Tag: Open Educational Resources
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.
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I would like to invite you to take part in one more online conversation. As a group, you are former members of the UNESCO IIEP OER Community that interacted from 2005-2009, and new members who have joined us since then.
The objective of this conversation is to consider together whether the global OER community could design and build a world map of OER institutional initiatives.
Over the past decade, there have been more and more initiatives in more and more countries. It has become difficult to have a sense of the global OER landscape. As we seek to communicate with stakeholders, as we seek to connect with potential partners and as we seek to learn from the experience of others, we might find useful a picture of the OER world – a global map of institutional and perhaps national initiatives as a starting point. Over time, an “OER World Map” could be enhanced as the community wished and found feasible.
Maps can be effective in communicating a message visually. There are already several global maps that have been created for specific OER groups, such as, the Open CourseWare Consortium and the Open University OLnet project in the United Kingdom.
As many of you will remember, the former IIEP OER community showed enormous energy in its interaction. And importantly, the community showed a capacity to self-organize. A number of groups came together to translate the report of the group’s consensus on priorities to advance the OER movement. If mapping the OER world were seen to be useful, perhaps the worldwide OER community could self-organize to build and maintain an OER world map together.
Our conversation is scheduled to take place online over a three-week period from 12 – 30 November. At the conclusion of the discussion a draft report will be sent to everyone for review and comment.
In addition to this international discussion in English, some groups have already decided to hold similar interactions in their own languages for their own communities or networks. Their input will be shared with the international group, and incorporated into the final report of our collective deliberation and conclusions. We hope others may also wish to organize separate discussions.
A document is attached with the outline of the discussion The content of the document is also below in plain text. Please do share the information with your colleagues and networks.
I will be back in contact with further details before we begin. I am very much looking forward to being back together again.
Advisor to the President
International OER Initiatives
tel 613 232 6496
Athabasca University UNESCO/COL Chair in OER
Open Universiteit UNESCO Chair in OER
A world map of Open Educational Resources initiatives:
Can the global OER community design and build it together?
First, an International discussion
12 – 30 November 2012
* Next, local discussions – organized locally
An international online conversation – The objective is to explore whether the OER community worldwide could work together to design and build an OER world map – starting with institutional initiatives and basic information.
A definition – Open Educational Resources are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. They may be full courses or course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge (William and Flora Hewlett Foundation).
Now a decade of development – a global movement with more and more OER initiatives, in more and more countries. The vision of increasing access to the world’s knowledge through making resources open and accessible is beginning to be realized.
But we still have a problem – we do not have a comprehensive overview of OER projects in the world – how do I know what is going on in my own country? And how do I find contacts in other countries, or contacts working in my own language?
An OER world map – A map would give us the big picture of the global OER movement. It would help us communicate the story of OER. Furthermore, it could be enhanced with information such as OER initiatives by language, and with links to other maps. And it would help us connect.
Community collaboration – Working together the OER community could design and build the map, and then regularly update it. With time, energy and collaboration, the map could become a door to the OER world, helping us communicate with stakeholders and connect with each other.
Outline of the international discussion
Week 1: What could an OER world map look like?
12- 16 November
Why map the OER landscape
Essential information and visual presentation
Week 2: Could a world map be built collaboratively?
Organizational approach for collaboration
Ensuring the quality of the information
Week 3: Reflection and next steps
Design of an “OER World Map”
Join the international conversation
Share this announcement with your colleagues and networks
* Plan a parallel or follow up discussion in your own language and network
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
from Cathy Casserly, CEO of Creative Commons (CC)
Timothy Vollmer, July 18th, 2012
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.
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.
Dear OER Enthusiasts,
An International Advisory and Liaison Group, which is composed of government representatives from each of UNESCO’s regions identified by its electoral group and selected representatives of IGOs (OECD) and NGOs (OER Africa, Creative Commons), is a vital part of the initiative. Its role is to be a formal link with UNESCO’s member states and, especially, to involve them in the process of drafting the Declaration that will be presented to the World OER Congress in June, 2012.
For more details
"We are in the midst of a revolution in education. For the first time in human history we have the tools to enable everyone to attain all the education they desire. And best of all this education is available at almost no cost."
Workshop on Open content licensing for educators
My colleague Paul Stacey at BCcampus recently published a wonderful summary of open activity worldwide in 2011. However, there may also be OER developments from Asia that OERASia readers may wish to add, by way of comments to the blog post.
Here is a link to the blog post titled, 2011 - The Year of Open.
You can post comments here, or at the bottom of the page, here.
As a prelude to Open Access Week, BCcampus and partners invite you to a special event exploring the ways in which Open Access and Open Educational Resources (OER) are opening up education.
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”.