MOOC on Technology-Enabled Learning reaches 94 countries – News Agency of Nigeria (NAN)

“The massive open online course (MOOC) on Introduction to Technology-Enabled Learning (TEL), offered jointly by the Commonwealth of Learning (COL) and Athabasca University, has attracted 3,926 participants from 94 countries….A statement by Dr Obinna Okwelume, COL’s Communications Manager and made available to the News Agency of Nigeria (NAN) on Thursday in Abuja said that…the highest number of registrations were from Bangladesh, Barbados, Canada, India, Mauritius, Rwanda and South Africa….The course equipped learners with the knowledge to use appropriate technologies and online resources, including open educational resources (OER) for improving student learning….”

FirstYear | OERu

“The OERu will soon be offering learners around the world, unlimited, fee-free access to high-quality open online courses created by an international network of innovative institutions. We are proud to launch assessment services for our first qualification in business studies early in 2018. The Certificate Higher Education Business (CertHE) is an introductory level qualification in business and management studies which provides a general overview for a possible career in business across a wide range of sectors and industries. This United Kingdom-based qualification will be conferred by the The University of the Highlands and Islands….”

Connect OER – SPARC

“Connect OER is a platform to share and discover information about OER activities at campuses across North America. Use the tools below to search for institutions listed in the directory. Simply expand the menus to access search criteria and refine your results. Alternatively, click the buttons below to search by OER activities on campus….”

Free Open Access Med(ical edu)cation for critical care practitioners

Abstract:  Free Open Access Med(ical edu)cation refers to an online community of knowledge relating to medicine. Originating from practitioners in emergency medicine, it has since spread to critical care, internal medicine, prehospital medicine, paediatrics, and allied health professionals and continues to grow at an advanced rate. Weblogs (‘blog’ for short), emails, social media (in particular Twitter), recorded audio material ((podcasts), and video material are all produced on a daily basis and contribute to the continual professional development of trainees and consultants worldwide. In this article, we explain its background, rise to prominence, and explore some of its controversies.

AIU’s Open Access Initiative: Open Courses / Free Courses

“Sharing knowledge is a vital component in the growth and advancement of our society in a sustainable and responsible way. In order to contribute, Atlantic International University is implementing an “Open Access” Initiative with academic work, select courses, scientific research, projects, and other scholarly work by students, faculty, and other contributors seeking increased access to Higher Education by making learning materials and research Publicly Accessible. The primary goal of this page is to present AIU’s open courses to the world. All courses on this page are free and open to the public without any requirements for registration or payment. These online courses are intended to be easily taken independently, without supervision or guidance at a pace defined by the user. Each open course includes all necessary video conferences, lectures, course materials, and even tests. Tests are offered as a tool for the user at the end of each lesson to verify that learning, retention and comprehension of the material presented have occurred. However, the tests are optional and the full online course content and lessons are available at once to users.

 

Through Open Access, AIU and other leading institutions through out the world are tearing down the barriers to access and use research literature and academic materials. Our organization is interested in the dissemination of advances in scientific research fundamental to the proper operation of a modern society, in terms of community awareness, empowerment, health and wellness, sustainable development, economic advancement, and optimal functioning of health, education and other vital services. AIU’s Mission and Vision is consistent with the vision expressed in the Budapest Open Access Initiative and Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities. Some selected Student Publications are also available for this purpose:  Student Publications….

Therefore, to fulfill the intent of this initiative, Atlantic International University will make progress by:

 

encouraging our students, faculty, researchers, grant recipients to publish their work according to the principles of the open access paradigm.

make course content, lectures, assignments and other course materials available to the public.

encouraging the holders of cultural heritage to support open access by providing their resources on the Internet.

advocating that open access publication be recognized in promotion and tenure evaluation.

advocating the intrinsic merit of contributions to an open access infrastructure by software tool development, content provision, metadata creation, or the publication of individual articles.

provide open courses / free courses in the Spanish language to further expand their usability around the world. …”

CSU – California State University System (via Public) / CSU’s Affordable Learning Solutions Encourages Use of Open Educational Resources

“The California State University is committed to seeking new ways to provide equity in access to free learning materials and remove financial barriers to student success as part of the CSU’s Graduation Initiative 2025.”

Use of Free Textbooks Is Rising, but Barriers Remain – The Chronicle of Higher Education

“A growing number of professors are replacing the traditional textbook with an openly licensed one, according to a survey released on Tuesday. But their overall numbers remain small — and widespread adoption of the practice could remain out of reach unless key barriers are overcome.”

Ontario Council of University Libraries (OCUL): Open Educational Resources (OER) White Paper

In response to increasing membership interest in Open Educational Resources (OER) and the library’s role in this endeavour, from September 2016 until November 2017, OCUL undertook an environmental scan and analysis of current activities in the realm of open education publishing. This research resulted in the creation of the Open Educational Resources White Paper, which was approved for distribution in November 2017.

The scope of this report focused on the following topics:

  • Overview of the current teaching and learning environment
    • Faculty perspective
    • Student perspective
  • Environmental scan of national and international OER initiatives across libraries
  • Legal considerations and licensing for producing and repurposing existing works
  • Accessibility implications
  • Technology and tools in use
  • Current opportunities and the next frontier

Ontario Council of University Libraries (OCUL): Open Educational Resources (OER) White Paper

In response to increasing membership interest in Open Educational Resources (OER) and the library’s role in this endeavour, from September 2016 until November 2017, OCUL undertook an environmental scan and analysis of current activities in the realm of open education publishing. This research resulted in the creation of the Open Educational Resources White Paper, which was approved for distribution in November 2017.

The scope of this report focused on the following topics:

  • Overview of the current teaching and learning environment
    • Faculty perspective
    • Student perspective
  • Environmental scan of national and international OER initiatives across libraries
  • Legal considerations and licensing for producing and repurposing existing works
  • Accessibility implications
  • Technology and tools in use
  • Current opportunities and the next frontier

Harvard DART – Digital Assets for Reuse in Teaching

“Since 2012, HarvardX has developed over 35,000 learning assets for the edX platform, yet the use of these resources on-campus has been limited to small specialized experiments. A contributing factor to this limited use is that edX educational assets are only accessible behind the firewall of an edX registration page. MOOC learners, course staff, and faculty leads must all register for a course in order to even simply browse resources. Allen & Seaman (2016) indicate that two of the most cited obstacles to adoption of open educational resources by university faculty in the U.S. are the difficulty of finding high quality resources and the lack of comprehensive catalogue of resources….”