Tag Archives: Open educational resources

Open education: commercial or social model?

The traditional intellectual property rights try to protect authors in the commercial field (edition, distribution, public communication, translation, etc.). But we are living now in a very different world where a lot of authors don’t want to protect all their rights, but to share their works. And that is the case of university professors. The main part of their educational materials are not used in a commercial way, so why don’t share them with an open license? This is the way University of Cantabria (UC) has followed with some different programmes: OpenCourseWare, Massive Open Online Courses and Open Repository (UCrea). And it works.
The OpenCourseWare site (OCW) has more than 150 open courses, with more than 1 200 000 visits in 2012. Not only individual courses have been published, but also full Degrees (Nursery, Mines, Energetic Resources and Economics). Our main goal is the quality of the materials. From the very beginning we knew that if we wanted to show open resources we had to do it well. OCW is not only a way to spread knowledge, but also a way to show how we do it. Now we have better courses, and professors have a better knowledge of the possibilities of e-learning. All the materials have to pass a quality control. At the same time, texts and photos that could have problems with the intellectual property are removed.
UC has started to work with MOOC (Massive Open Online Courses) in 2013. We have shown 6 courses in Miriada X with more than 26 000 students. This initiative has had a great repercussion in media. Even though a real accreditation is not offer yet, several ways to do it in the future are being studied (with or without taxes). A lot of professors are waiting to participate.
Finally, UCrea is an Open Repository for professors and researchers. The difference with OCW is that you do not have complete courses but only individual documents (more than 800).
Results of using Open Educational Resources: less costs, promotion of the University, good practises in intellectual property rights, better educational resources.

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The MOOC model. Challenging traditional education

MOOCs represent the latest stage in the evolution of open educational resources. Here, the most important points will be shown: a turning point will occur in the higher education model when a MOOC-based program of study leads to a degree from an accredited institution, a trend that has already begun to develop; addressing the quality of the learning experience that MOOCs provide is therefore of paramount importance to their credibility and acceptance; MOOCs represent a postindustrial model of teaching and learning that has the potential to undermine and replace the business model of institutions that depend on recruiting and retaining students for location-bound, proprietary forms of campus-based learning.

Copyright 2013 James Mazoue. Article first published in Educause Review, Jan.-Febr. 2013, as open access article distributed under the terms of the Creative Commons Attribution Licence.

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OER, Resources for learning – Experiences from an OER Project in Sweden

This article aims to share experience from a Swedish project on the introduction and implementation of Open Educational Resources (OER) in higher education with both national and international perspectives. The project, OER – resources for learning, was part of the National Library of Sweden Open Access initiative and aimed at exploring, raising awareness of and disseminating the use of OER and the resulting pedagogical advantages for teaching and learning. Central to the project’s activities were a series of regional seminars which all featured a combination of multi-site meetings combined with online participation. This combination proved highly successful and extended the reach of the project. In total the project reached around 1000 participants at its events and many more have seen the recorded sessions.

Article first published in “European Journal of Open, Distance and E-Learning”, 2012/II, ©Ebba Ossiannilsson, Alastair M. Creelman. Reprinted with permission.

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