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Open Educational Resources and the Future of Higher Education
Dr Li Yuan
Institute for Educational Cybernetics
University of Bolton
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Key Concepts
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Definition of Openness
““Digitised materials offered Digitised materials offered freely and openly for freely and openly for educators, students and self-educators, students and self-learners to use and reuse for learners to use and reuse for teaching, learning and teaching, learning and research” (OECD, 2007)research” (OECD, 2007)
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Components of OERs
Learning Content (full courses, courseware, content modules, learning objects, collections and journals)
Tools (software to support the development, use, re-use and delivery of learning content)
Implementation process (intellectual property licenses to promote open publishing of materials)
(OECD, 2007)
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The four ‘R’s of openness
Reuse – allow others to freely use all or part of the unaltered, verbatim work.
Redistribute – share copies of the work with others.
Revise – allow to adapt, modify, translate, or change the form of the work
Remix – allow to take two or more existing resources and combine them to create a new resource
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What is Creative Commons
Creative Commons lets people share their work (photos, writing, etc.) with the world so that anyone can use and remix their creations under the licensing terms the authors provide. It is usually denoted with “Some Rights Reserved” as opposed to “All Rights Reserved.”
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License Conditions
Attribution (BY), requiring attribution to the original author; Share Alike (SA), allowing derivative works under the same or a similar license (later or jurisdiction version); Non-Commercial (NC), requiring the work is not used for commercial purposes; and No Derivative Works (ND), allowing only the original work, without derivatives.
There are four major conditions of the Creative Commons:
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Why Open Educational Resources
• Reduce the costs of education to learners
• Make education globally accessible
• Collaborate, share and partner to use and provide open content
• Increase quality through reusing and localising content
• Avoid duplication of effort
• Change a culture
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OER initiatives
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Examples of OERs
MIT OpenCourseWare
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Examples of OERs
OpenLearn/ Open University UK
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Examples of OERs
China Open Resource for Education (CORE)
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UK OER Programme
OpenSpires - University of Oxford
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JorumOpen/UKOERs
UK OER Programme
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Impacts on Higher Education
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Content is infrastructure
“We must deploy a sufficient amount of content, on a sufficient number of topics, at a sufficient level of quality, available at sufficiently low cost before we can expect large scale educational experimentation and innovation”.
David Wiley, 2007
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“The UK must have a core of open access learning resources organised in a coherent way to support on-line and blended learning by all higher education institutions and to make it more widely available in non-HE environments”.
On-line Innovation in Higher Education
Sir Ron Cooke (2008)
The UK Vision of OERs
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OERs and the Future of Higher Education
Higher Education
OERs Learning
Communities
Learners’ Support
Credit on
Demand
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Learning with experts and communities
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Blogs Videos OER course
David Wiley
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Blogs Videos OER course
Stephen Downes
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BlogsVideos P2PU
Stian Haklev
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Thanks for your attention!!!
Contact details:
JISC CETIS Institute for Educational Cybernetics University of BoltonDeane Road, Bolton, BL3 5ABTel: +44(0)1204 903851Fax: +44(0)1204 399074email: [email protected]://jisc.cetis.ac.uk/