Archive for the ‘OEP’ Category
Open Educational Resources, and open education more generally, is considered to have huge potential to increase participation and educational opportunities at large and to promote widening participation and lifelong learning. At the same time the past decade has shown that openness in itself is not enough to unfold these potentials. A number of elements need to be taken into account in order to move from OER to Open Educational Opportunities. These elements and strategies have been the subject of a two year project, the Open Education Quality Initiative, OPAL, the findings are summarised in this paper. The intended audience of this report is policy makers in the field of education, and science and technology. On the basis of the experience of the Open Educational Quality Initiative we are arguing that the focus of OER work to date has largely been on access to and the availability of OER, We argue that t is important to shift the focus more to the actual open practice of using, reusing, or creating Open Educational Opportunities: Open Educational Practice.
This article aims to share experience from a Swedish project on the introduction and implementation of Open Educational Resources (OER) in higher education with both national and international perspectives. The project, OER – resources for learning, was part of the National Library of Sweden Open Access initiative and aimed at exploring, raising awareness of and disseminating the use of OER and the resulting pedagogical advantages for teaching and learning. Central to the project’s activities were a series of regional seminars which all featured a combination of multi-site meetings combined with online participation. This combination proved highly successful and extended the reach of the project. In total the project reached around 1000 participants at its events and many more have seen the recorded sessions.
Several unresolved issues beyond the scope of the project became explicit but which are absolutely crucial challenges. Firstly, the evolution from OER towards open educational practices (OEP) and open educational cultures (OEC). OEP and OEC imply the establishment of national and international policies and strategies where the use of OER is officially encouraged, sanctioned and developed. Secondly it became explicit that the issue of metadata is crucial for finding OER and facilitating their use and reuse for teachers and learners. Thirdly, the sustainability of OER must be stimulated by ensuring the creation of material that can easily be adapted and reused by teachers in other countries and contexts.
The OERtest project is a two year (Oct. 2010 – Sep. 2012) project funded by the Lifelong Learning Programme of European Commision. Its aim is to support the mainstreaming of OERs within Higher Education and to test the feasibility of assessing learning exclusively achieved through the use of Open Educational Resources.
In order to develop a framework of learning based on study using OERs, that is shared among several universities, OERtest will stimulate exchange between Higher Education experts in quality assurance, recognition of prior learning, credit transfers and institutional issues such as strategy development and HEI financing from our partner universities as well as researchers/practitioners of open educational practice.
Read also: OERtest Briefing Papers
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.
The key to this sea change in learning is open education resources, or OER. OER are educational materials produced by one party that are licensed to be used free of charge by others. OER come in many forms—from curriculum to homework assignment to textbooks. And OER exist for all levels of education, from kindergarten through college.
Read also: bookboon – Online Textbooks for Free
The theme I would like to explore today concerns the growth and development of our idea of online learning, or as it is sometimes called, e-learning. What I would like to do is to describe a series of ‘generations’ of technologies and approaches that have characterized the development of online learning over the years. These generations of have informed the shape of online learning as it exists today, and will help us understand something of the direction it will take in the future.
Salman Khan es el fundador de la Khan Academy, una organización educativa sin ánimo de lucro. En su página web puedes encontrar gratuitamente una colección de más de 2.700 microlecciones a través de videos tutoriales hospedados en YouTube.
Khan Academy, junto con MITx, Uncollege de Stanford o YouTube para Escuelas, confirman una tendencia tecnológica interesante en Educación. Los profesores, cada vez más, graban sus clases y las cuelgan en la nube para que sean accesibles a estudiantes en cualquier momento y en cualquier lugar.
Open Educational Resources in Brazil: State-of-the-Art, Challenges and Prospects for Development and Innovation
The book “Open Educational Resources in Brazil: State-of-the-Art, Challenges and Prospects for Development and Innovation”, by Andreia Inamorato dos Santos, has been out of print. This is the second IITE publication within the series of case studies summarizing best practices of OER development in non-English-speaking countries. The study contains an overview of the Brazilian educational landscape, national educational policy and the strategies of ICT use in education. The author describes existing open digital content repositories with due emphasis on the copyright situation and considers several examples of successful international OER projects which involved Brazilian partners. The book is destined for those who study OER initiatives and projects on a national scale as well as promotion of OER movement worldwide.
The OLNet project is assembling a list of the key challenges facing to Open Educational Resources. They ask the question, “What are the Key Challenges for the OER Movement?” in their blog. This is my response.
I think that the single largest challenge in OER is the complete lack of a standardized interchange format and free/open software to create, manage, edit, and remix open educational content.
Until we have rich and powerful editing tools in the hands of the people creating the content, we will never reach “escape velocity” in the OER space. We will continue to pay large sums of money to accumulate large repositories of expensively gathered/produced materials that are uneditable.
I’ve been following the development (at a distance) of the OERu, and here’s my understanding of what it’s trying to do. The OERu (the Open Educational Resources University) aims to provide a route to formal accreditation through study of free open educational resources in the form of free courses and materials developed by accredited universities. To quote:
It does not confer degrees, but works in partnership with accredited educational institutions who provide assessment and credentialisation services on a fee-for-service basis
There are two aspects here: the provision of free open educational resources specifically designed for independent study by institutions offering accredited online programs; and the provision of assessment for qualification from one of the accredited partner institutions, or from the Network itself, presumably through a challenge exam or possibly through some process of prior learning assessment.
Thus while access to study materials is free, you have to pay an exam fee or fees in order to get the accreditation. What you don’t get is the online academic support you would get if you enrolled in the partner institutions and paid full fee. Thus while not completely free, the OERu would lead to substantially lower costs for learners (provided the exam fees are set at a reasonable level).