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Collating global evidence of the design, use, reuse and redesign of open educational content
Abstract
Open Educational Resources (OER) are available globally in many OER repositories. Since The Massachusetts Institute of Technology (MIT) (http://web.mit.edu/) OpenCourseWare (OCW) initiative began, seven years have elapsed. Therefore it is time to consider and evaluate what has worked, why and how we can maximise on the design and redesign of OER for the benefit of learners and teachers. Open Learning Network (OLnet) is an outward facing and open research project, which started in March 2009. Based on lessons from experience and evidence worldwide, the initial aim of the project is to draw in existing OER and social networked communities to evaluate what types of OER have worked well in terms of learning and teaching. The project investigates the best ways to develop new OER and redesign existing OER for reuse. OLnet is funded by the William and Flora Hewlett Foundation and starts from a base of having a number of partners, to build upon over the three-year period of the project. Methods for developing Open Educational Resources (OER) have evolved from different initiatives and projects. The first part of this paper is a step towards exploring the challenges faced and opportunities gained from different approaches. The methods adopted by two OER projects OpenER and OpenLearn are considered. Although OER may be created with one audience in mind (Higher Education) they can be adopted and adapted by different age groups and those with a variety of prior learning experiences. The second part of the paper considers the potential and actual adoption of OER by the school and further education sector. Questions addressed regarding the potential of OER are as follows: - Could OER material fit into the present timetable of study? - Might institutions provide assessment for OER material? - How would material be assessed? - What policies and procedures would need to be used or changed to allow the adoption of OER material for assessment? - Might OER material be better suited to learning in cases of non-accreditation? Finally the paper discusses two examples of reuse: one of material from DigilessenVO and the other a contrasting example from OpenLearn.
... The emergence of OERs has greatly facilitated online education through the use and sharing of open and reusable learning resources on the Web. Learners and educators can now access, download, remix, and republish a wide variety of quality learning materials [3,4]. ...
... The case study presented in this paper is focused on open education and relates to the use of, as well as outputs of the OpenLearn project [5], an OER repository owned by the Open University (OU). 4 OpenLearn offers in excess of 15,000 hours of self-study materials and receives an average of 5 million visitors per year. All OpenLearn content is completely free and accessible via any web browser. ...
Producing or finding and reusing high-quality educational content online can be a laborious and costly process. With the open-source and open-access SlideWiki platform, the effort of producing and reusing highly-structured remixable educational content can be crowdsourced and therefore widely shared. SlideWiki employs crowdsourcing methods in order to support the open education community in authoring, sharing, reusing and remixing open courseware. This paper presents a case study of this platform carried out in the context of open education and informal learning and reports on the feedback received thus far from members of the open education community.
... What does a typical higher education institution have to offer in the way of paid content that cannot be freely accessed from the top universities in the world or directly from the primary source of the information? While there might be some areas of unique content that are not yet in OER, increasing quantities of the general curriculum and a great many advanced courses are in the public domain in OER repositories (Robertson, 2010;Wilson, Schuwer, and McAndrew, 2010). The rush into and hype concerning Massive Open Online Courses (MOOCs) has helped to bring this fact to life and has shrunk the pool of differentiators further by including the learning interactions including assessment (Pappano, 2012). ...
This insightful collection of essays explores the ways in which open education can democratise access to education for all. It is a rich resource that offers both research and case studies to relate the application of open technologies and approaches in education settings around the world.
Global in perspective, this book argues strongly for the value of open education in both the developed and developing worlds. Through a mixture of theoretical and practical approaches, it demonstrates that open education promotes ideals of inclusion, diversity, and social justice to achieve the vision of education as a fundamental human right.
A must-read for practitioners, policy-makers, scholars and students in the field of education.
... What does a typical higher education institution have to offer in the way of paid content that cannot be freely accessed from the top universities in the world or directly from the primary source of the information? While there might be some areas of unique content that are not yet in OER, increasing quantities of the general curriculum and a great many advanced courses are in the public domain in OER repositories (Robertson, 2010;Wilson, Schuwer, and McAndrew, 2010). The rush into and hype concerning Massive Open Online Courses (MOOCs) has helped to bring this fact to life and has shrunk the pool of differentiators further by including the learning interactions including assessment (Pappano, 2012). ...
This insightful collection of essays explores the ways in which open education can democratise access to education for all. It is a rich resource that offers both research and case studies to relate the application of open technologies and approaches in education settings around the world.
Global in perspective, this book argues strongly for the value of open education in both the developed and developing worlds. Through a mixture of theoretical and practical approaches, it demonstrates that open education promotes ideals of inclusion, diversity, and social justice to achieve the vision of education as a fundamental human right.
A must-read for practitioners, policy-makers, scholars and students in the field of education.
... What does a typical higher education institution have to offer in the way of paid content that cannot be freely accessed from the top universities in the world or directly from the primary source of the information? While there might be some areas of unique content that are not yet in OER, increasing quantities of the general curriculum and a great many advanced courses are in the public domain in OER repositories (Robertson, 2010;Wilson, Schuwer, and McAndrew, 2010). The rush into and hype concerning Massive Open Online Courses (MOOCs) has helped to bring this fact to life and has shrunk the pool of differentiators further by including the learning interactions including assessment (Pappano, 2012). ...
This insightful collection of essays explores the ways in which open education can democratise access to education for all. It is a rich resource that offers both research and case studies to relate the application of open technologies and approaches in education settings around the world.
Global in perspective, this book argues strongly for the value of open education in both the developed and developing worlds. Through a mixture of theoretical and practical approaches, it demonstrates that open education promotes ideals of inclusion, diversity, and social justice to achieve the vision of education as a fundamental human right.
A must-read for practitioners, policy-makers, scholars and students in the field of education.
... What does a typical higher education institution have to offer in the way of paid content that cannot be freely accessed from the top universities in the world or directly from the primary source of the information? While there might be some areas of unique content that are not yet in OER, increasing quantities of the general curriculum and a great many advanced courses are in the public domain in OER repositories (Robertson, 2010;Wilson, Schuwer, and McAndrew, 2010). The rush into and hype concerning Massive Open Online Courses (MOOCs) has helped to bring this fact to life and has shrunk the pool of differentiators further by including the learning interactions including assessment (Pappano, 2012). ...
This insightful collection of essays explores the ways in which open education can democratise access to education for all. It is a rich resource that offers both research and case studies to relate the application of open technologies and approaches in education settings around the world.
Global in perspective, this book argues strongly for the value of open education in both the developed and developing worlds. Through a mixture of theoretical and practical approaches, it demonstrates that open education promotes ideals of inclusion, diversity, and social justice to achieve the vision of education as a fundamental human right.
A must-read for practitioners, policy-makers, scholars and students in the field of education.
... What does a typical higher education institution have to offer in the way of paid content that cannot be freely accessed from the top universities in the world or directly from the primary source of the information? While there might be some areas of unique content that are not yet in OER, increasing quantities of the general curriculum and a great many advanced courses are in the public domain in OER repositories (Robertson, 2010;Wilson, Schuwer, and McAndrew, 2010). The rush into and hype concerning Massive Open Online Courses (MOOCs) has helped to bring this fact to life and has shrunk the pool of differentiators further by including the learning interactions including assessment (Pappano, 2012). ...
There is increasing discussion and academic debate about changing and improving learning and teaching praxis as widespread and increased digitization continues to impact life of individuals and society, both locally and globally. Widening the access to higher education is high on the global agenda not just in the field of education but also from the perspective of employment opportunities, entrepreneurship and innovation in the labor market. An open education for all learners is key to maximize the impact of education on society and to ensure its success and sustainability. Opening up education requires a change in attitudes and mindset that emphasizes flexible growth instead of fixed traditions. Enhancing quality in open education requires a system-based approach in which contingency provides for the integration of digitization and technology in both management and leadership. An open education pedagogical approach, or a more self-directed approach is likewise essential to foster openness in both praxis and culture.This chapter analyses the role of open educational practice and culture by discussing the opportunities and dilemmas encountered in this rapidly evolving age of technology-enabled learning, as well as the key issues that must be addressed in opening up education.
© E. Ossiannilsson, Z. Altinay, and F. Altinay, CC BY 4.0
hp://dx.doi.org/10.11647/OBP.0103.08
... Learners and educators have been allowed to access, download, remix, and republish a wide variety of quality learning materials for use within different levels of education and different learning contexts (Baas et al., 2019;De los Arcos et al., 2016;Gourley & Lane, 2009;Hilton, 2019;McGowan, 2020;Mishra, 2017;S. Wang & Wang, 2017;Wilson et al., 2010). ...
The use of Open Educational Resources (OER) for training in public administration has yet to see a wide adoption globally, mostly due to challenges related to the discovery and reuse of high-quality OER for training purposes. These challenges, combined with the general lack of openness in the public sector, have greatly impacted the penetration of OER in public administration. This paper presents a case study on the use of OER for expanding and enhancing curricular and resource sharing in public administration in Greece. Within this case study, an OER authoring and sharing platform was introduced to the Greek public sector, employing crowdsourcing methods for supporting trainers and trainees in authoring, sharing, reusing and remixing OER. The paper presents the deployment of this platform and the use of OER in the context of training programmes in the Greek public sector and reports on the lessons learned and the impact on public administration. The results of the case study showed that the use of OER was very positively received by civil servants, with a remarkable response, through active participation and engagement that led to the enhancement of existing OER and the co-creation of new ones for public administration.
... The emergence of OERs has greatly facilitated online education through the use and sharing of open and reusable learning resources on the Web. Learners and educators have been allowed to access, download, remix, and republish a wide variety of quality learning materials for use within different levels of education [4][5][6][7][8][9][10][11]. ...
This paper presents the OpenLang Network platform, an open and collaborative online environment for networking between language learners and teachers across Europe. The OpenLang Network platform brings together educators wanting to discover and share open language learning resources, as well as Erasmus+ mobility participants that wish to improve their language skills and cultural knowledge. This initiative aims at raising language awareness of mobility European languages and fostering the Open Education European multicultural and multilingual vision via Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs).
... The emergence of OERs is facilitating online education through the use and sharing of open and reusable learning resources online. Learners and educators can now access, download, remix, and republish a wide variety of high-quality learning materials [4,5]. ...
The SlideWiki platform is fostering open education by supporting the collaborative authoring, sharing, reusing and remixing of open educational content online. This paper presents the lessons learned from piloting the SlideWiki platform in different learning contexts and scenarios. In particular, we describe the learning scenarios considered in each pilot and how these scenarios have been implemented with the use of SlideWiki. We then describe the methodology followed in each pilot, in terms of the authoring, teaching and learning activities performed by educators and learners using SlideWiki. Finally, the lessons learned from each pilot are discussed, focusing on the challenges faced in each pilot, how these challenges have been addressed, as well as the best practices that have emerged from the pilots regarding the collaborative authoring and sharing of open educational content.
... What does a typical higher education institution have to offer in the way of paid content that cannot be freely accessed from the top universities in the world or directly from the primary source of the information? While there might be some areas of unique content that are not yet in OER, increasing quantities of the general curriculum and a great many advanced courses are in the public domain in OER repositories (Robertson, 2010;Wilson, Schuwer, and McAndrew, 2010). The rush into and hype concerning Massive Open Online Courses (MOOCs) has helped to bring this fact to life and has shrunk the pool of differentiators further by including the learning interactions including assessment (Pappano, 2012). ...
... OpenLearn users have the ability to learn at their own pace, keep a learning journal in order to monitor their progress, complete self-assessment exercises, and communicate with other learners. OpenLearn promotes the openness and reusability of online learning resources by allowing its learning content to be downloaded, reused, repurposed and republished in OpenLearn or elsewhere on the web as OER [11,12]. Figure 4 shows an OpenLearn course, featuring a collection of learning tools on the left sidebar. ...
Personal Learning Environments (PLEs) and Cloud Learning Environments (CLEs) aim at offering learners a personalised and responsive e-learning experience. Towards this objective, we propose the use of evolving e-learning ontologies in order to enrich the knowledge base of these learning environments with valid metadata. In particular, we define a process for the evolution of e-learning ontologies, capturing changes that occur in the learning domain, the learning resources, or the profiles of learners. The purpose of this evolution process is to ensure the validity of the metadata of the learning environment's knowledge base, so that valid and updated recommendations can be provided to learners.
... What does a typical higher education institution have to offer in the way of paid content that cannot be freely accessed from the top universities in the world or directly from the primary source of the information? While there might be some areas of unique content that are not yet in OER, increasing quantities of the general curriculum and a great many advanced courses are in the public domain in OER repositories (Robertson, 2010;Wilson, Schuwer, and McAndrew, 2010). The rush into and hype concerning Massive Open Online Courses (MOOCs) has helped to bring this fact to life and has shrunk the pool of differentiators further by including the learning interactions including assessment (Pappano, 2012). ...
This insightful collection of essays explores the ways in which open education can democratise access to education for all. It is a rich resource that offers both research and case studies to relate the application of open technologies and approaches in education settings around the world.
Global in perspective, this book argues strongly for the value of open education in both the developed and developing worlds. Through a mixture of theoretical and practical approaches, it demonstrates that open education promotes ideals of inclusion, diversity, and social justice to achieve the vision of education as a fundamental human right.
A must-read for practitioners, policy-makers, scholars and students in the field of education.
... What does a typical higher education institution have to offer in the way of paid content that cannot be freely accessed from the top universities in the world or directly from the primary source of the information? While there might be some areas of unique content that are not yet in OER, increasing quantities of the general curriculum and a great many advanced courses are in the public domain in OER repositories (Robertson, 2010; Wilson, Schuwer, and McAndrew, 2010). The rush into and hype concerning Massive Open Online Courses (MOOCs) has helped to bring this fact to life and has shrunk the pool of differentiators further by including the learning interactions including assessment (Pappano, 2012). ...
This insightful collection of essays explores the ways in which open education can democratise access to education for all. It is a rich resource that offers both research and case studies to relate the application of open technologies and approaches in education settings around the world.
Global in perspective, this book argues strongly for the value of open education in both the developed and developing worlds. Through a mixture of theoretical and practical approaches, it demonstrates that open education promotes ideals of inclusion, diversity, and social justice to achieve the vision of education as a fundamental human right.
A must-read for practitioners, policy-makers, scholars and students in the field of education.
The open-source and open-access SlideWiki platform employs crowdsourcing methods in order to support the authoring, sharing, reusing and remixing of open courseware. The SlideWiki project is introducing the SlideWiki platform to different communities of educators and learners by performing a wide range of trials covering different levels of education (i.e. from secondary to higher education) and different types of learning (i.e. formal learning, informal learning, vocational learning). Each of these large-scale trials is carried out with hundreds of educators and thousands of learners in different countries across Europe.
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