Open Course Library releases 39 more high-enrollment courses. Jane Park, April 30th, 2013 OCL How-to Guide / SBCTC / CC BY A year and a half ago, the Washington State Board for Community and Technical Colleges (SBCTC) released the first 42 of Washington state’s 81 high-enrollment courses under the Creative Commons Attribution license (CC BY). Now they have released the remaining 39 under the same terms, which means that anyone, anywhere, including the state’s 34 public community and technical colleges and four-year colleges and universities, can use, customize, and distribute the course materials. The Open Course Library project is funded by the Washington State Legislature and the Bill and Melinda Gates Foundation.
For further background on the project, read our 2010 feature about the project when it was just beginning. Update The SBCTC held a press call today bringing to light a new Cost Analysis report on savings for students where Open Course Library courses have been used in lieu of traditional course materials. Terry Anderson Alt C Final. Imaginary Digital Skills Course – #h817open- Week 2-Activity 8 | Reflections on Learning. Image credit: Alice Mini-Series TV Show (2009) #h817open -Week 2- Activity 8 Imagine you are constructing a course in digital skills for an identified group of learners (e.g. undergraduates, new employees, teachers, mature learners, military personnel, etc.). It is a short, online course aimed at providing these learners with a set of resources for developing ‘digital skills’. It runs for five weeks, with a different subject each week, accounting for about six hours study per week.
Using these OER repositories to find OERS: MERLOTJorumAriadneMITOpenLearnRice Connexions The Journey of Building an Imaginary OER courseI did find a few OERs that looked promising for this imaginary course. I did find a course or two on MIT OCW that helped me find links to resources I could use. I did see many good resources that I could possibly use for other courses, but would I be able to find them again when I needed them?
My Imaginary Digital Skills Course Resources: What is a. Learn.creativecommons.org/wp-content/uploads/2008/03/oerforumfinalreport.pdf. Inbox (1,345) - hanneschmidtthomsen - Gmail. Www.jisc.ac.uk/media/documents/events/2010/07/AlisonDickensandKateBorthwick.pdf. Finding OERs. Search engines A number of search engines exist to search Open Educational Resources. These include: DiscoverEd - "Discover the Universe of Open Educational Resources"Jorum - "free learning and teaching resources, created and contributed by teaching staff from UK Further and Higher Education Institutions"OCWFinder - "search, recommend, collaborate, remix"OER Commons - "Find Free-to-Use Teaching and Learning Content from around the World.
Organize K-12 Lessons, College Courses, and more. "Temoa - "a knowledge hub that eases a public and multilingual catalog of Open Educational Resources (OER) which aims to support the education community to find those resources and materials that meet their needs for teaching and learning through a specialized and collaborative search system and social tools. " Dandelion Image CC BY-NC-SA monteregina. Why Open Educational Resources? - Article - SURFspace. SURFspace vraagt jouw toestemming om cookies te gebruiken In afwachting van de verwachte wijziging van de Telecomwet hanteert SURFspace deze cookiemelding om aan de wet te voldoen. Zodra de Telecomwet gewijzigd is zal SURFspace de cookiemelding aanpassen.
Over cookies Een cookie is een bestandje met informatie die op jouw computer wordt geplaatst en welke bij een volgend bezoek weer wordt gelezen. Veelgestelde vragen over de cookiewet SURFspace gebruikt cookies voor: het onthouden van instellingen en voorkeuren. het tonen van inhoud van externe partijen zoals video’s, presentaties en audiobestanden. Zonder jouw toestemming kun je deze site niet gebruiken. The dirty little secret of online learning: Students are bored and dropping out. Online education has been around for a long time. But massive open online courses are finally making it respectable. Maybe even cool. Let’s not forget, though, that they are still experiments. And despite being “massively overhyped” (even in the eyes of their most dyed-in-the-wool supporters), they are not actually having a massive impact on students yet. So let’s review what we’ve learned so far. Hundreds of courses are now available from dozens of the world’s best universities and professors.
So far, though, online courses are not building a massively better-skilled workforce. Sure, a few free, open, online courses have generated eye-popping registration numbers, upwards of 200,000 in some cases. Not So Massive After All So why are all these students falling asleep, virtually, in their digital classes? Another big issue, especially for non-traditional students, is that learning has to fit in between life and work. Let’s start with mobile first. Www.oer-europe.net/output/OERtest_A5_Book.pdf. California Bill Would Force Colleges to Honor Online Classes. (2) Google+ How Open Access and Para-Academic Publishers Are Disrupting Academic Publishing. Digital disruption has happened in almost every publishing sector except one: academic publishing. The reasons why academic publishers have resisted changes as other sectors have gone digital is complex, and many have tried to change aspects of academic publishing with few results.
For example, In 2011, GigaOm author Mathew Ingram explained that one of the reasons why academic publishing is so resistant to change is because universities “pay large sums to subscribe to those journals, they often feel compelled to justify those costs by requiring that all research be published through them” (“So When Does Academic Publishing Get Disrupted?”).
Some of these journal subscriptions cost upwards of $20,000 a year through traditional academic publishers, according to a recent report from the University of Illinois. Here in 2013, not much has changed in traditional academic publishing, but there are changes happening on the edges of academic publishing. Library Book Image via Shutterstock. Learnadoodledastic: Making a case for creating Open Educational Resources for use in Higher Education. To set the scene we'll start with a useful and pragmatic definition of Open Educational Resources from Stephen Downes (although he does not support the idea of an 'official' definition) – Read more here "Open educational resources are materials used to support education that may be freely accessed, reused, modified and shared by anyone. " Background Inspiration for this post was attendance at the one day MEDEV workshop From curiosity to confidence: sharing what it takes to ‘go open’ with learning and teaching resources.
Keynote speaker Kieran McGlade (Queen’s University Belfast) kicked off proceedings with an Introduction to open educational resources (OERs) and open educational practice (OEP). Suzanne Hardy (MEDEV) rounded off the session in the afternoon with many practical tips and advice on tools to use that will aid the development of OERs. Further Reading Mitigating the effort of creating OERs 1. 2. 3. ShiftHappens Educational 2010. #H817open Bookmarks - List. Examining Open Education. This past week, I had the chance to delve deeper into the idea of open education and open education resources (OER) thanks to both #ETMOOC and the #MediaLabCourse. Before this week, I hadn’t spent much time considering the differences between “open” and “free” and the power they can bring to people around the world when they are combined together. Free is valuable for the accessibility it provides but open, I discovered, means much more than just making something accessible or available to the public.
It also means providing transparency and the blueprint for how and even why something was created. This unique insight into how something was made (e.g., a website, a software program), allows users to make the transition from consumers to creators much more easily. Suddenly, the plans behind a product are not only visible but they’re also “unlocked” and available for re-mixing, mashing, and updating so that they can meet the needs of individual contexts and previously unimagined goals. Coursera. Education. Welcome to the free OpenLearn course on open education. This course runs over seven weeks and is focused around the subject of openness in education. The course is an adapted extract from the Open University Masters-level course H817 Openness and innovation in elearning55 [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip56)] (of which this is one of four blocks) and open, informal learners.
This is the ‘stand alone’ version of the course, so you will be studying it independently of other students. This means others may not be studying at the same time, so the interaction found through blogs and forums may not be relevant, and is not monitored by the course team. The course operates an activity-based pedagogy, so within each week there will be approximately four activities: in these you will typically be expected to read some material (or view some other media), perform an activity and create a short blog post. The topics you will study in the coming weeks are: