Perspectives on open and distance learning: Open Educational Resources: Innovation, research and practice
|Title||Perspectives on open and distance learning: Open Educational Resources: Innovation, research and practice|
|Year of Publication||2013|
|Secondary Authors||Burgos Aguilar, J. V., Cox G., Czerniewicz L., D'Antoni S., Diallo B., Downes S., Farrow R., Friesen N., Hodgkinson-Williams C., Kanwar A., Kinuthia W., Kodhandaraman B., Kreijns K., Lane A., Lee-Pan S., Luo A., Mackintosh W., Marshall S., McAndrew P., McGreal R., Montoya M. S. R., Ng’ambi D., Paskevicius M., Sampson D. G., Schuwer R., Shaikh S., Siemens G., Sotiriou S., Taylor J., Umar A., Van Acker F., van Buuren H., Vermeulen M., Thuo(Kariuki) C. W., Wright C. R., Yamada T., & Zervas P.|
|Editors||McGreal, R., Kinuthia W., & Marshall S.|
|Publisher||Commonwealth of Learning, Athabasca University|
|Keywords||access, knowledge, Lifelong Learning, MOOC, OERs, OERu, open education, Science, technology|
Open Educational Resources (OER) – that is, teaching, learning and research materials that their owners make free to others to use, revise and share – offer a powerful means of expanding the reach and effectiveness of worldwide education. Those resources can be full courses, course materials, modules, textbooks, streaming videos, software, and other materials and techniques used to promote and support universal access to knowledge.
This book, initiated by the UNESCO/COL Chair in OER, is one in a series of publications by the Commonwealth of Learning (COL) examining OER. It describes the movement in detail, providing readers with insight into OER’s significant benefits, its theory and practice, and its achievements and challenges. The 16 chapters, written by some of the leading international experts on the subject, are organised into four parts by theme:
1. OER in Academia – describes how OER are widening the international community of scholars, following MIT’s lead in sharing its resources and looking to the model set by the OpenCourseWare Consortium
Instructional designers, curriculum developers, educational technologists, teachers, researchers, students, others involved in creating, studying or using OER: all will find this timely resource informative and inspiring.
- Beyond objective testing and peer assessment: alternative ways of assessment in MOOCs
- Comparative between quality assessment tools for MOOCs: ADECUR vs Standard UNE 66181: 2012
- Are Massive Open Online Courses (MOOCs) enabling a new pedagogy?
- The quality and reputation of open, distance and e-learning: what are the challenges?
- Open informational ecosystems: The missing link for sharing resources for education
- Implementation of Tel Aviv University MOOCs in academic curriculum: A pilot study
- K-12 online lesson alignment to the principles of Universal Design for Learning: the Khan Academy
- Instructional quality of Massive Open Online Courses (MOOCs)
Congratulations to the Open University of Catalonia's Journal, RUSC and Karen Isabel Cabrera Peña a Doctoral student in Law at the University of El Rosario, Colombia for the this excellent 1000th article input into the OER Knowledge Cloud!
Comparative analysis of public policies in open access models in Latin America. Brazil and Argentina cases
The OER World Map has launched! Using local knowledge to describe the OER ecosystem, the OER World Map Project will visualize the world of OER and support a range of widgets and tools, including powerful statistical analysis.
Visit the PASTEUR4OA project which supports the development and alignment of Open Access strategies and policies to promote the implementation of the European Commission's 2012 Recommendation on Access to Scientific Information and the Open Access Mandate for Horizon 2020.