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This is an open invitation to all educators in Asia and those others who have an interest in Asian education to become a part of our community. The ideals of the community are enshrined within the context of the Cape Town Declaration on Open Education and that is “everyone should have the freedom to use, customize, improve and redistribute educational resources without constraint”.

This community is sector blind and welcomes participation of all those associated with education from basic and primary education to life long learning.

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Open Educational Resources: An Asian Perspective


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2014.12.20 09:49:19
Administrator

Slides show about how museums and related cultural heritage institutions are using Creative Commons to:

(a) Share their digital collections 
(b) Share collection records 
(c) Engage users and artists, thereby tapping into new communities of stakeholders 


  
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2014.12.11 17:47:41
Administrator

First published in The Souvenir, FICCI Higher Education Summit 2014

Viplav Baxi makes the case that MOOCs have arrived in India. Now is the time to reflect on what pitfalls we should avoid and how we can fully leverage them in the Indian context.

The past few years have seen the rapid growth of Massive Open Online Courses (MOOCs). This emergence has been particularly interesting to follow in India, where we seem to have discovered online learning on a massive scale. Indians account for about 10% of the registrations in MOOCs from the top MOOC providers.

MOOCs actually originated out of a new theory of learning called Connectivism proposed by George Siemens in 2005. The first MOOC (the term itself was coined by Dave Cormier) was organized in 2008 by George Siemens and Stephen Downes. Hailed as a disruptive model of education, the earliest MOOCs (also called cMOOCs or Connectivist MOOCs) offered a whole new way of teaching and learning.

Much later, in 2011-12, top universities in the USA jumped on to the MOOC bandwagon, lending it worldwide credibility and fame. The reasons behind the quick adoption of these MOOCs was the fact that anyone could learn (or get certified), for free or a small fee, from some of the top universities and top professors in the world. Large investments by private capital and university foundations shaped popular perception about the revolutionary potential of these MOOCs. Also universities viewed them as extending the reach and brand of the University. Open Courseware had existed for a very long time, but the shape and form of these MOOCs was far more accessible and exciting.

MOOCs have now progressed from being higher education-only to school, teacher and vocational education. The top 3 MOOC providers now service about 20 million students worldwide, about 5 times the open and distance learning enrolments in India. MOOCs have also taken over imagination at policy levels, with the Indian Government proposing SWAYAM as the open MOOC platform for India.

However, there remain significant challenges with the MOOC model.

Firstly, the pedagogy behind these MOOCs needs a rethink. The type of MOOCs that have gained worldwide popularity since 2011, adopted the title “MOOC” but ignored the rich underlying Connectivist origins. They merely extended traditional online, instructivist Web Based Training (WBT) and Instructor Led Training (ILT) methods to a massive audience, earning them the term xMOOCs, the “x” standing for “eXtension”.

WBTs and ILTs were designed as eLearning equivalents to reduce training delivery costs and standardize instruction for large scale corporate training. But nearly everyone realizes that this type of eLearning is not scalable because it is designed for learner stereotypes, does not account for real world diversity and in general, predates and ignores the entire social learning revolution.

Both for WBTs/ILTs and xMOOCs, the model is largely teacher (and/or instructional designer) led and content-driven. It not based upon socially negotiated & distributed learning, the hallmark of the Connectivist MOOCs. This is why it is perhaps more appropriate to call them XBTs (or “massive” extensions of WBTs and ILTs) rather than think of them as a variant of the original MOOC approach.

The XBTs augment the traditional systems, giving importance to institutional pedigree, clearly defined institutional structures & processes (such as courses, terms and exams) and certification mechanisms.

The Connectivist MOOCs are very open, emphasize sense-making, operate in a distributed fashion, legitimize learners at the periphery (legitimate peripheral participation or “lurking”) and do not impose the strict conformance to traditional notions of course, exam and certification. For them, learning is the process of making connections and knowledge is the network, which means that the competency and capability to learn critically determines the learning itself. This is the central theme behind heutagogy – the study of self-determined learning – that, unlike pedagogy and andragogy, marks a significant move away from traditional teacher-centred learning.

It will be critical for MOOC providers to evaluate the Connectivist approach as we move ahead, if we are to build meaningful massive open online learning courses and platforms.

Secondly, engagement and retention are key aspects of the learning experience that the MOOCs, in general, have not been able to address effectively. The long tail of learning, which is that a really large number of learners end up not completing the MOOC or remain at low levels of engagement, is nothing new. It is just that the massive nature of MOOCs amplifies some of these known issues.

It is here that the MOOC providers need to spend a lot of time experimenting with techniques such as gamification, badges, adaptive learning and learning analytics. The Connectivist model relies on learners to build capability for their own learning, something that is the desired endgame for any educational system. By increasing learner capability to learn in the digital medium, cMOOCs can potentially flatten the long tail. The traditional XBT model can only reinforce and amplify it.

The third challenge is in establishing sustenance & growth models, whether MOOC providers are for-profit or not for-profit. So far, providers have looked at monetization/cost recovery through various methods such as charging institutions or teachers for MOOC development; charging potential employers; platform provision; training & support; charging students for blended (online plus offline) learning, mentoring/coaching, special finishing school programs and certification.

For example, Coursera now has about 10 mn students and is supposedly making USD 1 mn a month from its verified certificate courses that cost between USD 30 and USD 100. However, even though these models do not appear to have garnered explosive acceptance from a retail student perspective since they are not really integrated into formally recognized certifications, the hope seems to be to acquire large enough numbers to translate into sustainable and/or profitable ventures.

An interesting comparison for XBT providers are the formal open and distance learning systems, where regulated degrees & certificate programs drive enrolments and fees & endowments drive the income. The UK Open University in 2012-13, earned more than GBP 200 mn as fee income (about 60% of which were supported by student tuition loans) from over 200,000 students. The Indira Gandhi National Open University in India, has an annual enrolment of about 500,000 students (in 2012 annual enrolment was 465,000 students), but the fee per course would be a fraction of the fee charged by the UKOU. Of course, the XBT providers are looking at multiples of these figures as they go about targeting a global audience.

The fourth challenge lies with a weak private/non-profit investment climate for MOOCs in India. Significant public effort and money has and is being spent across various pioneering Government initiatives to build open education resources (OERs), MOOCs and MOOC platforms. These can be leveraged by anyone under a very permissive OER policy, which even allows commercial use. However, barely any private investment is flowing into leveraging these resources.

Innovations and investments are required in multiple areas such as awareness generation, access to technology and communications, capability development, content development (including multilingual), pedagogy, development/enhancement of MOOC platforms, collecting and managing learner progress and performance data to improve the learning experience, as well as areas like gamification, Virtual LABs and other forms of technology augmented learning. These innovations and investments should directly impact our education system in terms of improved access, improved learning outcomes and higher employability.

To summarize, MOOCs have arrived, but if we do not deal with these core challenges of MOOCs, we will end up having a dysfunctional system. To avoid later disappointment, stakeholders must reorganize and focus on how to avoid the pitfalls of the current wave of MOOCs.

Copyright: Creative Commons License

Resource: http://learnos.wordpress.com/2014/11/30/moocs-have-arrivedwhat-next/

#edcmooc Cuppa Mooc by Cikgu Brian, on Flickr

Creative Commons Attribution 2.0 Generic License by Cikgu Brian


  
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2014.12.11 09:28:23
Administrator

Below capture some presentation slides and keynote videos during Open Education 2014. 

 
Evolving Towards Open in a Relatively Closed Institution
click here for presentation slides and full narrative here.
 
 

 

#oer, #opened2014


  
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2014.12.08 01:42:34
Administrator

Dr. Kurt Gramoll, Robert Hughes Centennial Professor of Engineering, Department of Aerospace and Mechanical Engineering,  has been voted both Most Outstanding and Most Challenging Professor by the AME students.  Dr. Gramoll has created his own textbooks and course materials and shares them openly with faculty and students.  As Director of the Engineering Media Lab, he has developed both the content and the delivery platform for  eCourses, designed to support educational content for six basic engineering courses.  His ebooks have been adopted by over twenty faculty to support their courses, both at OU and other universities.  

  • Courses: 
    • AME 2113 Static
    • AME 2533 Dynamics
    • AME 3143 Solid Mechanics
    • AME 3153 Fluid Mechanics

 


 

The following is a brief conversation about developing alternative textbooks for teaching. 

Stacy Zemke: Why did you decide to switch to or try out an open textbook solution for your course?

Dr. Gramoll: An electronic-based textbook was developed and integrated into my courses so that animations, simulations and audio could be used in the learning process. Cost savings for students was a nice side benefit. My courses generally have 50-70 students. This is a cost savings to students of over $10,000 per course, or $50,000 per year (four courses year). 

SZ:  What is the open textbook source or sources you are using for your class?

DG:  A complete web-based eBook was developed for all four classes listed above. The book replaces four separate textbooks. The print books are still recommended, but not required. It is up to the student to purchase any print material. All homework problems are accessed through the course web site where the eBook is located.

SZ: What was your process for selecting/creating this open book?

DG:  The development process is based on what is needed to teach the course. The full process is rather involved, but includes outlines, case studies, HTML coding, simulation programming, animation creation, audio recording, server programming, and testing.

SZ:  What are/were the challenges in changing to the open textbook – is it similar to adopting a new “traditional’ textbook for a course – or are there other challenges?

DG:  The biggest challenge was the developing process and time required. When I started electronic media, there were no open source eBooks for the topics I teach, so I had to write my own.

SZ:  How have your students responded to this open textbook?

DG:  They have been very positive. The two main comments are, 1) it is available at anytime and anyplace, and 2) the cost savings is great (over $200 per student per course). They would like more examples and practice problems.

SZ: Will you continue to use this current open solution?

DG: Yes.

SZ: Would you consider using an open source for other courses that you teach?

DG: Yes, but would prefer to develop my own.

SZ:  What advice do you have for other faculty?

DG: I would encourage some, but not all, to consider developing open course material for others to use. Like printed textbooks, open source material must be created by faculty, not committees or graduate students. It takes time, but it is a wonderful service to our students and society.

 

Image from Wesley Fryar

Copyright: Creative Commons License

Source: http://guides.ou.edu/c.php?g=113945&p=740133

#opentextbook, #oer, #engineering, #kurtgramoll


  
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2014.12.06 07:46:27
Administrator

This article was presented by Gráinne Conole, Giles Pepler, Paul Bacsich, Brenda Padilla and Terese Bird. It provides a review of the policy perspectives on Open Educational Resources (OER) and Massive Open Online Courses (MOOCs) and draws in particular on the findings from two EU-funded projects: OPAL and POERUP.

  • The OPAL initiative focused on identifying the practices around OER in terms of how they were created and repurposed.
  • POERUP explored the ways in which Governments stimulate the uptake of OER and MOOCs.

The aim was to enable OER and MOOC stakeholders to make informed strategic decisions to promote the use of OER and MOOCs.

It also draws on the findings of the OpenCred project, which focused on recognition of informal and non-formal learning.

Finally it contextualises these projects in terms of a number of related projects and initiatives concerned with OER and MOOCs.

The chapter concludes by discussing the policy implications of OER and MOOCs.

 


  
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2014.12.06 07:41:48
Administrator

Open courseware experts announced plans to publish the 5R Open Course Design Framework, a set of guidelines and best practices for developing courses using open educational resources (OER).

The framework, which will be freely available under a Creative Commons Attribution 4.0 license (CC BY), encourages educators to capitalize on the unique rights associated with open content also known as the 5Rs: the ability Retain, Reuse, Revise, Remix and Redistribute content for educational purposes.

Read more...


  
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2014.11.22 08:17:08
Administrator

 OER Research Hub recently had published the OER Evidence Report 2013-2014, this report provides a focus for research, designed to give answers to the overall question ‘What is the impact of OER on learning and teaching practices?’ and identify the particular influence of openness. 

This report is the collaboration of OERRH with projects across four education sectors (K12, college, higher education and informal) extending a network of research with shared methods and shared results. 

The project combines:

  • Targeted research collaboration with high profile OER projects
  • A programme of international fellowship
  • Global networking and expertise in OER implementation and evaluation
  • A hub for research data and excellence in practice

This report is an interim review of evidence recorded against the key hypotheses that focus the research of the OER Research Hub project.

Please click here to read the report.


Resource: http://oerresearchhub.org/2014/11/19/oer-evidence-report-2013-2014/
Copyright: CC-by


  
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2014.11.22 08:10:52
Administrator

Here is the Robert Farrow's slides which he presented during Open Education 2014 on Ethics, openness and the future of education. If you are interested in this subject, you can check out OERRH Ethics Manual and the section on ethics (week 2) of OER Research Hub's Open Research course.


  
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2014.11.17 06:43:02
Administrator

Policy favorable to OER is a critical component of the entire open education movement. OER policies currently exist at many levels: international, national, regional, local, and institutional. You can explore various OER policies around the world on the OER Policy Map maintained by the OER Research Hub. Creative Commons also maintains a list of proposed and adopted OER policies that is well-worth your perusal. As I have traveled hither and yon these past few months meeting with Hewlett grantees and others involved and interested in OER, the policy issue has continually surfaced as an important theme. These conversations have caused me to think more deeply about the role of policy in accomplishing Hewlett’s goal of mainstreaming OER.

Dr. Vance Randall, an expert in both education policy and educating about education policy (and former advisor to Senator Orrin Hatch) argues that policy is nearly always created to a solve a particular problem or set of problems. From this perspective, the best way to understand an existing policy is to identify the problem(s) it was created to solve (not always an easy task). In advocating for OER-related policies, we should be very clear about the problem the particular policy would solve. What’s more, we should recognize that OER policy can solve different problems at different policy levels. Using the “policy/problem/solution” concept as a framework, here is my current thinking (limited as it may be) about OER policy at the international, national, and institutional levels*. For each level, I provide the problems that I think are most easily solved by OER policy, problems I think are less likely to be solved, and my current vision for a “dream” policy. I am very open to feedback about my views on OER policy and hope that others will contribute to the conversation here.

International OER Policy

Policy at the international level related to OER is most likely to be useful in solving the OER awareness problem and the sustainable OER development problem. Awareness of OER is very low throughout the world. International OER policy established by IGOs like the European Commission, UNESCO, OECD, and the World Bank can do much to help solve the awareness problem by being committed to discussing the role of OER in solving broader educational issues at member state gatherings. IGOs that provide funding to member states could also require open licensing of materials produced with those funds. Non-funding IGOs could encourage their member states to adopt national-level policies that require open licensing of all materials produced with public funding. It seems less likely to me that international OER policy can as effectively or directly solve other problems related to OER, including adoption, discoverability/interoperability, and effective Open Educational Practice (OEP) at the classroom level.

A “dream” international OER policy would require member states of each of the respective IGOs to openly license all materials produced with public funds, as a condition of membership.

National OER Policy

Depending on the nation, national OER policies may help solve the sustainable OER development problem by requiring open licensing on materials produced with public funds. National policies could also solve the OER efficacy problem by providing funding for research related to OER and OEP. In democratic, decentralized states like the US, national OER policies are less likely to be effective at tackling the adoption and discoverability/interoperability problems.

A “dream” national OER policy would require all education materials produced with public funding (including all materials produced on-the-clock by faculty and teachers at publically funded institutions and schools) to be openly licensed and shared in a national repository that requires appropriate metadata tagging to increase discoverability.

Institutional OER Policy

Institutional OER policies could help solve nearly every problem related to OER mainstreaming. Institutional OER polices could help solve the OER awareness problem by requiring faculty and teachers to receive professional development related to OER. Institutional policies could also solve the OER development problem by requiring investment in faculty and teacher time to review, adopt, and adapt existing OER (and create new open materials when there are gaps). Institutional policies could solve the adoption problem in higher education by requiring faculty to use OER by default and only use propriety materials when adequate justification exists. In K-12, institutional polices at the school district level could require curricular review boards to give priority to open content and justify use of proprietary content (I suppose regional policies at the state level could do this as well, but it is much less politically viable in the US). Institutional policies could help solve the discoverability/interoperability problems by requiring that all newly created open content carry appropriate metadata, be shared via the national repository (if  my national “dream” policy were in place), and require investment in professional development related to effective strategies for finding OER (i.e. “How to Use Google Advanced Search”). Finally, institutional OER policies could solve the OER efficacy problem by encouraging and supporting in-house research on OEP.

A “dream” institutional OER policy in higher education would require faculty to adopt openly licensed content by default, and only allow adoption of proprietary materials if justifiable. A “dream” institutional OER policy in K-12 would require curricular review boards to give priority to open content and only allow adoption of proprietary content in extreme cases (if at all).

A final word about implementation: A policy means nothing if it is not implemented with fidelity. The best “dream” policy in the world is a pile of garbage if the solution it provides is not actually implemented. We need to be spending more time on encouraging implementation of existing OER policies while we are advocating for new ones. As a rule, I believe international policies are much more difficult to implement with fidelity than national policies. I also believe that national policies are much more difficult to implement than institutional policies.

My views on policy implementation, taken together with my argument about institutional OER policies, should leave no one surprised at my current thinking on the OER Policy space: In addition to advocating for policies at the international, national, and regional levels, we should be more intensely investing our energy and advocacy in pushing for solid OER policies at the institutional level – at colleges, universities, and school districts.

I give an important reminder here that the posts on my blog do not necessarily reflect the views of the William and Flora Hewlett Foundation. This post simply represents my current, jet-lagged thinking on OER policy. I welcome and encourage feedback from the field on this issue. I absolutely reserve the right to keep an open mind and change my views. Typing this also reminds me of one of my favorite lyrics by one of the greatest bands in the world:

A man came up to me and said:
“I’d like to change your mind
“By hitting it with a rock,” he said,
“Though I am not unkind.”

Let the kindly rock throwing begin.

*I have chosen not to address regional/local policies in this post, not because I feel they are unimportant, but because I see them as an extension of national policies or a reflection of institutional policies, especially in the United States. If someone has an argument for the uniqueness of local/regional OER policies in terms of solving key OER problems, I would love to hear it. I suspect there are some good cases to be made.

Resource: http://tjbliss.org/musings-on-oer-policy/
Copyright: Creative Commons License


  
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2014.11.06 07:42:59
Administrator

This paper introduces the OpenupEd Quality Label, a quality assurance process for MOOCs that has emerged from the quality assurance of e-learning in distance education. It is a self-assessment and review quality assurance process for the new European OpenupEd portal (www.openuped.eu) for MOOCs (massive open online courses). This process is focused on benchmark statements that seek to capture good practice, both at the level of the institution and at the level of individual courses. The benchmark statements for MOOCs are derived from benchmarks produced by the E xcellence e-learning quality projects (E-xcellencelabel.eadtu.eu/). A process of self-assessment and review is intended to encourage quality enhancement, captured in an action plan.

View and download from here: http://papers.efquel.org/index.php/innoqual/article/view/160/45

This paper is an Open Access article, which permits unrestricted noncommercial use, provided the original work is properly cited. 


  
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2014.11.03 08:55:36
Administrator

The Education Ministry of Malaysia had annouced that OpenLearning.com is the official MOOC platfrom for all institutions of higher education in Malaysia. The first stage of the initiative launched on September 18th with four MOOCs:

  • ICT Competency led by Universiti Malaysia Sarawak (UNIMAS);
  • Introduction to Entrepreneurship led by Universiti Teknologi MARA (UiTM);
  • Kesepaduan & Hubungan Etnik di Malaysia (Ethnic Relations) led by Universiti Kebangsaan Malaysia (UKM); and
  • Tamadun Islam dan Tamadun Asia (Islamic Civilisation & Asian Civilisation) led by Universiti Putra Malaysia (UPM).

Over 20,000 students from all twenty universities have joined the MOOCs. For further lauching details, please visit: https://www.openlearning.com/blog/OpenlearningComSelectedAsMalaysiaSNationalMoocPlatform

The Malaysia MOOC portal: https://www.openlearning.com/malaysiamoocs


  
Comments 0Hits: 250  

2014.10.31 07:43:37
Administrator

Copyright: CCBy

When the Open Textbook Project started two years ago, librarians were identified as one of the important stakeholder groups with essential skills and insights to support faculty in finding and adopting quality open educational resources (OER).

DSC_9485-L

BCcampus began a conversation with some interested librarians, and within a year convened an OER Librarians group committed to advocating OER in their institutions. That conversation culminated in an event this week at Douglas College giving librarians ideas, tools, and motivation for continuing to raise awareness in BC post-secondary institutions. Here are just four of the take-aways (from four of the speakers) from that gathering.

1. Librarians can assist faculty in working through the Creative Commons licensing process (Todd Mundle)

Todd Mundle is the University librarian for Kwantlen Polytechnic University. In his talk, he pointed out: “Faculty don’t have a lot experience with the Creative Commons process, and they look to librarians for answers to questions like: what’s going to be happening with my materials? What about my copyright?”

Librarians can help with those questions, and also help acquire resources, gain access and raise awareness of OER, engage with faculty and advocate for OER use. “We do have critical analysis skills as librarians,” he said.

Todd Mundle also told the group about the OER Librarians project to construct guides for use in institutions.

2. Librarians can help construct the unique messages – the elevator speeches – that are going to persuade decision makers (Quill West)

Quill West, the Washington librarian who spoke to the BCcampus Open Textbook summit last spring, once again delivered an engaging presentation to a B.C. audience. “What leadership in Open Education looks like – that’s something I’ve been interested in for a long time,” she said.

She started off with a TED talk by Derek Sivers: “How to start a movement,” in which he pointed out the real “leader” is actually the first follower of the “lone nut dancing with his shirt off.”

“Lots of people in post-secondary education feel like ‘lone nuts’ in advocating OER, but you’re not alone. Mixed nuts are better!” she said.

Ms. West’s main advice was to listen to faculty, students, and administrators, to find out what their concerns and needs are. Then, “construct the elevator speeches that address the issues in YOUR institution.” For instance, using the term “OER” for an audience not already aware of OER is a non-starter. Her project at Tacoma Community College was called “Liberate $250K” to drive home the message that open textbooks save students money, and provide more equitable access to education.

3. Librarians are embedded in their institutions in a unique way (Mary Burgess)

“Librarians are seen as the go-to resource by everyone in a post-secondary institution,” said Mary Burgess, BCcampus Acting Executive Director. “For instance: cataloguing and version control of the resources in our open textbook collection will become a challenge as the collection grows – and that’s something librarians could help with.”

DSC_0024-L

4. Librarians can be a highly motivated, agile resource for textbook authors (Clint Lalonde)

When Clint Lalonde from BCcampus first organized a “textbook sprint” to create an open Geography text in four days, there was no librarian on the sprint team. At the urging of Erin Fields at UBC, Jon Strang was brought on board, and it made a huge difference in the outcome of the sprint.

“He had specialized knowledge in copyright,” Mr. Lalonde told the group. “He did a lot to get us Creative Commons-licensed materials. He got on the phone and persuaded many people to release resources under CC license. If he couldn’t, he would find other resources that were comparable. Not only that, but he kept a record of all the permissions we got over the four-day sprint.”


  
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2014.10.30 10:20:09
Administrator

There are lots of learning tools online which are good for teaching and learning. These tools helped the educators and learners in making presentations, online discussions, organising materials, audio visual editing, social media applications etc, most of them are free to use, what you need to do is register yourself!

Here are some ideas where you can get some relevant tools for your teaching and learning:

  • edshelf:  A discovery engine of websites, mobile apps, desktop programs, and electronic products for teaching and learning which are rated and reviewed by parents and educators . You can browse the tools by categories, subjects, age or platforms.
  • AASL (American Association of School Librarians) has a list of best apps for teaching and learning which provides new technology resources for schools and their collaborators. The Best Apps for Teaching and Learning is a recognition honoring apps of exceptional value to inquiry-based teaching and learning as embodied in the AASL's standards for the 21st-century learner. The best websites for teaching and learning foster the qualities of innovation, creativity, active participation, and collaboration. They are free, Web-based sites that are user friendly and encourage a community of learners to explore and discover.
  • The Top 100 Tools for Learning 2014 has been compiled by Jane Hart from the votes of 1,038 learning professionals from 61 countries worldwide and published on 22 September 2014. It is the results of the 8th Annual Learning Tools Survey.
  • Educational Technology and Mobile Learning which is operated by a team of dedicated teachers located in Canada provides a platform where educators community can have access to the best curated edtech content. In this website, you can have the reviews of educational web tools and mobile apps, app suggestions, educational infographics, posters, guides,  video tutorials, and tips on integrating technology into education.
  • eLearning Industry is the largest online community of professionals involved in the eLearning industry. At eLearning Industry you will find the best collection of eLearning articles, eLearning concepts, eLearning software, and eLearning resources.
  • Merlot II (Multimedia educational resource for learning and online teaching) is a curated collection of free and open online teaching, learning, and faculty development services contributed and used by an international education community.

  
Comments 0Hits: 221  

2014.10.30 09:08:44
Administrator

Paperity is the first multi-disciplinary aggregator of peer-reviewed Open Access journals and papers, "gold" and "hybrid". It:

  • gives readers easy and unconstrained access to thousands of journals from hundreds of disciplines, in one central location;

  • helps authors reach their target audience and disseminate discoveries more efficiently;

  • raises exposure of journals, helps editors and publishers boost readership and encourage new submissions.

Paperity is the way towards more efficient scholarly communication in all research fields, from Sciences, Technology, Medicine, through Social Sciences, to Humanities and Arts. Their ultimate goal is to aggregate 100% of Open Access literature, published in any place around the world, in any field of research. They hope that journals will support their mission, for the benefit of readers and all scholarly community, who need easy access to literature very much.

Paperity website: http://paperity.org/


  
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2014.10.25 07:31:34
Administrator

 

Title Scottish Open Education declaration
Publication Type Policy
Corporate Authors CetisSQAJisc RSC ScotlandALT Scotland SIG, & Open Scotland
Publisher Open Scotland initiative
Place Published Edinburgh, UK
Year of Publication 2014
Date Published 06/2014
Abstract

One of the primary deliverables we agreed to produce following the Open Scotland Summit held in Edinburgh last year, was a declaration supporting open education in Scotland based on the UNESCO Paris OER Declaration. There was general agreement that the Paris Declaration was a “good thing” however many participants felt it was too focused on OER and that a Scottish declaration should encompass open education more widely. The result is the Scottish Open Education Declaration, a draft statement adapted from the Paris OER Declaration.

In order to coincide with Open Education Week, the first draft of the Scottish Open Education Declaration has been shared online using the CommentPress application to enable all members of the community to add comments and feedback. We invite all those with an interest in open education in Scotland to comment on and contribute to this draft and to encourage their colleagues to join the debate.

http://declaration.openscot.net/

In addition to adapting the Paris OER Declaration, colleagues at the Open Scotland Summit also suggested that it would be beneficial to develop a grid of the Declaration’s statements, which stakeholders could fill in to provide contextualisation and evidence of the statements in action. This will be the next step forward, but first we would encourage the community to contribute to shaping the draft declaration so we can reach a consensus on open education principles that will benefit all sectors of Scottish education.

Keywords further educationhigher educationOER policyParis declaration
URL http://declaration.openscot.net/
Rights

Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0)

 


  
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2014.10.11 11:09:05
Administrator

This article is comprehensively explained the background, Open Author platform, metadata profile system and how OER Commons works.

Resource: http://lornamcampbell.wordpress.com/2014/10/03/lrmi-implementation-case-study-iskme-oer-commons/

 


 

 

 

 

LRMI Implementation Case Study: ISKME OER Commons

 

 

 

 

Co-authors & Project Team:   Michelle Brennan, OER Information Services Manager; Lisa Petrides, CEO ISKME.

oer_commons_square_smallerISKME’s OER Commons offers a comprehensive infrastructure and suite of services for educators globally, including groups of curriculum specialists, administrators, content providers, teachers, librarians, and technology and resource decision-makers who seek to implement high quality and adaptable curriculum through the use, evaluation, and improvement of open educational resources (OER).

Launched in 2007, OER Commons serves as a digital library and collaboration platform for content providers and emerging open education practitioners at all levels. Engaging with over 500 OER content providers from around the world, ISKME provides the open scaffolding necessary for knowledge sharing and access to teaching and learning materials, strategies, and curricula online. The site has over 35,000 registered users, 55,000 resources, and millions of visitors from 193 countries.

www.oercommons.org

ISKME first created OER Commons in 2007 as a digital library and content hub to support OER discoverability, use, and reuse. Together with OER content providers and educators, OER Commons aggregates content collections, enriches resource metadata, and curates and organizes rich metadata to support the use and reuse of collections. Resources cover all subject areas and levels of education. OER Commons resources span a wide range of formats including html, ebooks, pdf, video, audio, games, courses, lesson plans, lectures notes, and search tools to enable users to find resources for different contexts of use.

The OER Commons platform today features Open Author, an inclusively designed authoring and remixing environment to support the creation and adaptation of media-rich OER, hosted locally on the platform. The authoring environment produces OER that are accessible using a broad range of assistive technology devices such as screen readers. Open Author resources can be downloaded as PDF or SCORM, or as a “teaching bundle”, a zip file containing PDF and media components. The OER Commons infrastructure also supports the evaluation and improvement of quality OER with embedded Common Core State Standards (CCSS) alignment tool and Achieve OER Rubric tool and EQuIP Rubricevaluation tool, developed by several states partnered with Achieve to support collaborative review of CCSS-aligned content, as well as the ability to align content to the Next Generation Science Standards.

oer_commons_search results_2

OER Commons resource page

The system uses the Django Python framework, which powers OER Commons Platform and Learning Registry application. OER Commons authored content uses Creative Commons licenses, while aggregated resource collections from around the web contain a wider array of applied licenses. OER Commons displays all licensing data in a clear and concise way, making licensing information accessible to all users, regardless of previous experience with OER content.

OER Commons uses an internal metadata profile based on modified LOM, which includes additional fields added to support different projects and initiatives e.g. CELT, A11y and LRMI. As an early adopter of the LRMI specifications, ISKME has mapped all 55,000 OER Commons resources to LRMI-compliant metadata. LRMI and A11y markup is included in the HTML of resources so it can be found by search engines and other applications operating on top of the OER Commons platform. Metadata can be exported as HTML or XML. OER Commons metadata does not use the exact terminology of LRMI, but a mapping has been created from the internal metadata schema to LRMI.  The alignmentObject is used to align to NGSS and Common Core state standards. Some Schema.org properties are also used.

The full OER Commons metadata profile is available for collection providers to download. In addition, ISKME provides ametadata sample template for providers to build and export their metadata for inclusion in OER Commons.

 

oer_commons_lrmi_sample

Sample of LRMI and Schema.org markup from OER Commons

OER Commons features a number of different metadata workflows:

  1. Content can be submitted to OER Commons by collection providers and cataloguers who work directly with the OER Commons digital librarian. Collection providers send a CSV file to a metadata technician who reviews the data, normalises it, and uploads it in bulk.
  2. Individual users can upload content and metadata via a web form. All resources and metadata are reviewed before submission.
  3. The content authoring tool also allows users to create metadata. Some metadata is computed e.g. licensing, as many people are not familiar with different variations of open licenses. The system walks them through the licensing process step by step and computes the appropriate license based on their response.
  4. Users can interact with resources once they have been catalogued and have had basic metadata added. Free text can be added by users which then becomes keywords and resources can be aligned with a range of standards including Common Core, Next Generation Science Standards (NGSS) and other specialized standards.

Metadata is kept consistent internally by digital librarians to ensure all works well within the application to support search and discovery. OER Commons is committed to maintaining a rich metadata ecosystem with robust checks and balances to ensure high quality metadata.

Metadata that is shared with the Learning Registry is largely in the form of Dublin Core, though some LRMI andSchema.org properties are also used. All resources that have been evaluated using the Achieve OER Rubrics are shared with the Learning Registry.  These rubrics help users determine the quality of OERs and the degree to which they align with Common Core State Standards. When uploading to the Learning Registry, LRMI and Schema.org markup is taken from the internal metadata schema and mapped across to Dublin Core. Getting resources back from the Learning Registry has proven to be problematic due to the difficulty of filtering resources.

ISKME brings its OER Commons infrastructure and tools to address organizations’ curriculum needs and facilitate team workflows in customized areas of the site. Network Hubs are a key component of ISKME’s comprehensive solutions for hosting and indexing content and facilitating collaboration and collection development for a specific audience. In terms of future developments, OER Commons continues to build tools to additional alignment standards, e.g. National Curriculum Standards for Social Studies, as well as modified state-specific Common Core standards.

Microsites are comprehensive solutions for hosting and indexing content for a specific audience, and can be located at subdomains of oercommons.org, or be distinguished by a customizable URL at the domain level. Microsites contain all features available on the main site, but house their own collections as well as special curated collections of the full OER Commons database of resources. Microsites on OER Commons can be structured as one or more “network hubs”, in which a single microsite is the organizing umbrella for a number of sub-collections or networks. Within a microsite, resources are presented in the context of customized taxonomies and our digital librarians work hand in hand with partners and content providers to identify, categorize, and describe relevant content.

Additionally, ISKME serves as a thought leader around content and metadata interoperability, is a launch partner for the Learning Registry, serves on the LMRI Advisory Board, and leads a project for the US Department of Education’s National Institute on Disability and Rehabilitation Research (NIDRR) on the creation of cloud-based learner profiles for accessibility. ISKME is part of the GLOBE consortia of repositories from around the world that seeks to build common ways to share and federate educational resources and metadata.


  
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2014.10.04 09:10:51
Administrator

The Commonwealth Educational Media Centre for Asia (CEMCA), realised the need for
professional development of teachers, has developed this professional development programme
on OER-based eLearning to promote the use of OER in educational institutions.

The programme has been developed as part of the institutional capacity building for
OER-based eLearning at Wawasan Open University (WOU), Penang. Faculty members
of WOU and several other institutions in Asia have contributed to the development of the
contents. The modules are learning outcomes of the participants in three workshops
supported by CEMCA.

The five modules are:

Module 1: Concept and Practices of Open Education
Module 2: Designing Learning Experiences for OER-based eLearning
Module 3: Searching and Evaluation of OER Materials
Module 4: Licensing and Copyright
Module 5: Integrating OER in eLearning


  
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2014.09.29 09:20:18
Administrator

Journal of Learning for Development Vol 1, No 3 (2014)

 


Table of Contents

Research Articles

E-Learning and Development: Lessons from Multi-Disciplinary Capacity Strengthening HTML EPUB
Suresh Chandra Babu  
Developing and Piloting Interactive Physics Experiments for Secondary Schools in Tanzania HTML EPUB
Vidate Cyril Msoka, Joel Samson Mtebe, Mussa M Kissaka, Ellen Charles Kalinga  
 

Reports from the Field

Harnessing OER to Drive Systemic Educational Change in Secondary Schooling HTML EPUB
Neil Butcher, Sarah Hoosen, Andrew Moore  
Continuity Education in Emergency and Conflict Situations: The Case For Using Open, Distance and Flexible Learning HTML EPUB
Charlotte Creed, Roslyn Louise Morpeth  
Assessing E-Learning Readiness at the Kenya Technical Teachers College HTML EPUB
Robert Alfred Okinda  


 


  
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2014.09.29 08:27:43
Administrator

Tony Bates had shared his experiences writing an open textbook using Pressbook. He had discussed the pros and cons of Pressbook, the challenges of using it and some ideas about limitation of Wordpress.

Resource: http://www.tonybates.ca/2014/09/26/writing-an-open-textbook-a-mid-term-report-on-the-technology/

 


Writing an open textbook: a mid-term report on the technology

 


Open textbooks free 2

I’m about half-way through writing my open textbook, ‘Teaching in a Digital Age.’ I’ve done about five and a half chapters, and I would like to share my views on the underlying technology that I am using, because, while it does the job reasonably well, we are clearly in the Version 1.0 stage of software development, from an author’s perspective. I believe there is a major opportunity to develop a software authoring framework that fully exploits the open characteristics of a textbook, but we are not there yet.

Background

I’m writing this book more or less on my own, although I do have some support from an instructional designer and I’m anticipating getting some help with marketing once the book is complete. I’m also getting a lot of useful feedback, because I am publishing as the book is being developed (the first five chapters are already available here) and also publishing excerpts in this blog.

My main technical support is coming from BCcampus, which is managing a large open textbook project on behalf of the British Columbia provincial government. My book is not directly related to the provincial government-funded project, which at this stage is focused primarily on converting existing print textbooks to open, online versions. However, as the project advances, more open textbooks will need to be written from scratch. (For more on the BCcampus open textbook project project, see here.)

BCcampus has taken an ‘off-the-shelf’ open source authoring software ‘shell’ called Pressbooks, which in itself is based on WordPress. BCcampus has made some further adaptations to Pressbooks for the open textbooks that BCcampus is helping to develop. I have used the BCcampus version of Pressbooks to create my own textbook. However, anyone can use Pressbooks for free, if they wish to write an openly published book.

What I am trying to do

My goals are two-fold:

  • to openly publish a textbook on teaching in a digital age, aimed at teachers, instructors and faculty.
  • to explore ways to incorporate best teaching practice and an open education philosophy within the design of the book.

This is a report on where I’ve got to so far in authoring the book, using the Pressbooks/BCcampus template, and in particular on what I’m finding regarding the potential and limitations of the software for authoring an open textbook.

What works

It is extremely easy to start authoring with Pressbooks. After you log in to the Pressbooks main page, you can easily set up an account which is password protected. Once you have an account, you will be assigned a url which will take you to your admin page, from where you can author your book.

Anyone who has used WordPress for blogging will have no difficulty whatsoever in getting started in Pressbooks. If you already have a structure for the book in your mind, and know what you want to write, you can be writing within less than ten minutes of signing up with Pressbooks. You can also open accounts for others, such as co-authors, an editor, or an instructional designer, with password-protected access to the editing part.

Pressbooks allows you to work in private or to publish each chapter or section when ready. You can ‘export’ , in several versions, such as ePub, pdf or html, for free downloading. BCcampus is also making available, at cost, printed versions of their textbooks. The ‘exported’ version looks clean and replicates almost exactly the edited version, with embedded urls, diagrams, headings and indentation. The variety of exported formats enables use of the textbooks on various mobile devices and tablets. If the recommended technological structure is followed when writing and editing, the reader can easily navigate through the book in a variety of ways.

Thus, for basic book writing and publishing, Pressbooks is easy to use, comprehensive in the devices it can be used on, and pleasant to read.

Challenges

From the perspective however of an open textbook, I found the following challenges:

Lack of interactivity

Those of you used to using a learning management system are likely to be frustrated by the lack in Pressbooks of common features found within an LMS, such as ways to provide feedback on exercises, places where readers/students can add their own contributions, or places where monitored and edited discussions can take place. Thus some of the key opportunities to make a book more interactive and open are currently not available, without going outside the Pressbooks environment. There are two reasons for this.

1. Pressbooks was originally designed for supporting fiction writers, and as such works perfectly for them (providing they can manage to write easily in WordPress). If you want a straight read through a book, it is perfect, but this is not what you necessarily want with an educational textbook.

2. BCcampus has added some useful features, such as widgets that allow you to insert text boxes for learning objectives, student exercises, and key take-aways, but has had to disable the comment feature because the textbooks are likely to be used by many instructors with different classes. BCcampus is rightly worried that it would be confusing and overwhelming for multiple instructors if students across all the classes shared the same comment boxes. However, as an author, I want to integrate both the activities and the student responses to the activities, and above all I want comments and feedback on what I’ve written.

There are in fact really several distinct stages or uses of an open textbook:

  • book creation (which I am going through now), where feedback is needed by the author. At this stage, the comment feature is really essential. Ideally, it should be at the end of each chapter and part.
  • response from individual readers once the book is completed. I’m already getting these, as I’m publishing as I go. At least in the early days, feedback is again essential, and it would be quite manageable for the author to monitor the comments at this stage. However, over time, adoption by instructors, accumulated spam, and repetitious comments may lead the author to want to disable this feature.
  • adoption as part of a course. At this stage the comment feature needs to be disabled (or cleared), and replaced probably by a course web site, wiki or discussion forum linked specifically to a particular instructor and their course.

What I’d really like is a widget where I can just drop in a comment box in the right place, and the ability as an author to open, clear or disable it, as well as monitoring and where necessary editing it. It could be switched to open or private.

I have also explored some possible open source discussion forums or wikis, and computer-based test services, but these would have to sit outside the textbook, and I haven’t found a satisfactory service yet (although I haven’t looked very hard – suggestions welcome.)

The technological structure of the book

Unlike many online books that you will find on Kindle or iPads, Pressbooks does not output in discrete pages. The way it manages the structure of the book to enable fluent navigation by the reader is not immediately transparent to an author writing a book.

The two key features are Parts and Chapters. I assumed (incorrectly) that Parts were sub-units or sections of Chapters. This suited me, as I’m expecting a diverse audience with a wide range of prior knowledge. I assumed that many would not want to read a whole chapter on say design models, but may have a particular interest in some of the models and not in others. However, I made the basic mistake of not reading the BCcampus Authors’ Manual carefully before starting (and when I did read it, I did not understand it.) What I hadn’t realised was that Chapters link to Parts and the Parts are not intended to have much, if any, content.

Parts are really an introduction to the substance, a kind of organiser for the actual following content, which take place in the Chapters. Think of a novel: Part 1: 1969, Chapter 1: Boy meets girl. However, I rushed off and wrote Parts like sections of a chapter then cut and pasted each Part into a Chapter. I got half-way through writing the book before realising this was a mistake, thanks to a very helpful recent meeting with staff from BCcampus.

So I have ended up using a Part like an advance organiser for a chapter, and the Chapter feature for each section of a ‘Part’. This works well now, the navigation is much better, and it avoids the reader having to scroll down through an 8,000 word chapter. Some ‘Chapters’ in Pressbooks terminology are only a couple of paragraphs long and I have renamed them sections, with the Part containing the Chapter name. I also use the Part to state the purpose of the Chapter, what is covered in the chapter, and the key takeaways.

However, as you can see, the Pressbooks terminology of Parts and Chapters is really misleading. Worse, I spent two whole days cutting and repasting content I had already written in order to get the content into the right technological structure required by the software.

No mark-up facility

Unlike Word, an editor or a co-author cannot mark up drafts in Pressbooks (or WordPress for that matter – if there is a plug-in for this, please let me know.) This makes co-production of a book and getting feedback much more frustrating, especially as there is no comment feature.

If you are writing a co-edited or co-authored book, this is a major limitation, and a better strategy might be to initially edit in Google Docs or Word, then transfer everything when finished into Pressbooks or another publishing software shell. Even then, this is not a good solution because of the high risk of losing material during the transfer – and in any case, when is an open textbook ever finished? It should be a work in continuous updating.

Even for a single author, though, the inability to mark up drafts in Pressbooks is a considerable nuisance, especially if the comment feature is disabled. Not only my instructional designer, but also several readers who are following the development of the book, are copying sections from the Pressbook version into Word, marking up suggested corrections in Word, sending me the Word document, which I then go through then make any necessary changes in the Pressbooks version.

What is needed of course is a mark-up plug-in for WordPress, which would have much wider value than just open textbook authoring.

Limitations of WordPress

Some of these limitations are also limitations of writing and editing in WordPress. The feature for creating tables is so difficult to use that it is essentially useless. Some of the formatting doesn’t transfer when cutting and pasting to another screen page (which I have to do often), such as text alignment. I spend an enormous amount of time scrolling up to the top of the page, looking for the toolbox menu, to add urls, italics, lists, or indents, sometimes accidentally transferring out of the editing page and thus losing some of the more recent writing. (Apparently, in the new version of WordPress 4, the scrolling issue to get to the toolbar will be resolved – the toolbar will stay at the top of the screen, however far down you scroll).

However, I am spending far too much time on editing and not enough on creative writing. Editing is always a time-consuming but necessary activity when writing, but I really could do without technology frustrations when editing.

Conclusions

Pressbooks is a workable solution for writing an open textbook, but it works best if you want just a simple read through by the reader, in the manner of a traditional textbook. If though you want to make it more interactive, and open to comment, criticisms and substantive contributions from other people, then the current Pressbooks software is very limiting.

Pressbooks is a classic case of taking a new medium and merely transferring the format and structure of a previously existing medium. Although this is probably an essential and useful first step, what is really required is a complete re-design that fully exploits the characteristics or affordances of the new medium. For this to happen, though, a partnership between software engineers, potential authors and instructional designers is needed. However, there is a great opportunity here for creating truly innovative open source software for supporting open textbooks, if anyone has the time and resources to do this.

Authors such as myself also need to work out the difference (if any) between an open textbook and a learning management system. There are real difficulties in making everything in a course open, mainly because of hacking, spam and other external nuisances that can seriously disrupt a serious, engaged educational experience. The same applies to blogs and open textbooks. If the comment feature is too open it becomes overwhelmed with hacking and spam (I’m clearing about 50 bot-generated messages a day from my blog comment box – I don’t want to also have to spend this time keeping the comments on an open textbook under control.)

However, even accepting that an open textbook is not a substitute for an LMS, authors need to think carefully how the textbook can best be integrated or adopted within a course. Sample activities, suggestions for model answers, etc., can all be included. Above all, though, authors need to be clear when writing as to what will be done within the technological limitations of the textbook, what is best done outside the textbook, and how best to integrate these two elements.

I have to say I haven’t worked this out yet. It’s still a work in progress.

Over to you

As you can see, I am somewhat bumbling my way through the technology side of the writing, learning mainly through experience, although BCcampus has been more than helpful. I’d really like to hear though from other open textbook authors: is your experience similar or very different and if so why? Have you used different authoring software and how did that go?

Also, on the technology side, I’m still very open to other technology solutions, so long as they can be seamlessly integrated with Pressbooks. I have gone too far now to move to another software solution. But any suggestions welcome.


  
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2014.09.22 11:28:04
Administrator

Four universities were discussed in this case studies, they are:

1. Open University of Sri Lanka – Integrating OER in a Teacher Education Course by Shironica Karunanayaka
2. Indira Gandhi National Open University – OER-based Post Graduate Diploma in e-Learning by G. Mythili
3. National Institute of Open Schooling – Open Educational Resource Initiative by S.K. Prasad
4. Wawasan Open University – Developing a Fully OER-based Course by Mohan B. Menon

Lets learn how these universities conduct their OEP development and face their challenges in this publication.

 


  
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2014.09.18 10:55:09
Administrator

Dear colleagues,

Below is a list of references on OER, Open Education, Open Educational Practices, repositories, open access and related themes prepared by Javiera Atenas and his fellow colleagues. Please take note that this list will be updated from time to time. Kindly click at the link below for latest update.

http://oerqualityproject.wordpress.com/2014/09/17/bibliography-of-oer-roer-rlo-related-themes/


 

 

 

 

Bibliography of OER, ROER and related subjects

 

 

 

During the last 4 years and with a little help of my friends (mostly @leohavemann &@ernestopriego) I collected a large (very large) list of references on OER, Open Education, Open Educational Practices, repositories, open access and related themes which I used to write my PhD and all the papers / columns / presentations we have written, and, basically this lists has been stored in my ref management system for a while, quietly, but suddenly this week I been asked to share my list of references by few of my fellow OER researchers, so here it is… but before start, please read the notes below

  • Please bear in mind this is my very personal OER bibliography, and I’m sure I’m forgetting to add some super important references and key resources, or that there are some mistakes in this post, so, if you are twisting your head around and crawling on the ceiling like Linda Blair because I forgot to add THAT piece of research or because the reference is not correct, please forgive me and send me the reference and/or the link to the paper.
  • If you have written some research (papers, conferences papers, dissertations et al.) in open education, OER, open repositories of T&L resources et al., in any language and you would like to see the reference on this post, simply add the papers’ reference (APA – MLA) in the comments area, or send me a tweet with the link. Please send over only published – peer reviewed articles, as I cannot refer blog posts or other online materials, and make sure you add the link to retrieve the resource. I will give preference to the papers published in Open Access Journals as they are accessible to all…
  • Also, there is a possibility (well, I’m sure) that some of the links are broken, sorry for that, the best way to retrieve a paper with a broken link is by going to Google Scholar – your local library system and search for it. I don’t think I will have the time to fix broken links because, as you might know, managing references is like having a leaking ceiling, you fix one hole and starts dripping somewhere else.
  • Finally, if you find listed here a paper that speaks about OER, Open Access, OEP, and any other open concept but is chained to a paywall journal, first inhale and exhale a few times and the try contacting the author(s) of the article asking them why? (why, why, why?…) and maybe, ping the paper’s URL to the friends from the Open Access Button @oa_button to raise awareness about the value of open access and also to highlight the open content / paywalled published contradiction…

So, the reference list is here, is not perfect I know but hope is useful…

Bibliography of OER – ROER – RLO related themes

Abeywardena, I., Raviraja, S., & Tham, C. (2012). Conceptual framework for parametrically measuring the desirability of open educational resources using D-index. The International Review of Research in Open and Distance Learning5(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1177

Abeywardena, I., Tham, C., & Raviraja, S. (2012). Conceptual Framework for Parametrically Measuring the Desirability of Open Educational Resources using D-Index. Journal of Research in Open and Distance Learning13(2). Retrieved fromhttp://www.irrodl.org/index.php/irrodl/article/view/1177/2181

 Achieve. (2011). Rubrics for Evaluating Open Education Resource (OER) Objects (pp. 1–11). Washington D. C.

 Aguaded-Gómez, J. I. (2013). The MOOC Revolution: A new form of education from the technological paradigm? Comunicar21(41), 07–08. doi:10.3916/C41-2013-a1

 Albert, M.-T. (2012). Community development through World Heritage. World Heritage Papers 31 – Community Development through World Heritage31, 32 – 38. Retrieved from http://whc.unesco.org/documents/publi_wh_papers_31_en.pdf

 Alevizou, P. (2012a). Open to interpretation? : productive frameworks for understanding audience engagement with OER. In Cambridge 2012: Innovation and Impact – Openly Collaborating to Enhance Education, a joint meeting of OER12 and OpenCourseWare Consortium Global 2012. Cambridge. Retrieved fromhttp://oro.open.ac.uk/33452/

 Alevizou, P. (2012b). The dark side of the knowledge commons?: open educational media and tensions surrounding autonomy and novel spheres of control. InECREA 2012 Pre-Conference: Imposing Freedoms: The Role of Copyright, Privacy and Censorship Governance in the Re/definition of Rights in Digital Media. Istanbul. Retrieved from http://oro.open.ac.uk/35483/

 Amiel, T. (2013). Identifying Barriers to the Remix of Translated Open Educational Resources. The International Review of Research in Open and Distance Learning,14(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1351/2448

 Amiel, T., Orey, M., & West, R. (2011). Recursos educacionais abertos (rea): modelos para localização e adaptação. ETD–Educaçao Temática Digital, 112–125. Retrieved from http://www.fe.unicamp.br/revistas/ged/etd/article/view/2284

 Andrade, A., Ehlers, U.-D., Caine, A., Carneiro, R., & Conole, G. (2011). Beyond OER: Shifting Focus from Resources to Practices (pp. 1–191). Duisburg-Essen. Retrieved from http://www.oerasia.org/OERResources/8.pdf

 Annand, D. (2007). Re-organizing Universities for the Information Age. International Review of Research in Open and Distance Learning8(3). Retrieved fromhttp://www.irrodl.org/index.php/irrodl/article/view/372/952

Arcos, B. de los. (2014). Flipping with OER : K12 teachers ’ views of the impact of open practices on students. In OCWC Global 2014: Open Education for a Multicultural World. Ljubljana,. Retrieved from http://oro.open.ac.uk/40093/

 Armellini, A., & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning: The Journal of Open, Distance and E-Learning,28(1), 7–20. doi:10.1080/02680513.2013.796286

  Atenas, J., & Havemann, L. (2013). A vision of Quality in Repositories of Open Educational Resources. In Y. Punie, Christine Redecker, & J. Castaño (Eds.),OPEN EDUCATION 2030. JRC-IPTS CALL FOR VISION PAPERS. PART III: HIGHER EDUCATION (pp. 54–59). European Commission Joint Research Centre Institute for Prospective Technological Studies. Retrieved fromhttp://is.jrc.ec.europa.eu/pages/EAP/documents/All_OE2030_HE_v 4_authorrevised_OK.pdf

  Atenas, J., & Havemann, L. (2013). Quality assurance in the open: an evaluation of OER repositories. INNOQUAL-International Journal for Innovation and Quality in Learning1(2), 22–34. Retrieved fromhttp://papers.efquel.org/index.php/innoqual/article/view/30/12

 Atenas, J., & Havemann, L. (2014). Questions of quality in repositories of open educational resources: a literature review. Research in Learning Technology22. doi:http://dx.doi.org/10.3402/rlt.v22.20889

 Atenas, J., Havemann, L., & Priego, E. (2014). Opening teaching landscapes: The importance of quality assurance in the delivery of open educational resources.Open Praxis6(1), 29–43. doi:http://dx.doi.org/10.5944/openpraxis.6.1.81

 Atenas, J., Rojas-Sateler, F., & Pérez-Montoro, M. (2012). Repositorios de recursos educativos abiertos. El Profesional de La Información21(2), 190–193. doi:10.3145/epi.2012.mar.10

 Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities. The William and Flora Hewlett Foundation. Retrieved fromhttp://www.hewlett.org/uploads/files/ReviewoftheOERMovement.pdf

 Attis, D., Koproske, C., & Miller, C. (2012). Understanding the MOOC Trend The Adoption and Impact of Massive Open Online Courses. Retrieved fromhttps://www20.csueastbay.edu/oaa/files/Info_files/MOOC Trend.pdf

Barbosa, E., Gimenes, I. M., & Barroca, L. (2012). Towards the development of open educational resources: challenges and issues. In II International Symposium on OER: Issues for globalization and localization. Rio de Janeiro. Retrieved fromhttp://www.br-ie.org/pub/index.php/wcbie/article/view/1889

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Petrides, L., & Nguyen, L. (2008). Open educational resources : inquiring into author use and reuse. International Journal of Technology Enhanced Learning1, 98–117. Retrieved from http://inderscience.metapress.com/index/9428665670616423.pdf

Piedra, N., & Chicaiza, J. (2014). Supporting openness of MOOCs contents through of an OER and OCW framework based on Linked Data technologies. In 2014 IEEE Global Engineering Education Conference (EDUCON) (pp. 1112–1117). Istanbul. Retrieved from http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=6826249

Pirkkalainen, H., Jokinen, J., & Pawlowski, J. (2014). Understanding Social OER Environments – a Quantitative Study on Factors Influencing the Motivation to Share and Collaborate. IEEE Transactions on Learning Technologies1382, 1–1. doi:10.1109/TLT.2014.2323970

Phelan, L. (2012). Politics, practices, and possibilities of open educational resources.Distance Education, (August), 37–41. Retrieved fromhttp://www.tandfonline.com/doi/abs/10.1080/01587919.2012.692070

Prasad, D., & Usagawa, T. (2014). Towards development of OER derived custom-built open textbooks: A baseline survey of university teachers at the University of the South Pacific. The International Review of Research in Open and Distance Learning15(4). Retrieved fromhttp://www.irrodl.org/index.php/irrodl/article/view/1873

Prior, J. (2011). Using online synchronous interviews to explore the workflows, barriers and benefits for practitioners involved in the creation of Open Educational Resources (. University of Brisol. Retrieved fromhttp://www.academia.edu/download/30293281/2011_JP0650752dissertationfinal.pdf

Pulker, H., & Calvi, A. (2013). The evaluation and re-use of Open Educational Resources in language teaching – a case study. In OER13: Creating a Virtuous Circle. Nottingham. Retrieved from http://oro.open.ac.uk/38056/2/9FAE2C09.pdf

Qi, M., & Boyle, T. (2010). Dimensions of Culturally Sensitive Factors in the Design and Development of Learning Objects. Journal of Interactive Media in Education6, 1–17. Retrieved from http://jime.open.ac.uk/2010/06

Ravenscroft, A. (2011). Dialogue and Connectivism: A New Approach to Understanding and Promoting Dialogue-Rich Networked Learning. The International Review of Research in Open and Distance Learning12(Special Issue – Connectivism: Design and Delivery of Social Networked Learning), 139–160. Retrieved fromhttp://www.irrodl.org/index.php/irrodl/article/view/934/1676

 Rawsthorne, P., & Stevens, K. (2007). Assessing the Quality of Open Educational Resource based Wikis. Wikieducator (pp. 1–22). Retrieved fromhttp://www.rawsthorne.org/docs/PeterRawsthorne.QualityOERbasedWikis.pdf

 Richter, T. (2012). Contextual Influence Factors on Educational Scenarios. Essen. Retrieved from http://duepublico.uni-duisburg-essen.de/servlets/DerivateServlet/Derivate-30019/021_DuePublico_Learning_Context_Metadata_Richter_April2012.pdf

 Richter, T., & Ehlers, U. (2010). Barriers and Motivators for Using Open Educational Resources in Schools. In Open ED 2010 Proceedings (pp. 1–12). Barcelona. Retrieved from http://www.icde.org/filestore/Resources/OPAL/RichterEhlers-BarriersandMotivatorsforUsingOERinSchools.pdf

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 Ritchie, J., & Lewis, J. (2003). Qualitative research practice: a guide for social science students and researchers (11th ed., p. 430). London: Sage.

Rivera-Aguilera, A., Téllez-Bertadillo, J. J., & Harari-Betancourt, V. M. (2010). Learning materials reusability in higher education: elements for designing digital collections from a knowledge management perspective. In Proceedings of the ASIST 2010(pp. 1–5). Retrieved fromhttp://onlinelibrary.wiley.com/doi/10.1002/meet.14504701260/full

Rolfe, V. (2012). Open educational resources: staff attitudes and awareness. Research in Learning Technology20(1063519), 1–13. doi:10.3402/rlt.v20i0/14395

Santos, A., McAndrew, P., & Godwin, S. (2008). Open educational resources: new directions for technology-enhanced distance learning in the third millenium.Formamente0(October), 1–9. Retrieved from http://oro.open.ac.uk/26617/

Schaffert, S., & Geser, G. (2008). Open educational resources and practices. eLearning Papers, (February), 1–10. Retrieved from http://learn.creativecommons.org/wp-content/uploads/2008/05/open-educational-resources-and-practices.pdf

Schmidt-Jones, C. (2012). An Open Educational Resource Supports a Diversity of Inquiry-Based Learning. The International Review of Research in Open and Distance Learning, (2008). Retrieved fromhttp://www.irrodl.org/index.php/irrodl/article/view/1141/2074

 Schuwer, R., Kreijns, K., & Vermeulen, M. (2014a). Wikiwijs : An unexpected journey and the lessons learned. In OCWC Conference: Open Education for a Multicultural World. Ljubjana: OCW. Retrieved fromhttp://conference.oeconsortium.org/2014/wp-content/uploads/2014/02/Paper_22-Wikiwijs1.pdf

 Schuwer, R., Kreijns, K., & Vermeulen, M. (2014b). Wikiwijs: An unexpected journey and the lessons learned towards OER. Open Praxis6(2), 91–102. doi:http://dx.doi.org/10.5944/openpraxis.6.2.116

 Schuwer, R., & Mulder, F. (2009). OpenER, a Dutch initiative in Open Educational Resources. Open Learning: The Journal of Open, Distance and E-Learning24(1), 67–76. doi:10.1080/02680510802627852

 Schuwer, R., Wilson, T., Valkenburg, W. Van, & Lane, A. (2010). Production of OER : a quest for efficiency. In 7th Annual Open Education Conference. Barcelona. Retrieved from http://openaccess.uoc.edu/webapps/o2/handle/10609/5103

Shava, G., & Ndebele, C. (2014). Towards Achieving Quality Distance Education, Challenges and Opportunities: The Case of the Zimbabwe Open University.Journal of Social Sciences39(3), 317–330. Retrieved fromhttp://www.krepublishers.com/02-Journals/JSS/JSS-39-0-000-14-Web/JSS-39-3-14-Abst-PDF/JSS-39-3-317-14-1553-Ndebele-C/JSS-39-3-317-14-1553-Ndebele-C-Tx%5B8%5D.pdf

Shum, S. B., & Liddo, A. De. (2010). Collective intelligence for OER sustainability. InOpenED2010: Seventh Annual Open Education Conference. Barcelona. Retrieved from http://openaccess.uoc.edu/webapps/o2/handle/10609/5085

Siemens, G. (2003). Why we should share learning resources. E-Learnspace29. Retrieved from http://www.elearnspace.org/Articles/why_we_should_ share.htm

Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. E-Learnspace. Retrieved from http://www.connectivism.ca

Smith, M., & Casserly, C. (2006). The Promise of Open Educational Resources.Change: The Magazine of Higher Learning38(5), 8 – 17. doi:http://dx.doi.org/10.3200/CHNG.38.5.8-17

South African Institute for Distance Education. (2013). OER Africa. Retrieved fromhttp://www.oerafrica.org/about-us-2

Swan, A. (2012). Policy guidelines for the development and promotion of open access. Paris: UNESCO. Retrieved fromhttp://unesdoc.unesco.org/images/0021/002158/215863e.pdf

Tarrant, C. (2011). Guide to Open Learning. (E. J. Lepke, Ed.). Retrieved fromhttp://www.iamcorbin.net/articles/openlearning/34-guide-to-open-learning-menu

 Timmermann, C. (2013). Life Sciences, Intellectual Property Regimes and Global Justice. Wageningen University. Retrieved from http://edepot.wur.nl/276714

 Tosato, P., & Bodi, G. (2011). Collaborative Environments to foster creativity, reuse and sharing of OER. European Journal of Open and Distance LearningSpecial Ed(Special Edition OER), 1–6. Retrieved fromhttp://www.eurodl.org/materials/special/2011/Tosato_Bodi.htm

 Tovar, E., Piedra, N., & Chicaiza, J. (2012). OER development and promotion. Outcomes of an international research project on the OpenCourseWare model.Journal of Universal Computer Science18(1), 123–141. Retrieved fromhttp://www.jucs.org/jucs_18_1/oer_development_and_promotion/jucs_18_01_0123_0141_tovar.pdf

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 Tuomi, I. (2006). Open Educational Resources: What they are and why do they matter Report prepared for the OECD. Retrieved fromhttp://www.meaningprocessing.com/personalPages/tuomi/articles/OpenEducationalResources_OECDreport.pdf

 Tuomi, I. (2013). Open Educational Resources and theTransformation of Education.European Journal of Education48(1). Retrieved fromhttp://onlinelibrary.wiley.com/doi/10.1111/ejed.12019/full

 Tzikopoulos, A., Manouselis, N., & Vuorikari, R. (2009). An Overview of Learning Object Repositories. In T. Halpin (Ed.), Selected Readings on Database Technologies and Applications. Neumont, USA: IGI. doi:10.4018/978-1-60566-098-1

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Willems, J., & Bossu, C. (2012). Equity considerations for open educational resources in the localization of education. Distance Education33(2), 37–41. Retrieved fromhttp://www.tandfonline.com/doi/abs/10.1080/01587919.2012.692051

Wilson, T. (2008). New Ways of Mediating Learning: Investigating the implications of adopting open educational resources for tertiary education at an institution in the United Kingdom as compared to one in South Africa. International Review of Research in Open and Distance Learning9(1), 1–19. Retrieved fromhttp://www.irrodl.org/index.php/irrodl/article/view/485

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 by-nc-sa


  
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2014.09.16 07:37:07
Administrator

Dear colleagues,

UNESCO and the Education Fast Forward Foundation are organizing an
online Oxford Debate on Mobile Learning from Thursday 18 - Friday 26
September, 2014.

Ms Barbara Reynolds (Guyana) will be moderating Mr Steve Vosloo (South
Africa) arguing the side of the ‘Idealist’ and Mr Osama Manzar (India)
taking on the perspective of the ‘Realist’.

Steve will be drawing on his experiences as a mobile learning specialist
and working with ICTs in developing countries to convince audiences –
and his opponent – that mobile learning is here to stay.

Osama, on the other hand, though a firm believer in ICT4D, will be
avidly picking apart the Idealist’s arguments with the harsh realities
of mLearning today.

The online Oxford Debate follows a Live Debate on Wednesday on 17
September - http://www.effdebate.org

Join the Oxford Debate, have your say, be swayed by Osama and Steve's
arguments, and VOTE as many times as you like. For any questions, email:
This e-mail address is being protected from spambots. You need JavaScript enabled to view it This e-mail address is being protected from spambots. You need JavaScript enabled to view it This e-mail address is being protected from spambots. You need JavaScript enabled to view it

Regards,
Abel Caine

UNESCO

http://www.wsis-community.org/pg/register?code=e694bd56833a6d43e2f46f9c7193f816&mid=1981172

 


  
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2014.09.09 09:15:49
Administrator

MOOCTalk is an annual event organised by guokr started since 2012.

This year, the invited speakers are:

  1. Andrew Ng (百度首席科学家,Coursera联合创始人及董事长,曾任斯坦福计算机科学系副教授)

  2. Mariel Reed (Coursera中国区合作主管)

  3. Benson Yeh (国立台湾大学MOOC办公室执行长,国立台湾大学电机工程学系副教授)

  4. Vivi 王晨曦 (90后MOOC学习者,就职于知名IT企业学术合作机构)

  5. 姬十三 (MOOC学院创始人,果壳网CEO)

  6. Eli Bildner (Coursera中国市场拓展主管)

 

For futher information, please visit http://www.guokr.com/zone/2014mooctalk/


  
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2014.09.03 17:16:03
Administrator

The following is a guest post by LIUPing, members of the CC China Mainland Affiliate team and the School of Open community. Below is a description of the 2nd CC China Mainland open educational resources (OER) summer camp (30th June to 8th July 2014) for the children of Luxi Island, a remote island off the coast of China.

Why did we have the 2nd OER Summer Camp?

The summer of 2013 was special for the CC China Mainland team, Wenzhou Medical University and Guokr.com. These three parties co-hosted OER summer camp which was successfully initiated on Luxi Island. For Wenzhou Medical University, the summer camp has already been a part of its routine volunteering activities for five consecutive years. But it’s the first time for them to connect such a camp with the CC China Mainland Project. The latter, to their surprise, brought something fresh this time; a real world OER activity in rural China took shape.

The first OER summer camp received great feedback, not only from volunteers of Wenzhou Medical University that participated, but from the officials of Luxi Island, and more importantly, from the students of Luxi Public School.

Can we create some OER courses?

The first successful but not flawless camp greatly encouraged us to hold the second one. We thought there was a lot of room for improvement, especially that more CC-licensed OER should be included. In addition to OER available online, we wondered if we could make some interesting online courses ourselves for the kids within our reach. And based on feedback, “How to make herbarium” was regarded as the most interesting course during the first camp.

“We hope to make a difference,” said volunteers from Wenzhou Medical University. “why not make some courses based on our knowledge as medical students? We believe that would be more interesting and flexible.”

What courses did we create?

All preparations went smoothly by volunteers, days before the launch of the camp. Wenzhou Medical University’s student center, which provides opportunities for students to start small businesses within the campus, happened to have a photography studio. Undoubtedly, it was chosen to be our “OER course studio” for making videos of the courses. About 12 volunteers participated and 16 different courses were recorded, of which 14 were used, including:

1. The introduction of traffic signs (video)

2. Comprehensive water treatment, namely sewage treatment, flood prevention, drainage, water supply and water saving. The course was concentrated on how to identify water quality (video)

Comprehensive water treatment
ZHU Renkai / CC BY

3. Interesting Japanese language (video)

Interesting Japanese language
WANG Hongying / CC BY

4. Traditional Chinese handwork: stamp, tri-colored glazed pottery of the Tang Dynasty and blue and white porcelain. The courses teach students aged from 11-13, on how to create this handwork.

Traditional China handwork
WAN Yu / CC BY

5. Interesting Traditional Chinese Medicine: introduce some basic knowledge about TCM, which is relevant to students daily lives. (video)

Interesting Traditional Chinese Medicine
WANG Hongying / CC BY

6. Interesting history: the introduction of some historical events which had significant impact on China. (video)

Interesting history
ZHU Renkai / CC BY

7. Presentation skills: How to give a presentation or host an event. How to present yourself in front of people with confidence. (video)

8. Course for senior citizens on the island: including some basic knowledge of labor contract if any of their family members are immigrant workers in other provinces; living knowledge such as why some vegetables can’t be cooked together, etc. (video)

Course for seniors in the island
WANG Hongying / CC BY

9. Pink ribbon: the course was designed for females on the island by Wenzhou Medical University volunteers. The presenter is a Clinical Medicine Science major student; she introduces relevant knowledge of breast cancer, including how to prevent it from happening. (video)

Pink ribbon
YANG Jiayi / CC BY

10. Muscle-bone strengthening exercise: Through proper adjustment in human body and correct method for breath (muscle, bone etc.), the exercise can help to improve blood circulation and the functions of internal organs of the body (heart, spleen, liver, lungs and kidneys). (video)

11. Interesting Oral English: Mr. Percy provides kids with some simple and easy oral English. (video)

12. MOOC from Guokr: How to select good quality fruit. A specially designed course for kids (link)

Feedback from Participants of the 2nd Luxi Summer Camp

Students’ comments on the OER summer camp:

CHEN Xinhao, Grade One:

We had many different courses, and learnt a lot from our teachers. Besides, discipline plays a big role in our classes. I learnt how to be strong, even if being injured, I didn’t cry. Teachers cared us a lot and we can feel the love from their hearts. Maybe next time, we can have more classified courses based on our exiting knowledge. I sincerely hope that they can come again; we really like all these teachers.

CHEN Yanjie, Grade Four:

I enjoyed my stay with teachers, from their daily lives, I learnt how to be strong, independent and insistent on my dreams. Teachers gave us so many supports and encouragement. Same time, I got to know my weak points and believe that I can always do better. I really hope they can come and visit us next summer, by binging knowledge and happiness. I like my teachers.

MIAO Xiaoting, Grade Four:

Though I can’t fully understand the class, I think all classes are great and interesting. Teachers really tried hard to explain us. I like this kind of teaching and will try my best to learn in future. I enjoyed the play time with teachers after class. It’s funny to play games and take photos together. So many unforgettable moments. I hope all of them can come back next summer. I love them! In order to provide us good classed, teachers’ preparation task lasted late at night and got up early in the morning. I hope they can have good rest after back home.

ZHENG Ruize, Grade Six:

One of the important things I learnt from these teachers is always be diligent, humble and hard work. I believe that I can walk out of this island and get to know the world outside. Now I’m on Grade Six, and will be in mid school soon. I think I will work harder in future and let myself become an excellent student with the days to come. I really hope after grow-up, I can back to the island with teacher, to support more kids in this island. I hope all teachers would take good care of themselves. I like them all and look forward to seeing them again with diversified courses.

Volunteers’ comments on OER summer camp:

QIN Xu, age 19, major in Law:

The most impressive thing happened in summer camp is the process of making courses. It’s a very interesting to be a teacher for others. Besides, team work always makes things earlier to proceed and get diversified thoughts on how to do it. Personally, being a teacher in front of so many students in different ages made me overcome the fear in facing a camera, become more confident.

PAN Yixiu, age 19, major in Traditional Chinese Medicine:

After being a volunteer for the summer camp, I understand that when kids made mistakes, the last thing to do is to blame them, but let them know why this is not the right thing to do. Taking a trans-positional consideration always helps in communications. As a teacher, we should encourage, praise them, other than criticize or disappoint them. Only by doing so, they create a new world with more confidence.

LIU Hanzhong, age 19, major in rehabilitation:

This volunteering experience really made me feel that kid’s world is so clean, honest and simple. A fine educational system should concentrate on personality-building, then knowledge-teaching.


About the School of Open

SOO-logo-100x100

The School of Open is a global community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, and research. Volunteers develop and run online courses, offline workshops, and real world training programs on topics such as Creative Commons licenses, open educational resources, and sharing creative works. The School of Open is coordinated by Creative Commons and P2PU, a peer learning community for developing and running free online courses.


Resource: http://creativecommons.org/weblog/entry/43575


  
Comments 1Hits: 352  

2014.08.23 23:03:32
Administrator

 

 
Registration is now open!
Big Ideas Fest 2014
December 7-10, 2014

Take a bold step toward innovation in your education journey 


Register now for Big Ideas Fest 2014, which will take place Sunday, December 7 through Wednesday, December 10, 2014, at the Ritz-Carlton in Half Moon Bay, CA. Click here to register!
 
Big Ideas Fest, the flagship event of ISKME, convenes education mavericks and change-makers from around the world for this three-day immersion into collaboration and design.
 
We have a great slate of Rapid Fire speakers who will not only make you laugh (and sometimes cry) with their original and widely diverse stories of innovation in action, they will also inspire you to bring change back home into your own communities. Action Collabs, the cornerstone of the Big Ideas Fest experience, will enable you to create solutions for real-world challenges, leveraging the collective expertise of an amazing group of participants.
 
And in other news, in early 2015 we will be launching BIF Local, a new initiative to support and promote your design-thinking collaborations locally.
 
We hope you will join us for Big Ideas Fest 2014!
 
Best,
Lisa Petrides

  
Comments 1Hits: 555  

2014.08.19 18:16:40
Administrator

Abstract


Open educational resources (OER) are teaching and learning materials which are freely available and openly licensed. Repositories of OER (ROER) are platforms that host and facilitate access to these resources. ROER should not just be designed to store this content – in keeping with the aims of the OER movement, they should support educators in embracing open educational practices (OEP) such as searching for and retrieving content that they will reuse, adapt or modify as needed, without economic barriers or copyright restrictions. This paper reviews key literature on OER and ROER, in order to understand the roles ROER are said or supposed to fulfil in relation to furthering the aims of the OER movement. Four themes which should shape repository design are identified, and the following 10 quality indicators (QI) for ROER effectiveness are discussed: featured resources; user evaluation tools; peer review; authorship of the resources; keywords of the resources; use of standardised metadata; multilingualism of the repositories; inclusion of social media tools; specification of the creative commons license; availability of the source code or original files. These QI form the basis of a method for the evaluation of ROER initiatives which, in concert with considerations of achievability and long-term sustainability, should assist in enhancement and development.

Keywords: open educational resources; open access; open educational practice; repositories; quality assurance

(Published: 24 July 2014)

Citation: Research in Learning Technology 2014, 22: 20889 -http://dx.doi.org/10.3402/rlt.v22.20889

Full Text: PDF HTML EPUB XML


  
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2014.08.14 08:45:34
Administrator

In one of the sessions of Content in Context 2014OER: The good, the bad, and the realityFrank Catalano from Intrinsic Strategy who was the moderator of the session had summaried the topic and shared in Edsurge. The opening keynote session was all about OER as seen from three viewpoints: the hands-on OER educator, the long-time education publishing executive, and the edtech company curriculum designer.

In his sharing, he had mentioned that there were three hazards to be cleared, they are:

  1. "OER" is an imprecise term
  2. There are little visible means of support
  3. Platform are lacking

Click here to read further why he had that conclusion...


  
Comments 1Hits: 366  

2014.08.09 23:34:05
Administrator

The LangOER network, consisting of 9 European partners, is a 3-year project (January 2014 - December 2016) co-funded by the European Commission (Lifelong Learning Programme, KA2 action). 

The study “Open Educational Resources (OER) in less used languages: a state of the art report” is the first public output of the LangOER network, an ambitious project with highly motivated partners adressing the role of OER in less used European languages which run the risk of being linguistically and culturally marginalized in a fast developing digital world. 

This report presents the results of an in-depth investigation and analysis of Open Educational Resources (OER) in 17 less used and also been extended to 23 European languages. The investigation also included a more global overview by using languages such as English, French, and German for reference. The selection of 22 languages in this project is indicative and not exhaustive. The methodology used for this investigation included an international expert survey, LangOER partnership consultation, and stakeholders’ events contributing to the evolving understanding of OER in less used languages. A range of resources was 
used, most of them available on the social sharing spaces Mendeley and Diigo, freely accessible. This report only presents the current state and offers an indicative list of references. 
 
The results illustrate the diverse landscape while identifying several challenging issues not yet tackled. In particular, the report point out the need to identify quality indicators and issues of specific linguistic concern for further development. This discussion covers topics important for moving the field forward, such as 
policies, language barriers, multilingualism and the role of preparation of practitioners as well as practices. 
 
Please click here to download the full report.
 
Resource: LangOER consortium http://langoer.eun.org/

  
Comments 1Hits: 374  

2014.08.08 10:47:34
Administrator

NTU (National Taiwan University) has a series of MOOCs introduction written in Mandarin. Feel free to read all 24 topics, they are:

Article 1: 三分鐘快速認識MOOCs 3 minutes to learn about MOOCs

Article 2: 從OCW到MOOCs—開放教育資源的發展 From OCW to MOOCs - The development of OER

Article 3: 揭開MOOCs使用者的面紗 Disclosed the veil of MOOCs users

Article 4: 後MOOC時代—百花齊放的線上課程進行模式 Post MOOC era - A variety of online course mode

Article 5: xMOOC的教學特色—延伸、個人化、精熟學習 xMOOC's teaching characteristics - Extension, personalized, mastery learning

Article 6: cMOOC的教學特色—善用科技、連結資源、形成學習網絡 cMOOC's teaching characteristics - The use of technology, resources, forming learning network connection

Article 7: MOOC於西方崛起的發展過程 The development process of MOOC in the West

Article 8: 自數位與線上學習的發展洪流中看MOOC定位 From digital and online learning development look at MOOC's positioning

Article 9: MOOC與學習資料分析 MOOC and learning analytic

Article 10: 課程平台介紹—Coursera Course platfrom introduction - Coursera

Article 11: 輔助平台介紹—果殼網 Supplemetary platfrom introduction - Goukr.com

Article 12: 深度了解大規模線上課程的「滯留」(Retention)與「意圖」(Intention) Retention and intention in MOOCs: in depth

Article 13: 課程平台介紹—edX Course platform - edX

Article 14: 輔助平台介紹—MOOC選課目錄 Supplementary platfrom introdction - MOOC course directory

Article 15: 給MOOC學習者的建議 Suggestions to MOOC's learner

Article 16: 兩岸三地的MOOCs進程 MOOCs in Taiwan, Hong Kong and China

Article 17: 輔助平台介紹—MOOC課程評分與評論 Supplementary platform introduction - MOOC course rating and reviews

Article 18: MOOCs的測驗與評量 MOOCs examination and assessment

Article 19: MOOCs教材的著作權議題 MOOCs textbook and copyright issue

Article 20: 大規模線上開放課程 : 學術圖書館的法律與政策議題 MOOCs: The legal and policy issues in academic libraries

Article 21: 課程平台介紹—Udacity Course platfrom introduction - Udacity

Article 22: MOOCs學習者如何運用課程包裝資訊決定選課 How MOOCs learner choose a course by looking at the course information

Article 23: 課程平台介紹—Udemy Course platfrom introduction - Udemy

Article 24: 給MOOC製作課程團隊的確認清單 Check list for MOOC development team


  
Comments 1Hits: 409  

2014.04.07 07:40:24
Administrator

ICDE and the LangOER network in partnership with the Nordic OER network are organizing a workshop for a small group of leading world experts in post-secondary education to be held in Oslo on Monday, 28 April. The event will seek to assess the situation for open educational resource around the globe with particular reference to less used languages.

Time: 09.00-12.30 CET, Monday
Date: 28 April 2014
Note: The workshop is invitation only and will be available to view online to a wider invited audience (invitation requests to This e-mail address is being protected from spambots. You need JavaScript enabled to view it )

For other details, please click here


  
Comments 1Hits: 481  

2014.03.29 12:59:30
Administrator

Print
Find more education infographics on e-Learning Infographics


  
Comments 1Hits: 473  

2014.03.11 21:52:53
Administrator

Research study by Jane Park and Beck Pitt in year 2013 on School of Open (SOO) courses to find out more about those participating in SOO courses and what kind of impact the courses are having.

Their main areas of focus are:

  1. Student satisfaction
  2. Use of OER and other online resources
  3. What participants look for when selecting OER
  4. Whether informal means of assessment motivated students to learn

Here is the link to:

Part 1 http://oerresearchhub.org/2014/03/10/school-of-open-research-findings-part-i/

Part 2 http://oerresearchhub.org/2014/03/14/school-of-open-research-findings-part-ii/

Although the samples are in small scale, but this results are quite interesting to know how the learners reacted. This same questionnaires will be run again on the same four courses during Spring 2014 to produce useful comparative/additional data. 


  
Comments 1Hits: 510  

2013.09.01 21:21:02
Administrator

Colleagues,

We are pleased to draw your attention to a new book published by EDUCAUSE. Our friend C. Wright drew our attention to the book  through the following e-mail.


EDUCAUSE is "a nonprofit association (based in the USA) whose mission is to advance higher education by promoting the intelligent use of information technology." "EDUCAUSE programs and services are focused on analysis, advocacy, community building, professional development, and knowledge creation..." The organization has recently produced a text titled "Game Changers: Education and Information Technologies" edited by Dr. Diana G. Oblinger. Though the book focuses its attention to institutions which have a technology-rich environment and does not address challenges faced by educators in some parts of the world, the case studies may still be informative. The 402-page book may be downloaded for FREE from: http://net.educause.edu/ir/library/pdf/pub7203.pdf
 
Below is a copy of the preface as well as the entries in the table of contents.

Game Changers: Education and Information Technologies

Today’s knowledge revolution isn’t about how much information is available. It’s about how fast knowledge can travel through vast, connected networks of people—and how it can grow exponentially.

Ten years ago we knew that technology would change the face of education, and we were just beginning to imagine the ways. Today, learning can happen anywhere.

More people, with increasingly diverse needs, are seeking education, and almost every country is promoting greater access to education. At a time when educational attainment is a global priority, the need to reimagine the education experience has never been greater.

Game Changers: Education and Information Technologies explores the tools and processes that can improve the quality, flexibility, and scalability of postsecondary education.

The book takes a hard look at the education landscape today and asks what that landscape might look like tomorrow. It asks important questions and pushes us to open our minds about how technology will shape the universe of possibility for tomorrow’s students.

  • How will your institution negotiate the new geography of learning? Technologies are reshaping how people learn and connect, and people are connecting to a global learning network previously inconceivable.
  • In a world where information is always accessible, how will teaching and learning change? Learning is no longer bound by classrooms, libraries, or even instructors. Online tools make resources available to learners everywhere. Open-source learning can reach thousands of learners in nontraditional ways.
  • What will constitute an institution of higher education in the future? More and more, competencies, not credit hours, determine credentials. A degree is no longer the only indicator of success. How we understand and assess learning is changing. Portfolios will augment standard assessment tools.
  • How do we ready our institutions, our students, and ourselves for what higher education can—and must—become? Many institutions are piloting innovative models for education, and the entire community can benefit from the lessons learned.

These are questions that we at Ellucian ask ourselves every day as we work to help more than 2,300 colleges, universities, state systems, and foundations around the globe thrive in today’s dynamic world. We value our collaborative and long-standing relationships with EDUCAUSE and the amazing community that makes it strong. Working together, our collective intelligence will help shape the future of education.

Ellucian is proud to sponsor this book and support ongoing efforts to help higher education meet the challenges of today and those of tomorrow.

John F. Speer III, President and CEO, Ellucian

 
Contents

Foreword xi
Molly Corbett Broad
Game Changers

Introduction 3
Diana G. Oblinger

Chapter 1
The Knowledge Economy: Challenges and Opportunities for American Higher Education 9
Paul E. Lingenfelter

Chapter 2
The Questions We Need to Ask First: Setting Priorities for Higher Education in Our Technology-Rich World 25
Debra Humphreys

Chapter 3
IT as a Game Changer 37
Diana G. Oblinger

Chapter 4
From Metrics to Analytics, Reporting to Action: Analytics’ Role in Changing the Learning Environment 53
Linda Baer and John Campbell

Chapter 5
IT Innovations and the Nontraditional Learner 67
Pamela Tate and Rebecca Klein-Collins

Chapter 6
Why Openness in Education? 81
David Wiley and Cable Green

Chapter 7
Early Days of a Growing Trend: Nonprofit/For-Profit Academic Partnerships in Higher Education 91
Daniel Pianko and Josh Jarrett

Chapter 8
Scaling Up: Four Ideas to Increase College Completion 105
Vernon C. Smith

Chapter 9
Western Governors University 115
Robert W. Mendenhall

Chapter 10
University of Phoenix 133
William (Bill) Pepicello

Chapter 11
SUNY Empire State College: A Game Changer in Open Learning 145
Meg Benke, Alan Davis, and Nan L. Travers

Chapter 12
Athabasca University: Canada’s Open University 159
Dietmar Kennepohl, Cindy Ives, and Brian Stewart

Chapter 13
Providing Quality Higher Education for Adults 175
Susan C. Aldridge

Chapter 14
University of the People 187
Shai Reshef

Chapter 15
The Open Learning Initiative: Enacting Instruction Online 201
Ross Strader and Candace Thille

Chapter 16
The Postmodality Era: How “Online Learning” Is Becoming “Learning” 215
Thomas B. Cavanagh

Chapter 17
Going the Distance: Outsourcing Online Learning 229
Susan E. Metros and Joan Falkenberg Getman

Case STUDY 1
Royal Roads University: Using Synchronous Web Conferencing to Maintain Community at a Distance 255
Mary Burgess

Case STUDY 2
The Open Course Library of the Washington State Colleges 259
Tom Caswell

Case STUDY 3
Austin Peay State University: Degree Compass 263
Tristan Denley

Case STUDY 4
Yakima Valley Community College: Using Near-Real-Time Data to Increase Student Success 269
Wilma Dulin, Sheila Delquadri, and Nicole M. Melander

Case STUDY 5
Ball State University 275
Jo Ann Gora

Case STUDY 6
Mozilla Open Badges 279
Erin Knight and Carla Casilli

Case STUDY 7
STAR: Using Technology to Enhance the Academic Journey 285
Erika Lacro and Gary Rodwell

Case STUDY 8
OpenCourseWare 291
Mary Lou Forward

Case STUDY 9
The Open University of Hong Kong: The i-Counseling System 301
Chun Ming Leung and Eva Tsang

Case STUDY 10
Central Piedmont Community College: Online Student Profile Learning System 305
Clint McElroy

Case STUDY 11
The CHANCE Program in China: Transforming Students into “Global-Minded” Scientific Investigators and Citizens 313
Jacqueline McLaughlin

Case STUDY 12
Georgetown University: Web Conferencing—A Critical Skill for the Connected World 321
Pablo G. Molina

Case STUDY 13
Blended Learning and New Education Logistics in Northern Sweden 327
Anders Norberg

Case STUDY 14
Valencia College: LifeMap and Atlas—Planning for Success 331
Joyce C. Romano and Bill White

Case STUDY 15
The Saylor.org Model 337
Jennifer Shoop

Case STUDY 16
Penn State World Campus: Ensuring Success, Not Just Access 343
Wayne Smutz and Craig D. Weidemann

Case STUDY 17
Stories in Our Classrooms: A Faculty Community of Practice as an Agent of Change 349
Beverly Bickel, William Shewbridge, and Jack Suess

Case STUDY 18
Kansas State University: Creating a Virtual Faculty Consortium 355
Elizabeth A. Unger

Case STUDY 19
CS50 at Harvard: “The Most Rewarding Class I Have Taken . . . Ever!” 361
Katie Vale

Case STUDY 20
Transforming Education with Research That Makes a Difference 369
J. D. Walker, Charles D. Dziuban, and Patsy D. Moskal

Case STUDY 21
Shaping the Path to Digital: The Indiana University eText Initiative 373
Brad Wheeler and Nik Osborne

Index 381

 


  
Comments 2Hits: 2590  

2013.08.26 16:31:57
Administrator

Following the international regional workshop in March-2013 on developing guidelines on quality assurance for OER, the final T.I.P.S. Guidelines is now published by COL/CEMCA at http://www.cemca.org.in/ckfinder/userfiles/files/TIPS-Shorter_12August2013.pdf . These guidelines will be very useful for prospective authors of OER. The publication is aimed at helping primary and secondary school teachers throughout Asia to create their own OER and share these with other teachers and their students.

The full list of QA criteria is available at http://www.open-ed.net/oer-quality/criteria.pdf and the technical report after the Hyderabad Workshop is at http://cemca.org.in/ckfinder/userfiles/files/OERQ_TIPS_978-81-88770-07-6.pdf


The author Paul Kawachi thanks Ishan Abeywardena for his work on reusing OER to build a course - cited on TIPS page-11, as well as all the distinguished participants in Hyderabad.


  
Comments 1Hits: 2175  

2013.01.22 19:09:22
Ishan Abeywardena

Open Educational Resources: An Asian Perspective

Perspectives on Open and Distance Learning: Open Educational Resources: An Asian Perspective

 

by Gajaraj Dhanarajan (Editor), David Porter (Editor)
Contributors: Ishan Sudeera Abeywardena, Alvie Simonette Q. Alip, Patricia B. Arinto, Venkataraman Balaji, Tian Belawati, Roel Cantada, William D. Dar, Daryono, Gajaraj Dhanarajan, Minh Do, Sreedhar Ganapuram, Primo G. Garcia, V. Bharathi Harishankar, Uma Kanjilal, Asha Kanwar, Yong Kim, Mangala Sunder Krishnan, Udan Kusmawan, Li Yawan, Li Ying, Choo-Khai Lim, Naveed A. Malik, David Porter, Joane V. Serrano, Alex Jean-wah Wong, Tsuneo Yamada, Kin-sun Yuen
Publishers: COL, OER Asia (January 2013)
Categories: Monographs
ISBN: 9781894975612
Format: Acrobat Reader
 
Download (4,397 KB)
 
Higher education has experienced phenomenal growth in all parts of Asia over the last two decades — from the Korean peninsula in the east to the western borders of Central Asia. This expansion, coupled with a diversity of delivery and technology options, has meant that more and more young Asians are experiencing tertiary education within their own countries. In South, South East and Far East Asia especially, universities, polytechnics, colleges and training institutes with a variety of forms, structures, academic programmes and funding provisions have been on an almost linear upward progression.

Notwithstanding this massive expansion, equitable access is still a challenge for Asian countries. There is also concern that expansion will erode quality. The use of digital resources is seen as one way of addressing the dual challenges of quality and equity. Open educational resources (OER), free of licensing encumbrances, hold the promise of equitable access to knowledge and learning. However, the full potential of OER is only realisable with greater knowledge about OER, skills to effectively use them and policy provisions to support their establishment in Asian higher education.

This book, the result of an OER Asia research project hosted and implemented by the Wawasan Open University in Malaysia, with support from Canada’s International Development Research Centre, brings together ten country reports and ten case studies on OER in the Asian region that highlight typical situations in each context. China, Hong Kong, India, Indonesia, Japan, Korea, Malaysia, Pakistan, the Philippines and Vietnam all receive extensive treatment, as do the multi-regional initiatives of the Virtual Academy for the Semi-Arid Tropics.

While interest in and the production, distribution and use of OER are still very much in the early stages of development in most parts of Asia, OER’s potential value to improve the quality of curriculum, content and instruction, facilitate academic collaboration and enhance equitable access to knowledge resources cannot be overstated.

The 25 contributors to this book bring an impressive level and breadth of expertise, innovation and dedication to researching, developing and advocating for OER. Through a combination of quantitative studies and qualitative analyses, they provide valuable, instructive information and insights from throughout Asia. Open Educational Resources: An Asian Perspective demonstrates that OER development is thriving in Asia — in different economies, amongst different types of stakeholders and with varied approaches to open licensing.

The diversity and richness of the contexts and approaches make this publication an important advocacy tool for promoting the use of OER.

 

 


  Open Educational Resources: An Asia | OER Asia book | OER publication | Commonwealth of Learning | COL | OER Asia | COL publication on OER
Comments 1Hits: 3884  

2012.11.08 21:21:37
Ishan Abeywardena

Abeywardena, I. S., Dhanarajan, G., & Chan, C.S. (2012). Searching and Locating OER: Barriers to the Wider Adoption of OER for Teaching in Asia. Proceedings of the Regional Symposium on Open Educational Resources: An Asian Perspective on Policies and Practice, 19-21 September 2012, Penang, Malaysia.

Open Educational Resources (OER) are fast becoming a global phenomenon which could potentially provide free access to knowledge for the masses. Since the inception of this concept, governmental and non-governmental grants alongside generous philanthropy have given rise to a vast array of OER repositories all over the world. With this movement gaining momentum, more and more of the learned community have started contributing resources to these OER repositories making them grow exponentially rich in knowledge. However, despite the availability of a large number of OER repositories, the use and re-use of OER are yet to become mainstream in many regions and institutions. One reason for this slow uptake is the inability to effectively search and locate desirable OER using the available search methodologies as it would be next to impossible to trawl through all the disconnected and disparate repositories manually. The findings discussed in this paper are part of a broader study into the OER landscape in the Asian region concentrating mainly on China, Hong Kong, India, Indonesia, Japan, South Korea, Malaysia, Philippines and Vietnam where close to five hundred and eighty academics from public, private not-for-profit and private for-profit institutions participated. This research paper discusses how Asia fares with respect to searching and locating desirable OER and whether it is truly a barrier to the wider adoption of OER for teaching in the region.


  OERAsia | Desirability of OER | Open Educational Resources | OER | Searching and Locating OER | OER in Asia | Barriers to OER | OERScout | OER Symposium Penang
Comments 0Hits: 4520  

2012.09.30 23:22:07
Ishan Abeywardena

Abeywardena, I. S., & Dhanarajan, G. (2012). Open Educational Resources in Asia. Proceedings of the Symposium on E-learning and Open Educational Resources: Practices and new initiatives organised by the Open University of Hong Kong (OUHK), 18th April 2012, Hong Kong. Recording and slides available at http://oer.ouhk.edu.hk/2012.php


  Open Educational Resources | OER | OER in Asia
Comments 0Hits: 2686  

2012.09.24 17:32:51
Wayne Mackintosh

Open content licensing for educators is a free online workshop designed for educators and students who want to learn more about open education resources, copyright, and creative commons licenses. The workshop is open for all members of the OER Asia community. 

When: 3 -14 December 2012 (Registrations are open) 

Where: Online

Cost: Free

Registrations:  Register today to reserve your seat

Share the gift of knowledge: Invite a friend or colleague to join you or distribute the OCL4Ed poster at your institution. 


  Creative Commons | OER Foundation | OCL4Ed
Comments 0Hits: 1423  

2012.08.06 21:41:27
Ishan Abeywardena

This list of free e-books is compiled and updated by Prof Paul Kawachi, OUC / Editor Asian Journal of Distance Education. It is quite a comprehensive list and is updated regularly.

http://www.open-ed.net/library/freebooks.pdf



  free e-books | Open Education Network | Paul Kawachi
Comments 0Hits: 2200  

2012.07.25 18:07:07
Ishan Abeywardena

Four million creative commons videos on YouTube are just waiting to be reused, remixed, and reimagined—more videos than anywhere else in the world.

Full article at: http://youtube-global.blogspot.com/2012/07/heres-your-invite-to-reuse-and-remix-4.html?m=1

from Cathy Casserly, CEO of Creative Commons (CC)


  Creative Commons | YouTube | OER | Open Educational Resources
Comments 0Hits: 2147  

2012.07.18 17:04:53
Ishan Abeywardena

Timothy Vollmer, July 18th, 2012

Creative Commons, the U.S. Department of Education, and the Open Society Foundations are pleased to announce the winners of the Why Open Education Matters video competition. The competition was launched in March 2012 to solicit creative videos that clearly communicate the use and potential of free, high-quality Open Educational Resources — or “OER” — and describe the benefits and opportunities these materials create for teachers, students, and schools everywhere. U.S. Secretary of Education Arne Duncan announced the competition with a video on the Why Open Education Matters website. The competition received over 60 qualified entries. The winning videos are displayed below.

First Prize

Congratulations to Blinktower, an extremely talented creative agency based in Cape Town, South Africa.

Second Prize

Congratulations to Laura Rachfalski and her great team. Laura is an artist, videographer and photographer from Philadelphia.

Third Prize

Congratulations to Nadia Paola Mireles Torres and her collaborators from the design firm Funktionell. It’s also amazing to see that Nadia has made all the video assets available for download and reuse under CC BY!

The prize winners were decided by a panel of distinguished experts including Davis Guggenheim, Nina Paley, Liz Dwyer, Anya Kamenetz, James Franco, Angela Lin, and Mark Surman. Due to technical problems with the public voting on the Why Open Education Matters website which prevented some persons from submitting a vote, the third prize video has been awarded by the judging panel.

In addition to the winning videos, all of the qualifying videos are available for viewing on the competition website,http://whyopenedmatters.org. All of the videos are licensed CC BY, which means others may distribute, remix, and build upon them, even commercially, as long as they give credit to the creators.

Congratulations to the winners, and thank you to everyone who submitted a video for sharing their creativity, talents, and passion in helping explain and promote Open Educational Resources.


--
Timothy Vollmer
phone = +016086982403 | skype = timothyvollmer | tw = @tvol


  Open Education | OER | Open Educational Resources | Creative Commons
Comments 0Hits: 2214  

2012.07.15 18:39:27
Ishan Abeywardena

Further to the OERAsia meeting held in Hong Kong, April 2012, the OERAsia Board of Advisers has been announced.


http://www.oerasia.org/board-of-advisers


  Board of Advisors | OERAsia
Comments 0Hits: 2491  

2012.07.12 23:17:06
Ishan Abeywardena

>>> "Jacky Hood" < This e-mail address is being protected from spambots. You need JavaScript enabled to view it > 7/11/2012 10:42 PM >>>
Everyone is invited to this 6-hour online OER basic training this Friday July 13 starting at 2pm UTC (7am Pacific Daylight Time): http://collegeopentextbooks.ning.com/events/basic-oer-training-and-discussions

Attend any part or all of this informative six-hour overview of Open Educational Resources (OER) via viewing of four prerecorded Webinars alternating with live discussion. You can also watch any of the webinars prior to July 13; only the Discussions are in real-time.

The Discussions are facilitated by OER thought and action leaders including Jacky Hood of College Open Textbooks, Cathy Swift of MERLOT, Marie Highby of Open Doors Group Consulting, and Cable Green of Creative Commons.
  7:00am  Defining OER: The WHAT and the WHY
  8:00am  Discussion of WHAT and WHY    Facilitator: Jacky Hood
  8:30am  Finding and Using OER: The WHERE and the WHEN
  9:30am  Discussion of WHERE and WHEN    Facilitator: Cathy Swift
10:00am  Creating OER: The WHO and the HOW
11:00am  Discussion of WHO and HOW    Facilitator: Marie Highby
11:30am  Funding OER: Sustainability
12:30pm  Discussion of Sustainability    Facilitator: Cable Green
  1:00pm  Adjourn

Read the Press Release http://www.prlog.org/11919953-open-doors-group-college-open-textbooks-and-softchalk-announce-basic-oer-training.html

Please contact me if you have any questions.

Regards, Jacky Hood
Co-Director, Open Doors Group / College Open Textbooks
+1 650 323-6509
Skype jacky.hood This e-mail address is being protected from spambots. You need JavaScript enabled to view it >


  OER Training
Comments 0Hits: 2215  

Comments 0Hits: 1676  

2012.06.24 20:22:24
Ishan Abeywardena

2012 WORLD OPEN EDUCATIONAL RESOURCES (OER) CONGRESS UNESCO, PARIS, JUNE 20-22, 2012

Emphasizing that the term Open Educational Resources (OER) was coined at UNESCO’s 2002 Forum on Open Courseware and designates “teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. Open licensing is built within the existing framework of intellectual property rights as defined by relevant international conventions and respects the authorship of the work”;


Recalling existing Declarations and Guidelines on Open Educational Resources such as the 2007 Cape Town Open Education Declaration, the 2009 Dakar Declaration on Open Educational Resources and the 2011 Commonwealth of Learning and UNESCO Guidelines on Open Educational Resources in Higher Education;

2012 PARIS OER DECLARATION


  2012 PARIS OER DECLARATION | UNESCO
Comments 0Hits: 1934  

2012.06.19 21:18:36
Administrator

Jan Hylén1, Dirk Van Damme2, Fred Mulder3, Susan D’Antoni3

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.


http://www.oecd-ilibrary.org/education/open-educational-resources_5k990rjhvtlv-en


  Open Educational Resources | Sweden | OECD | France | UNESCO
Comments 0Hits: 1780  

2012.06.19 21:16:24
Ishan Abeywardena

The Tamil Nadu Veterinary and Animal Sciences University, headquartered in Chennai, India, has placed on the web material for 79 courses that comprise the Bachelor of Vet Science program ( a professional degree). These materials are made available on a Moodle platform. Guest can browse the materials freely and the URL is: http://www.elearnvet.net. Like with all course materials published with the support of Federal/Central Government, there is no unambiguous statement on the unrestricted re-use of this material. An analysis of entries in the DOER catalogue service of COL (http://doer.col.org) reveals that this is the first and comprehensive collection of course material coming from a professional degree program in the veterinary sector.

 

(communicated by Balaji)


  Vet Science | Tamil Nadu Veterinary and Animal Sc | professional degree courses
Comments 0Hits: 2101  

2012.06.18 21:12:27
Ishan Abeywardena

Being one of the youngest Open Distance Learning (ODL) institutions in Asia, Wawasan Open University (WOU) recently embarked on the journey towards predominantly adopting and adapting Open Educational Resources (OER) as self directed course material for its adult learners pursuing their undergraduate degrees.

The School of Science and Technology (SST) along with the Institute for Research and Innovation (IRI) initiated a pilot project which would investigate the adaption of readily available OER material under the Creative Commons license to be used as course material for undergraduate learners in the Information Technology (IT) discipline. As a result, the middle level course TCC242/05 Web Database Application, which deals with the Open Source Linux, Apache, PHP and MySQL architecture, was developed completely re-using existing OER. The course has completed one full presentation cycle (beginning January and ending June 2012) with the students sitting the exam.


The complete course material released under CC BY-SA can be found at http://www.oerasia.org/OERResources/WebDatabaseApplication.pdf 
       


  Creative Commons License | OER reuse | ODL Course Material Development | Web Database Application | Open Educational Resources | OER
Comments 0Hits: 2138  

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