutions and individuals like teachers and researchers.
3) Economically, research shows open materials may increase sales of related books and resources through greater exposure.
That's a concise three sentence summary of the key points made in the document about arguments for being open with educational materials.
This document outlines a presentation about using technology in 21st century teaching. It discusses how students' behaviors, needs, and learning styles have changed with increased technology use. Examples are provided of various technologies and online tools that can be used in the classroom, such as Facebook, Dropbox, Google Sites, Google Docs, and Prezi. Ethical considerations around topics like maintaining client confidentiality in the digital age are also addressed. Attendees are encouraged to share their own experiences using technology in the classroom and discuss potential applications.
This document summarizes Gráinne Conole's presentation on disruptive learning innovations. The presentation discusses (1) disruptive technologies like MOOCs and their impact on education, (2) emerging learning innovations like the flipped classroom and mobile learning, (3) the shift from VLEs to more learner-controlled PLEs and PLE+, and (4) the need for new pedagogical approaches and learning designs to facilitate learning in changing environments.
Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-belawati/
13 June 2014 (Friday)
14:00 – 14:50
Keynote 2: Open Education, Open Educational Resources and MOOCs
Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE))
Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)
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The document discusses online teaching and learning during and after the pandemic from the perspective of TU Delft Extension School. It provides an overview of the Extension School's mission, vision, and strategic goals to educate the world through affordable and accessible online education. It then discusses TU Delft's experience with teaching and learning during COVID, and introduces the EMBED model as a framework to evaluate and improve blended learning at the institutional, program, and course levels.
Online teaching and learning during the COVID-19 era: lessons learned and lon...Willem van Valkenburg
This document discusses lessons learned from online teaching and learning during the COVID-19 pandemic and their potential long-term impacts. Some of the key changes that may persist include less fear of technology, more blended or hybrid classroom learning becoming standard, new forms of assessment replacing solely paper exams, increased collaboration through global projects, and different types of virtual exchange. The pandemic has accelerated adoption of online learning technologies and practices that may fundamentally change higher education.
Open Education Global is a global non-profit organization that supports the development and use of open education worldwide. Its vision is for everyone to have access to high-quality, shared education. It builds community among open education advocates, convenes events, and advocates for open education policies and practices. It also curates and shares examples of open education and facilitates collaboration on special projects like the UNESCO OER Recommendation.
The presentation outlines TU Delft's strategic plan for open science and open education. It discusses establishing an open science program with projects on open access, an open publishing platform, FAIR data and software, and cross-cutting themes. The goals for open education are to be a frontrunner, gain recognition for teachers, innovate education, keep it accessible and affordable, and contribute to sustainable development goals. Next steps include hiring dedicated staff to implement the strategic plan.
The document discusses open education and its goals of providing lifelong learning opportunities for all through open educational resources (OERs). It notes that open education combines traditional knowledge sharing with modern technology to create openly shared educational resources that are responsive to learners' needs. OERs offer free access to courses and programs, as well as cost savings over expensive textbooks. They allow educators to adapt materials to local contexts and innovate. Open education promotes inclusion, equity, quality, and access to education for all.
This document presents a European maturity model for blended learning. It defines key terms related to blended learning such as blended learning, blended teaching, and blended education. It describes blended learning at the micro (course/program), meso (institute), and macro (government/society) levels. The conceptual framework includes dimensions for evaluating blended learning courses, such as course design process, flexibility, and interaction. The goal is to help institutions and educators improve blended learning practices through a structured approach.
The document discusses the long-term impact of MOOCs and open education. It argues that in the short term, MOOCs have increased enrollment and visibility for universities. However, in the long run, MOOCs will have a greater impact by transitioning from standalone courses to integrated programs and credits, expanding education globally, supporting continuous learning beyond initial degrees, blending online and in-person learning, and advancing the open education movement. Universities will evolve from traditional models to embrace these long-term trends fueled by open online education.
This document summarizes the history and goals of open and online education at Delft University of Technology. It began with OpenCourseWare in 2007 and MOOCs in 2013. The goals are to educate the world, improve education quality, find new revenue models, and conduct relevant research. Delft offers a range of open courses from OpenCourseWare to online academic courses, as well as professional certificates and microcredentials. It supports online learning through instructional design, multimedia, and evaluation. Blended learning combines online and on-campus education to enrich students' experience.
The long run impact of MOOCs will be significant according to the presenter. In the long run, MOOCs will lead to (1) courses being bundled into credit-bearing programs and microcredentials, (2) education becoming more global in reach from national to worldwide, and (3) a shift from initial education to continuous lifelong learning. Classrooms will also evolve from traditional lectures to blended learning combining online and in-person. Overall education will move towards being more open through open educational resources and MOOCs.
This document discusses the impact of online education at Delft University of Technology. It begins with an overview of TU Delft, including its degree programs and growing student population. It then covers the history of online initiatives at TU Delft dating back to 2007. A major part of the presentation focuses on TU Delft's Open and Online Education Program, which includes MOOCs, blended education and online courses. The document discusses several ways online education has impacted campus education, including increasing international enrollments, enriching students' learning experiences, enabling blended learning approaches and fostering new connections between education and research. Research in online learning at TU Delft is also summarized.
keynote presentation for EADTU conference on Thursday 11th October 2018 in Aarhus (Denmark) about the EMBED project: European Maturity Model on Blended Education
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This document discusses quality assurance for online education programs at Delft University of Technology. It outlines Delft's vision to educate the world through open and online education. It also describes Delft's process for ensuring quality, including an educational quality cycle of course development, evaluation, and improvement. Delft has received external recognition and awards for its innovative online learning programs and MOOCs. Key challenges include addressing conservatism in education and determining quality recognition for MOOCs with their typically low completion rates.
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This document summarizes the TU Delft's project to migrate from Blackboard to Brightspace. It discusses (1) the context and goals of TU Delft, (2) how the project was set up with interdependent teams, (3) their change and implementation strategy of involving faculty and a two-stage migration, (4) lessons learned about ensuring education is the focus, governance, and support, and (5) their plans for education innovation now that the foundation is in place.
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1. advancing formal and informal learning through the
worldwide sharing and use of free, open, high-quality
education materials organized as courses.
Open Sharing, Global Benefits
The OpenCourseWare Consortium
www.ocwconsortium.org
2. Willem van Valkenburg
Director TU Delft OpenCourseWare
OCW.tudelft.nl
Assistant to the President of the
OpenCourseWare Consortium
Projectleader EU-project
OCW in the European HE context
twitter.com/wfvanvalkenburg slideshare.net/wfvanvalkenburg
12. What is “Open”?
• Free • Quality assurance
• Shared • Varied availability by
• Choices disciplines
• Ability to adapt • Available to anybody
• Cost effective • Digital
• Ability to tailor & build • Often multimedia
your own • Accessibility—more
• Creative Commons accessible to some and
• Freedom of info and use less to others
CC-BY Brandon Muramatsu: http://www.slideshare.net/bmuramatsu/oex
13. OCW part of the Open Movement
Open Content • OCW is only one type of
Open Educational
Open Resource (OER).
Educational • OERs are only one type of
Resources
Open Content.
• We have much to share
OCW
with each other.
14. What are Open Educational Resources?
• Shared educational materials
• Openly licensed for distribution, re-use and
modification
• Available to anyone via the internet (and often
other means)
15. What is OpenCourseWare?
• High quality educational materials organized
as courses
A course is package of educational materials starting a
particular point in the knowledge spectrum, designed to lead
to greater understanding of the issue or topic
• Openly licensed for distribution, re-use and
modification, available to all on the internet
16. What is a MOOC
• Massive
• Open
• Online
• Course
Image CC-BY-NC Gordon Lockhart:
http://gbl55.wordpress.com/2011/03/08/cck11-man-this-mooc-is-something-else/
17. Massive
• Stanford University – Artificial Intelligence
course
– 160,000 students
• MIT – Circuits and Electronics course
– 120,000 students
• Indiana – Instructional Ideas and Technology
Tools for Online Success
– 4,000 students
18. Open
• Everybody can participate
• But more important, there are many ways to
participate:
– ‘open’ means being able to watch
– ‘open’ means being able to participate at your
own level
– ‘open’ means participating publicly, so other can
watch
Source: http://www.slideshare.net/Downes/education-as-platform
Image CC-BY-NC-SA: http://www.flickr.com/photos/marcwathieu/2412755417/
19. Online
• Means that it is connective,
interactive
• You can’t put a MOOC on a DVD
• The MOOC is the process
• It is a process that is greatly aided by being
online:
– Many tasks are automated, scaffolded
– Much greater communicative capacity
– More access to data, calculations
Source: http://www.slideshare.net/Downes/education-as-platform
Image CC-BY-NC-SA: http://www.flickr.com/photos/gforsythe/5552385806/
21. Mechanical MOOC
Exercises &
Content Quizzes
E-mail Lists Study Groups
22. advancing formal and informal learning through the
worldwide sharing and use of free, open, high-quality
education materials organized as courses.
What are OpenCourseWare projects?
• Institutions that have committed to sharing some of their
educational materials with the world
• Can be text only – reproduction of materials used for
classroom lectures
• Can include video, recordings, materials developed
especially for internet learning
• Can be translations of courses already on OCW sites
• Can be remixes of materials from various courses and
local contexts
23. What is Open Education?
• Ecosystem of different Open Initiatives:
24. Comparing
OPEN
TRADITIONAL COURSE OPEN EDUCATION ONLINE EDUCATION
WARE
ACCESS Tuition fee Open Open Tuition fee
STUDENT Yes, mostly No Yes, online learning Yes, online learning
INTERACTION offline platform & social platform & social
media media
INTERACTION Yes No Yes, online learning Yes, online learning
platform & social platform & social
WITH media media
LECTURERS
EXAMS Yes Yes, but Yes, online Yes, online and on
self testing campus
CERTIFICATES Yes, No Yes, non accredited Yes, accredited
accredited
DIPLOMA Yes, No No Yes, accredited
accredited
Translated from http://www.e-learn.nl/2012/07/06/onderwijs-in-de-online-wereld
26. advancing formal and informal learning through the
worldwide sharing and use of free, open, high-quality
education materials organized as courses.
What is behind this?
27. Why OER?
Education Buy One, Paradox The $5
is Sharing Get One of Free Textbook
technical argument political argument financial argument financial argument
Facilitate the Continuous Content is Do the Right
Unexpected Improvement Infrastructure Thing
serendipity quality argument innovation argument moral argument
argument
CC BY David Wiley:
http://www.slideshare.net/opencontent/openness-arguments-and-examples
29. 1. Education is Sharing
• Teachers Share With Students
• Students Share With Teachers
• Knowledge is Magical:
– Can be given without being given away
• Educational Sharing also means adapting or
editing
– but copyright forbids this
32. 3. The Paradox of Free
Won’t people stop paying for the
course materials or books if they’re
free?
33. Research from David Wiley
• Over 2% of people who access open online
courses become paying customers
• Downloads of free online books correlate
strongly with sales of print books
• A for-profit business can be financially
successful using CC licenses on its textbooks
Source: davidwiley.org
40. 6. Continuous Improvement
Almost every industry (1) gathers
and (2) uses data more effectively
than we do
41. What If You Could Know
• Which students need the most help?
• Specifically what those students need help
on?
• The least effective parts of you curriculum?
• Which parts of your tests are malfunctioning?
Knowing what needs fixed, when you don’t
have permission to fix it
44. • To speed innovation, increase quality and
decrease cost of infrastructure
• Content is Critical
– An important part of every educational
institution’s infrastructure
• Examples
– Openstudy.com
– University of the People: tuition-free online university
– OER University
– Mozilla Badges
48. advancing formal and informal learning through the
worldwide sharing and use of free, open, high-quality
education materials organized as courses.
Our mission
to advance formal and informal learning
through the worldwide sharing and use of
free, open, high-quality education materials
organized as courses.
49. Over 260 institutions and
organizations worldwide supporting
open sharing in education
50. • ~260 members
• ~170 live OCW sites
• ~20,000 courses
http://www.ocwconsortium.org
53. Why? Philosophical
• Expanding access to education & knowledge
• Building on others’ ideas
• Creating possibilities for new educational
systems
• Maximizing educational euros
54. Why? Institutional benefits
• Showcasing existing courses and educational
quality
transparency = respect & trust
good public relations
55. Why? Institutional benefits
• Strengthen teaching and learning outcomes
– Provide examples of excellence for faculty and
students
– Professional development
– Supports student learning
– Can lead to
partnerships, collaborations, recognition
56. Why? Outreach benefits
• Bridge between secondary and higher
education
– Skill and knowledge courses available to prepare
students for higher education
– Assist disadvantaged learners and those returning
to education
– Insure good fit between student and institution
57. Why? Outreach benefits
• Workforce development
– Updating skills
– Retraining sectors that are downsizing or
becoming dated
– Pathways to short courses or certificates
US Department of Labor $2,000,000,000 TAA grant specifically to support
creation of job retraining OER
58. Why? Innovation
• Current global higher ed system can’t reach
everyone who wants an education.
• Cost and access barriers to current system.
• Systems don’t serve everyone equally well.
UNESCO's world conference on Higher Education projects that post-
secondary education will need to provide places for an additional 98
million learners over the next 15 years. Stated differently, this would
require "require more than four major universities (30,000 students)
to open every week for the next fifteen years". (Daniel 2011.)
60. Washington’s Open Course Library
• A collection of openly licensed (CC-BY)
educational materials for 81 high-enrollment
college courses
Project Goals:
– Lower textbook costs for students
– Improve course completion rates
– Provide new resources for faculty
Credit: Tom Caswell, CC BY
– Please visit: http://opencourselibrary.org
Credit: Timothy Valentine & Leo Reynolds CC-BY-NC-SA
68. >1.5 million printed self declarations of learning from
successful completion of open courses
Through open courses they are reaching a population they don’t normally serve
>40% have no education or training beyond secondary school
Income range %
Gender %
>8.500 enrollments in formal courses
77% up to US$ 1250,00
69. >1.5 million printed self declarations of learning from
successful completion of open courses
Through open courses they are reaching a population they don’t normally serve
>40% have no education or training beyond secondary school
Income range %
Gender %
>8.500 enrollments in formal courses
77% up to US$ 1250,00
71. Characteristics of a library
• Materials repository
• Archive
• Evolving hub for knowledge
• Houses different collections
• Serves a variety of users
• Users can select what is relevant to them, modify for their use
and can contribute to the body of knowledge and materials
• Supports educational pursuits
• Community center for idea exchange
• Public good
72. Characteristics of a library
• Materials repository
• Archive
• Evolving hub for knowledge
• Houses different collections
• Serves a variety of users
• Users can select what is relevant to them, modify for their use
and can contribute to the body of knowledge and materials
• Supports educational pursuits
• Community center for idea exchange
• Public good
These also describe Open Educational Resources
73. .
http://www.flickr.com/photos/travelinlibrarian/223314057/
How?
Commitment to sharing knowledge and
improving access to education
Expertise and experience to advance learning
in the digital age
74. .
How?
Infrastructure expertise:
•Copyright
•Metadata
•Indexing
•Storage
•Search and discovery
•Creating and maintaining repositories
•Sharing resources among disbursed
repositories
75. .
How?
Relationships:
•Libraries sit at the heart of universities –
have unbiased relationships with all
departments and units
•Librarians are trusted partners in
academics
•Already doing outreach with
faculty, staff, students on available
resources
76. .
How?
You already have the
skills, expertise and
commitment to lead
open education at
your university
http://www.flickr.com/photos/wfryer/2516648940/
77. advancing formal and informal learning through the
worldwide sharing and use of free, open, high-quality
education materials organized as courses.
Resources:
www.ocwconsortium.org/communities/toolkit
Reaching the Heart of the
University: Libraries and the
Future of OER
Pieter Keymeer, Molly Kleinman, Ted
Hanss (U Michigan)
http://hdl.handle.net/2027.42/78006
“Open” by Loop_oh
http://www.flickr.com/photos/loop_oh/4493818473/sizes/m/in/ph
otostream/
78. advancing formal and informal learning through the
worldwide sharing and use of free, open, high-quality
education materials organized as courses.
Open Sharing, Global Benefits
The OpenCourseWare Consortium
www.ocwconsortium.org
79. advancing formal and informal learning through the
worldwide sharing and use of free, open, high-quality
education materials organized as courses.
Photo credits:
Share
http://www.flickr.com/photos/opensourceway/4424154829/in/photostream/
IMG_4591 http://www.flickr.com/photos/bionicteaching/4700979984/ cc-by-sa
La belle tzigane http://www.flickr.com/photos/joyoflife/21063837 cc-by-sa
Karen and Sharon http://www.flickr.com/photos/brookebocast/209420446/
cc-by-nc-sa
Learn http://www.flickr.com/photos/heycoach/1197947341/ cc-by-nc-sa
Discussion http://www.flickr.com/photos/djof/294059951/
cc-by-nc-sa
Asian Library Interior 5 http://www.flickr.com/photos/ubclibrary/453351638/ cc-by-nc-sa
Petru http://www.flickr.com/photos/joyoflife/23724427/ cc-by-nc-sa
Opensourceways http://www.flickr.com/photos/opensourceway/4371000710/ cc-by-sa
80. advancing formal and informal learning through the
worldwide sharing and use of free, open, high-quality
education materials organized as courses.
Activities of the OpenCourseWare Consortium are generously supported by:
The William and Flora Hewlett Foundation
Sustaining Members of the OCW Consortium:
The African Virtual University
China Open Resources for Education
Delft University of Technology
Fundação Getulio Vargas
Japan OpenCourseWare Consortium
Johns Hopkins Bloomburg School of Public Health
Korea OpenCourseWare Consortium
Massachusetts Institute of Technology
Netease Information Technology Co.
Open Universiteit
Tecnológico de Monterrey
Tufts University
Universia
Universidad Politécnica de Madrid
University of California, Irvine
University of Michigan
University of the Western Cape
And contributions of member organizations
81. advancing formal and informal learning through the
worldwide sharing and use of free, open, high-quality
education materials organized as courses.
www.ocwconsortium.org
ocw.tudelft.nl
Twitter.com/wfvanvalkenburg
Slideshare.net/wfvanvalkenburg
E-learn.nl
Editor's Notes
OpenCourseWare is part of Open Educational Resources, but while OER can be a single object, OpenCourseWare is a package of course materials, such as syllabi, tests, lecture notes, videos of lectures, recordings, reading lists, etc.
Institutions are the stewards of the collectionDoesn’t mean that anything can go upOCW can be used to advance particular objectives of an institution
Embed the video of http://vimeo.com/43437812
The Open Course Library is a collection of expertly developed educational materials – including textbooks, syllabi, course activities, readings, and assessments – for 81 high-enrollment college courses. 42 courses have been completed so far, providing faculty with a high-quality option that will cost students no more than $30 per course.
Some institutions that are using OCW and OERs to broaden access and offer alternatives to the current educational systems.
Another interesting activity being undertaken in Indonesia is the use of OER in formal educational program. The University of Bandun wanted to develop programs in water management. As you know, developing new courses and programs requires a significant financial and time commitment. Rather than investing in faculty developing theoretical lectures, they decided to use these lectures freely and openly offered by Delft University of Technology in the Netherlands, and focus their development efforts on contextualizing theoretical and practical approaches in Indonesian environments and society.
Moving to the other side of the world, I would like to make a few comments on an OER activity in Brazil that speaks to the question of increasing access to higher education that was highlighted by many of the Ministers this morning.
Fundação Getulio Vargas (FGV) is Brazil’s largest non-governmental provider of distance education, serving approximately 90,000 online students. They offer a number of their courses as open educational resources. Students can complete these courses with no registration or fees, and, if they achieve passing marks on the embedded test, they are able to print a self declaration of learning. This certificate carries no credit and does not complete any degree requirements, but nonetheless, they have had over 1.5 million of these certificates printed. There are no fees for the certificate, rather, they require these learners to fill out a survey before printing the self declaration. This has given them considerable data.
The data collected has shown that they are reaching learners that they do not reach with their for credit, paid course offerings. In particular, 40% nave no post-secondary training or education, nearly 55% of leaners are women, and the vast majority are low income learners.
In short, FGV has found that their open courses has resulted in increased access.Also of note, FGV has been able to directly attribute more than 8500 enrollments in formal courses to learners following open courses, so there has been financial benefit to the institution in addition to mission benefit.
Since librarians have the skills, expertise and commitment to lead open education, perhaps all that’s missing is support.
We hope you’ll join us – thank you – flip through the next three slides rather quickly