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TRADITIONAL lectures look set to go by the wayside at Deakin University. As part of a new strategy students will increasingly access online, open source content from around the world, freeing up academics to focus on smaller tutorial groups delivered not just face-to-face but increasingly through social media like Facebook. 
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Textbook publishers have almost boundless disdain for Boundless Learning, and it's not hard to see why.
The company, which unveiled an upgraded, public iteration of its softwareWednesday after a year in beta, offers college students free, open versions of textbooks that would normally cost them scores if not hundreds of dollars. It describes what it does as "textbook replacement."
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As open educational resources and OCW increase in popularity and usage, there are a number of new resources out there that do offer just that. You probably already know about: Khan Academy and Wikipedia, for example. But in the spirit of 10 years of OCW, here’s a list of 10 cool OER and OCW resources that you might not know about, but should know.
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Open-source textbooks, free for students to use and for professors to modify, are being developed by more companies and adopted in more classrooms...
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These slides were given at the 2012 Open Repositories conference in Edinburgh, Scotland. They describe a SWORD extension for depositing new OER, new versions of existing OER, and derived copies of OER....
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By Janet Pinto, Chief Academic Officer, Curriki Are you curious as to what resources other teachers are using in their classrooms? Here are the most popular Curriki resources over the last three m...
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Coursera is a social entrepreneurship company that partners with the top universities in the world to offer courses online for anyone to take, for free. At the moment there are several medical courses available in areas such as neurology, clinical problem solving, physiology and pharmacology. These courses come from universities including Duke, Pennsylvania, Edinburgh, California, to name a few. Via Linda Corrin
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The OER Engagement Study investigated the ways in which higher education institutions, individual faculties and support staff foster OER reuse among academics. The research questions (RQ) that guided the design and implementation of empirical work were:
1. What are the main approaches to promoting engagement with OER reuse? 2. What is the optimal level of engagement with OER reuse from the perspective of different stakeholder roles, and what steps must lecturers go through in order to reach the optimal level?
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The emerging model – the OER Engagement Ladder – as well as recommendations and guidance on how to foster lecturers’ engagement with OER reuse should both be a valuable resource to anyone who seeks to strategically encourage open practice in their institution. Main beneficiaries include: academic librarians, staff developers, learning technologists, and staff responsible for implementation of graduate attributes into curricula.
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This Guide comprises three sections. The first – a summary of the key issues – is presented in the form of a set of ‘Frequently Asked Questions’. Its purpose is to provide readers with a quick and user-friendly introduction to Open Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively.
The second section is a more comprehensive analysis of these issues, presented in the form of a traditional research paper. For those who have a deeper interest in OER, this section will assist with making the case for OER more substantively.
The third section is a set of appendices, containing more detailed information about specific areas of relevance to OER. These are aimed at people who are looking for substantive information regarding a specific area of interest.
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"The authors do an excellent job of situating the contribution of OER in the wider context of the challenges facing education at all levels in an era of economic stringency. They relate OER to the realities of the teaching-learning process, arguing that greater reliance on resource-based learning, rather than large-group teaching, will be essential if wider access to education of quality is to be achieved."
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SCORE is based at the Open University and funded by HEFCE as a three year project (2009-2012) to support individuals, projects, institutions and programmes across the higher education sector in England as they engage with creating, sharing and using open educational resources (OER).
SCORE draws on the OU's experience from a range of successful OER projects, including OpenLearn which by April 2008 had published 5,400 learning hours of course content in the LearningSpace and 8100 hours in LabSpace (an area allowing easy remixing, translation and redeposit by registered users). The OER published covers a full range of Open University subject areas from introductory to postgraduate level. All of this content is available for reuse by learners and teachers under an open license.
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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.
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An online degree-granting institution called World Education University, set to open this fall, plans to try an advertiser-driven model to support its free content.
“Any Silicon Valley start-up will tell you that if you can drive enough eyeballs to your Web site, you can find ways to leverage that and monetize it,” said Scott Hines, the university’s chief executive. “We’re very transparent to students. They understand that their education is being underwritten generally through advertisers.”
Advertisers will pay for students to answer survey questions related to their products. For example, students may be asked a question like “Are you a runner?” when they log into the learning-management system. If a student checks “yes,” he or she will thereafter see ads for a certain brand of running shoes on the home page.
KF: Interesting model... bound to lead to many jokes along the lines of: "Do you want fries with that degree?" Obviously there will need to be caveats and conditions that keep the study and learning isolated from the advertising activity... The competency-based model mentioned in the closing paragraph might give some legs to the PQ (professional qualification) that many universities talk about.
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Boundless just launched the public beta version of its brand new site. What is Boundless? It’s a way to easily turn all of the open source information that exists in the world into a simple easy-to-use digital textbook. And it’s free.
This is one of the most exciting announcements that came across my inbox over the past few weeks. Boundless is shaping up to truly disrupt the digital textbook industry and the newly launched tools are robust enough to do just that.
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This free IPR course introduces intellectual property rights (IPR), Creative Commons and how to create learning objects.
The free online Intellectual Property Rights for Educational Environments course is a HEFCE funded, and Higher Education Academy (HEA)/JISC managed, project created to introduce and build awareness of aspects of intellectual property rights and copyright.
The intended audience is primarily people in higher education designing online learning resources. These course materials are also appropriate for academics working in HE staff development.
The course is divided into three units each comprising a number of sessions. Each element of the course can either be used independently or as a part of a complete learning experience.
While the course primarily addresses IPR in the UK, the course materials can be adapted and re-used to represent IPR issues in non-UK countries.
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Or there’s the option for free textbooks. That’s (part of) the promise of OER, and “free and open” is how Boundless is branding itself. The startup came onto the scene earlier this year with news that it was being sued for copyright infringement by 3 of the major players in the publishing industry. Boundless has filed a motion to dismiss that lawsuit, and by launching to the public today, the startup maintains it is ready to fight rather than wilt under the legal pressures it contendsare aimed at “stifling innovation from edtech startups like ours.”
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I’ve been thinking about what’s next for OER… With the current set of MOOCs – which aren’t even open – grabbing attention away from the real movement, we need an exciting idea to get behind. Something that can inspire another decade of work across the nation and around the world.
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From
iskme
Leverage Open Educational Resources (OER) to broaden curriculum, strengthen collaboration, and enrich teaching and learning.
ISKME’s Open Educational Resources (OER) Training Program is tailored for K-20 formal and informal educators to support knowledge sharing and continuous improvement of resources used in teaching and learning. The OER Training Team meets educators at their current level of familiarity and builds a program that supports the participatory and collaborative skills needed to effectively engage with OER, as well as the technological tools to do so. Utilizing the dynamic OER Commons (www.oercommons.org) ecosystem, educators collaborate online and face-to-face around the use, evaluation, and improvement of high-quality OER, including a tool for Common Core Standards alignment, and Open Author an easy-to-use digital resource authoring and remixing environment.
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Bonk, Preconference COP at Madison DL Conference, August 8, 2012, OER and MOOCS.
KF: An advance release of Curtis Bonk's slides from his Community of Practice focussing on MOOC and OER.
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The material that you can access through this website is intended to help students develop their use of digital technologies in their studies. The materials have been selected from the best OER available and cover the following learning topics: *Developing Digital Literacies *Using Multimedia Creatively for Learning *Learning Collaboratively Online *Referencing and Avoiding Plagiarism *Finding Information Online Learning with Social Media *Ethics, Rights and Intellectual Property
Explore more here: http://www.digitalscholarship.ac.uk/
A very useful collection of resources for K-20 educators and students. Kudos. -JL Via Anne Whaits, João Greno Brogueira, Jim Lerman
Ken Morrison's comment,
August 6, 2012 2:58 AM
Thank you for following my topic. I hope it is helpful for you.
It looks like you have some nice scoop.it topics started. Best of luck! Ken
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Get Khan Academy on the App Store. See screenshots and ratings, and read customer reviews.
Description Khan Academy allows you to learn almost anything for free.
Our iPad app is the best way to view Khan Academy’s complete library of over 3,200 videos.
We cover a massive number of topics, including K-12 math, science topics such as biology, chemistry, and physics, and even the humanities with playlists on finance and history.
Spend an afternoon brushing up on statistics. Discover how the Krebs cycle works. Learn about the fundamentals of computer science. Prepare for that upcoming SAT. Or, if you’re feeling particularly adventurous, learn how fire stick farming changed the landscape of Australia.
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TABLE OF CONTENTS Acknowledgements Glossary of terms
1 Introduction
2 Guidelines for Higher Education Stakeholders
References
Appendix 1 — Useful knowledge, competences and skills for effective use of OER in higher education
Appendix 2 – Promoting more effective and inclusive education by designing OER for the diverse needs of students
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The Open Education SIG (OESIG) was established in March 2012. Education has the power to transform lives but too often access is restricted.
The remit of this SIG is to support, develop, sustain and influence policy in open education.
What the SIG undertakes as activities will be decided once members have been recruited. The first activity of the SIG will be to manage a statement of commitment to open education.
This remit will be extended following discussions with SIG members.
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Content Without Borders is an open access repository service powered by EQUELLA. This publicly accessible repository promotes and provides access to resources contributed by academic institutions and repositories from around the world.
Resources are accessible through content harvesting, federated search, or via direct access to the website, enabling access to thousands of resources.
Resource contributions are stored and harvested in the Content Without Borders repository as content metadata only and link consumers to the appropriate source repository to view the actual items and attachments.
The repository’s resources are made available according to the individual licensing agreements of contributing institutions. Predominately this is via Creative Commons licensing.
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