Why We Fund Open Textbooks (and Plan to Do More) Textbooks aren’t new or novel, and they certainly don’t represent the cutting edge of the Open Educational Resources (OER) movement that the Hewlett Foundation has long supported. But it’s precisely because of the way they are deeply embedded in the education system that they have the potential to shift OER from the exception to the default in schools and colleges across the world. And make no mistake: OER is poised for widespread adoption, with research showing that nearly 10% of K-12 teachers and over 10% of higher education faculty in the United States regularly use OER in some form. That realization, which heavily informed the strategic planning process we began when TJ Bliss and Dana Schmidt came on board as program officers for OER, formed the basis of our revised strategy for OER. Three big trends are driving our push for open textbooks. Indeed, there is a desperate need for open textbooks. By contrast, openly licensed materials are hitting the mark and filling a market niche.
OULDI (Open University Learning Design Initiative) : About the initiative The OU Learning Design Initiative (OULDI) started with institutional strategic funding in 2007 and has been funded by JISC under the Curriculum Design programme since September 2008. Our work is focused around several key questions: Our aim is to develop and implement a methodology for learning design composed of tools, practice and other innovation that both builds upon, and contributes to, existing academic and practioner research. We have been working across several OU faculties and with 4 other universities to pilot curriculum design activities and relevant supporting tools and to contribute to the broader academic work in the subject. We have produced a range of tools which include: Additional outputs include: Our is underpinned by an ongoing programme of empirical work, aimed at getting a richer understanding of educational design processes.
OER Commons AcademicEarth.org Use and Abuse of Reusable Learning Objects | Polsani | Journal of Digital Information 1 Movements in the Learning Object Economy In the past 5-7 years there have been considerable efforts in the computer-mediated learning field towards standardization of metadata elements to facilitate a common method for identifying, searching and retrieving Learning Objects (LOs). Recently, a consensus has emerged among the various bodies spearheading these efforts - including the IEEE Learning Technology Standards Committee (LTSC) Learning Object Metadata Working Group, the IMS Global Learning Consortium, Inc., and the Dublin Core Metadata Initiative - on what these common metadata elements might be. Similar efforts to develop a common conceptual definition of LOs have yet to emerge. Accessibility: the LO should be tagged with metadata so that it can be stored and referenced in a database Reusability: once created, a LO should function in different instructional contexts Interoperability: the LO should be independent of both the delivery media and knowledge management systems
JISC CETIS - Centre for Educational Technology and Interoperability Standards Open Educational Resources Resources Index of John's OER-related blog posts Date: Feb 2011 CETIS OER Technical Support Project Final Report Date: May 2010 The CETIS OER Technical Support Project was funded by JISC to provide support to the JISC HEA Open Educational Resources Pilot Programme. Open Educational Resources – Opportunities and Challenges for Higher Education Date: Sep 2008 Open Educational Resources- Opportunities and Challengers for Higher Education. OER resources Date: Jan 2007 Open Educational Resources Publications
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Digitale Lehrmittelfreiheit Free Online MIT Course Materials | Why Donate? Free Online Course Materials | About OCW Google News Introduction to Openness in Education Welcome to Introduction to Openness in Education. This course provides a broad overview of the ways in which openness impacts many areas of education – curriculum, instruction, learning, policy, technology, research, and finance, among others. My name is David Wiley, and I'm the designer of your open course. You can learn more about me at my website, davidwiley.org (Links to an external site.). The main goal of this course is to give you a broad but shallow grounding in the primary areas of work in the field of open education. Never fear, however – as you review the badges available for this course you’ll see that you have plenty of opportunity to dive deeper in the specific areas that interest you. If you’ve never taken an open course, you’ll want to pay close attention to Module 1 which describes how the course works. I’m looking forward to learning together with you!
OER - Open Educational Resources: Suggested enhancements to JorumOPEN user interface (I think everyone’s disappeared on holiday!) Not suprisingly, we have experienced the same kind of issues. To put this in context our project involves nearly twenty academics producing their own OER and then uploading them to JorumOpen themselves; I provided only a walkthrough of the JorumOpen site at a meeting, pointing out where the help sheets and vidcasts could be found and after that only encouragement to get uploading. So far I haven’t had to upload anything for anyone so all my remarks are based on what they have told me (we have run a questionnaire with them about their experiences.) : The group was mixed but tended towards limited or no knowledge of Jorum or uploading to repositories. None used JorumOpen prior to its launch (they wanted to upload when they could see the results of their efforts.) : When we asked our group if they’d used the help, few had but those that did found it useful. : Why can you only upload to one collection? : We all think this would be a good idea.