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Forward - Situating OER in Global Higher Ed
The Open Education Consortium promotes the significance of Open Educational Resources (OER) in global higher education, emphasizing their free use and repurposing under intellectual property licenses. The document highlights positive perceptions of OER quality and outcomes, along with various strategies for integrating OER into teaching practices and institutional policies. Additionally, it outlines challenges and commitments related to the sharing and procurement of educational resources, reflecting a broader philosophy of open education aimed at improving access and effectiveness worldwide.
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Forward - Situating OER in Global Higher Ed
- 1. We Are NotAlone: Situating OER in Global Higher Ed Mary Lou Forward Executive Director Open Education Consortium mlforward@oeconsortium.org Unless otherwise indicated, this presentation is licensed CC-BY 4.0
- 2. THE OPEN EDUCATIONCONSORTIUM A little context
- 3. Who We Are TheOpen Education Consortium is a worldwide community of hundreds of higher education institutions and associated organizations committed to advancing open education and its impact on global education.
- 5. LET’S START WHEREWE ARE Situating OER in Global Higher Ed
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- 8. What are OpenEducational Resources? Teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or repurposing by others.
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- 11. Why do youuse OER?
- 12. Source: Boyoung Chaeand Mark Jenkins, A Qualitative Investigation of Faculty OER Usage in the Washington Community and Technical College System, State Board for Community and Technical Colleges, January 2015 http://goo.gl/dERBtX
- 14. Source: Opening theTextbook, Babson group, 2016
- 15. Are OER anygood?
- 16. 12 Peer ReviewedStudies of Perceptions of OER Quality http://openedgroup.org/
- 17. 5,201 Professors andStudents http://openedgroup.org/
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- 19. Babson OER survey Source:Opening the Curriculum, Babson Group, 2014
- 20. 13 Peer ReviewedStudies of Efficacy http://openedgroup.org/
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- 22. 95% Same orBetter Outcomes http://openedgroup.org/
- 23. Are OER anygood? 85% Same or better quality 95% Same or better outcomes Yes.
- 24. Let’s not forgetcost.
- 28. LANDSCAPE OF OPENEDUCATION OER to Open Education
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- 31. Internal Inputs Institutional characteristics • PoliciessupportingOER • Training and PD • Course redesign support • Librarian/ITcapacity • Institutional culture Instructorcharacteristics • OER experience • Attitudes toward OER • Experience teaching and with the course • Comfort with technology • Time spent on course redesign and in training • Status at the institution Student characteristics • Demographics • Finances and employment status • Comfort with technology • Access to technology • Prior achievement • Academic engagement Program Activities & Implementation • Course pathway planning • Collaborativecourse (re)design • Selecting and vetting OER content • Developingand adapting OER course content • Marketing to students and advisors • Communicationswith faculty and other stakeholders • Certifying courses as OER • Greater institutional emphasis on pedagogy and collaboration • Increased OER degree availability and sustainability • Changed faculty perceptions of OER • Changed faculty teaching practices • Greater availabilityof certified OER courses • *Reduction in student debt • *Increased certificateand degree attainment • *Increased rate of transfer to a 4- year college Long-term Outcomes Logic Model – OER Degree Initiative Intermediate Outcomes • Impact on bookstore revenue • Impact on tuition and fee revenue • Recurringcosts for OER course design and maintenance • More faculty teaching OER courses • More faculty participating in OER course design and content creation • Students attempting more credits • Improved course outcomes • Improved student retention and degree progression • Student cost savings External Inputs • OER course content • Technical assistance (Lumen) • Community of practice (CCCOER) Student Actions & Behavior • Use of OER course materials • Consumption patterns (on/off line) * - these outcomes are likely outside the timeframeof the study
- 32. Open Education Allows HigherEducation to reconsider approaches to teaching and learning
- 33. eResources at UMUC Goal Everycourse will use electronic resources that are of no cost to the student. Milestones • By fall 2014, 50% of all undergrad courses have been through the eResources revision process. • By fall 2015, 100% of all undergrad courses will have been through the process (974 courses) • By fall 2016, 100% of all graduate courses will have been through the process.
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- 35. Evolution of educational resources OLD •Adopt • Link • Insert Resources • Treat eResources as a special project New • Adapt and Build • Embed • Design around electronic resources • Integrate eResources into ongoing course design and development
- 36. The Cape TownOpen Education Declaration: Open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues. It may also grow to include new approaches to assessment, accreditation and collaborative learning. Understanding and embracing innovations like these is critical to the long term vision of this movement. Source: http://www.capetowndeclaration.org/read-the-declaration The Open Education Consortium: Open education encompasses resources, tools and practices that employ a framework of open sharing to improve educational access and effectiveness worldwide. Source: http://www.oeconsortium.org/about-oec/ Opensource.com: Open education is a philosophy about the way people should produce, share, and build on knowledge. Proponents of open education believe everyone in the world should have access to high-quality educational experiences and resources, and they work to eliminate barriers to this goal. Such barriers might include high monetary costs, outdated or obsolete materials, and legal mechanisms that prevent collaboration among scholars and educators. Source: https://opensource.com/resources/what-open-education
- 38. CC-BY-SA by Leffard https://commons.wikimedia.org/wiki/File:The_SAMR_Model.jpg Redefinition= Open Educational Practices (Open Pedagogy)
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- 42. CREATING GLOBAL CHANGE Plantingthe seeds
- 44. Commitment 9 Map existingdigitally available educational resources at the Ministry of Education, Science, Research and Sport and its directly managed organizations and identify those that can be released under the Creative Commons Attribution open license. Responsible: Minister of Education, Science, Research and Sport Deadline: June 30, 2015 Commitment 10 Map existing repositories at the Ministry of Education, Science, Research and Sport and its directly managed organizations. Define what characteristics should be satisfied by the central repository for storing open educational resources. Determine which of the existing repositories can be used for publishing open educational resources, including estimated necessary adjustments and anticipated financial impacts. Responsible: Minister of Education, Science, Research and Sport Deadline: June 30, 2015 It appears that the current procurement process of educational resources does give the contracting authority sufficient flexibility to release these resources under an open license. This process therefore needs to be revisited and adjusted. Also, considering that the process of purchasing learning resources also affects issues of copyright and public procurement, it is appropriate for the Ministry of Education, Science, Research and Sport to cooperate with the Ministry of Culture (Copyright Act) and the Office for Public Procurement.
- 51. OPEN WORLD We arenot alone
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- 59. Source: Opening theTextbook, Babson group, 2016
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