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IRRODL just released a special issue on Openness and the Future of Education.

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openaccess oer opencourseware

This document is a code of best practices designed to help those preparing OpenCourseWare (OCW) to interpret and apply fair use under United States copyright law. The OCW movement, which is part of the larger Open Educational Resources (OER) movement, was pioneered in 2002, when the Massachusetts Institute of Technology launched its OpenCourseWare initiative, making course materials available in digital form on a free and open basis to all.

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opencourseware copyright

This month’s featured article by Curtis Bonk in eLearn Magazine, The World is Open for a Reason: Make that 30 Reasons!, describes the many benefits of sharing open content, particularly in educational institutions. The article includes a lengthy excerpt from Bonk’s upcoming ebook The World is Open: How Web Technology is Revolutionizing Education which will be downloadable.

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oer opencourseware

The first generation of OpenCourseWare projects (”OCW 1.0″) had essentially no sustainability plan. These first generation projects were funded by grants and had no means of supporting themselves once the grants ran out - except asking other people and other organizations to donate money. Consequently, in tough economic times (read, “now”) these programs will find themselves at risk. A new generation of OpenCourseWare projects are built around sustainability plans. These second generation projects are integrated with distance education offerings, where the public can use and reuse course materials for free (just like first generation OCWs) with the added option of paying to take the courses online for credit (there is no way to earn credit from the first generation OCWs).

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opencourseware

Need to find Open CourseWare (OCW) or Open Educational Resources (OERs)? Use 1 search to find resources from multiple sites. All sites indexed are listed. This page offers 2 ways of searching, using sources from many university and college sites and OER repositories.

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oer opencourseware

The need for public health knowledge is ever increasing, but the educational options have been limited to coursework delivered by academics to individuals who can afford the cost of tuition at public health institutions. To overcome this disparity, Johns Hopkins Bloomberg School of Public Health (JHSPH) has joined the Massachusetts Institute of Technology-initiated OpenCourseWare (OCW) movement to publish and share its collection of course content with the public at no charge. The JHSPH OCW project began in 2005 with funding support from the Hewlett Foundation. Its publishing process was integrated into the school-wide web supplement system for managing course content. To date, content from more than 60 graduate-level courses has been published, drawing an average of 40,000 visitors per month. OCW provides resources for faculty and students, both within and outside JHSPH in their pursuit of public health education.

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opencourseware

The Virtual University for Small States of the Commonwealth (VUSSC) was conceived by ministers at their triennial Conference of Commonwealth Ministers of Education in 2000. The Commonwealth of Learning was asked to investigate possible models, and presented a proposal to ministers at their next conference in 2003. The concept of a virtual university as a network was approved and the Commonwealth of Learning was asked to help countries collaborate and strengthen the capacity of national education institutions through this mechanism. The concept of sharing course materials and programmes was a fundamental principle from the start and gained momentum as the trend to open courseware and Open Educational Resources developed. The VUSSC uses a range of materials that conform to different Creative Commons copyright licences, all of which allow the free reuse and, usually, customisation of materials. The VUSSC works with governments and national institutions, many of which have established national qualification frameworks. The VUSSC is working with these governments to establish a 'Transnational Qualifications Framework'. The Transnational Qualifications Framework will be a translation point between the systems in different countries and regions, and will help provide momentum to the transfer of courses, qualifications and learners between countries. National institutions that wish to offer educational programmes that are co-branded with the VUSSC will have these approved within the institution, by the national qualification authority and, where applicable, the regional qualification authority. The programmes that fulfil these requirements will be posted with their accreditation status on the VUSSC web site that will be developed in 2008.

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oer opencourseware

Over the period 2006-2008, the Dutch Open Universiteit Nederland conducted an experiment in which Open Educational Resources (OER) were offered in an effort to bridge the gap between informal and formal learning and to establish a new style of entry portal to higher education with no barriers at all. OpenER received considerable attention both in terms of visitors and in the media. About 10% of the visitors reported that OER influenced their decision to start some formal learning track at academic level. Lessons learned were both from users and from inside the Open Universiteit. The experiment changed the attitude towards OER within the university itself and led to a growing awareness in the Netherlands of the value of OER in general, in other educational levels as well as among policy-makers and politicians.

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opencourseware oer

This paper describes the internal motivations and external drivers that led The Open University UK to enter the field of Open Educational Resources through its institution-wide OpenLearn initiative (www.open.ac.uk/openlearn). It also describes some of the emerging evidence of the impacts inside and outside the university. Through the rapid implementation and operation of the OpenLearn website, The Open University UK has been able to better understand and promote openness through open and distance learning.

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oer opencourseware

Free and Open Educational Resources at the University of the Western Cape (UWC) are deeply rooted in our institutional culture, stemming from the role we played in the struggle for political freedom in South Africa. The successful development of a strategy has been influenced by this history, as well as the role of a champion in the main decision-making structures. There is little doubt that the brand recognition of the Massachusetts Institute of Technology as the originator of the 'MIT Open Courseware' initiative played a role in the acceptance of the strategy within the UWC. The focus at the UWC is on the benefits of freedom that include social justice, rather than solely on the utility benefits, hence the continued use of the term Freedom within the conceptualisation and the choice of licences consistent with that concept. Implementation of the strategy has to be sustainable within the institutional context, so the implementation of it is linked to the e-learning tools that are in use at the UWC, which from 2009 will automate the sharing of courseware via a standards-based repository. It is also linked to building sustainable institutional support through the activities of the eLearning Development and Support Unit of the university.

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opencourseware oer

This paper provides insights on the adoption or use of OpenCourseWare (OCW) to support broader research, training and institutional capacity development goals, based on the experience of the United Nations University. Specifically, it explains the strategic context for the use of OCW in the university through its related efforts in the area of Virtual and Open Learning, and how OCW fits these requirements. Finally, the paper presents the current status, and discusses challenges and future directions of the OCW project at the United Nations University.

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opencourseware

This article traces the development of the OpenCourseWare movement, including the origin of the concept at the Massachusetts Institute of Technology (MIT), the implementation of the MIT OpenCourseWare project, and the idea's spread into the global educational community, ultimately resulting in the formation of the OpenCourseWare Consortium. The growth and maturation of the OpenCourseWare Consortium is reviewed and the article considers briefly some possible directions for the future of open education.

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opencourseware

In 2007, Delft University of Technology, one of the leading Dutch technical universities, started a project\ncalled Delft Open Courseware (OCW). This project has the aim of publishing all university courses\nonline, free for use, and builds on the worldwide trend and movement of opening up education. This\nyoung movement, commonly referred to as the Open Educational Resources (OER) Movement, has\nbrought a number of interesting and diverging projects. The subject of sustainability of these projects is\napproached in different ways, bringing up lessons for sustaining new OER-projects, like Delft OCW.

www.hennis.nl/...FutureofDelftOCW_MScThesis.pdf - Preview

opencourseware oer

It’s week three, and the course continues to elide the distinction between open education and open educational resources. That’s a shame because there’s a real opportunity to explore the differences in goals in the current assignment:

Carefully review five (5) random courses from MIT OCW (http://ocw.mit.edu/) and five (5) random courses from CMU OLI (http://www.cmu.edu/oli/). Write a post on the different ideals of quality expressed in the differing course designs; describe how you feel the different designs reflect on the different universities.

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opencourseware

The OCW Toolkit Initiative seeks to collect in one place a portable kit of resources that have proven useful in getting OCW projects off the ground at a variety of institutions. From tips on making the OCW case to IP management software, what are the necessary implements, and how can we get them into the hands of those who need them most? In what ways will needs differ in different regions? In developing/developed countries? In different types of institution?

www.ocwconsortium.org/index.php - Preview

opencourseware

A series of advanced e-learning courses on Information Technology (IT) focussing on the needs of business related IT consultancy in Africa. The courses are organized as online modules for self-study and include\nlessons, tests and selected references. They provide an overview of and\nintroduction to important concepts from intermediate to advanced level.\nThis way, they address a wide range of potential users. These include\nboth IT specialists and executive staff from IT businesses in Africa and\nbeyond, technology-savvy development practitioners as well as power\nusers of IT.

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opencourseware oer

Capilano College is to become the first post-secondary school in Canada to give course material away through an online consortium created by the Massachusetts Institute of Technology.

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opencourseware

Credit is a form of accounting, reporting and transfer currency for students and organizations. Credits provide the basis for institutional funding formulas and productivity comparisons. Credit also enables student choice and mobility between institutions.

The value of a credit’s currency depends on the trust within the community within which it is transferred. These communities include similarly-accredited universities, professional schools, colleges and vocational schools; trade and regulating bodies; governments and state regulators; and consortia.

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opencourseware

www.educause.edu/...NCP08067.pdf - Preview

copyright opencourseware

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opencourseware