SkillsCommons was established in 2012 under the California State University Chancellor's Workplace and funded through the $2 billion U.S. Department of Labor's TAACCCT effort. Led by Assistant Vice Chancellor, Gerard Hanley, and imitated sis project, MERLOT, SkillsCommons open workforce development material was developed and vetted by 700 community colleges and other TAACCCT organizations throughout the United States.
A parallel effort, OpenStax CNX (previously Connexions), came out of Rice University beginning in 1999. In the beginning, the Connexions task concentrated on developing an open repository of user-generated content. In contrast to the OCW tasks, content licenses are required to be open under a Imaginative Commons Attribution International 4.0 (CC BY) license.
In 2012, OpenStax was created from the basis of the Connexions job. In contrast to user-generated material libraries, OpenStax works with subject matter specialists to produce college-level textbooks that are peer-reviewed, openly certified, and offered online free of charge. Like the content in OpenStax CNX, OpenStax books are readily available under Creative Commons CC BY licenses that allow users to reuse, remix, and rearrange material as long as they supply attribution.
Other efforts stemmed from MIT OpenCourseWare are China Open Resources for Education and OpenCourseWare in Japan. In case you loved this informative article and you want to receive more information relating to open educational resources mit i implore you to visit our page. The OpenCourseWare Consortium, founded in 2005 to extend the reach and effect of open course materials and foster new open course products, counted more than 200 member institutions from worldwide in 2009.
The OER4Schools job focusses on making use of Open Educational Resources in instructor education in sub-Saharan Africa. Wikiwijs (the Netherlands), was a program meant to promote making use of open academic resources (OER) in the Dutch education sector; The Open academic resources programme (phases one and two) (United Kingdom), moneyed by HEFCE, the UK Greater Education Academy and Joint Information Systems Committee (JISC), which has supported pilot jobs and activities around the open release of finding out resources, for totally free use and repurposing worldwide.
Wikipedia ranks in the top-ten most visited sites worldwide since 2007. OER Commons was led in 2007 by the Institute for the Study of Understanding Management in Education (ISKME), a nonprofit education research institute dedicated to development in open education material and practices, as a way to aggregate, share, and promote open academic resources to educators, administrators, moms and dads, and trainees.
To further promote the sharing of these resources among teachers, in 2008 ISKME released the OER Commons Teacher Training Effort, which concentrates on advancing open academic practices and on building opportunities for systemic change in mentor and knowing. Among the very first OER resources for K-12 education is Curriki. A nonprofit company, Curriki offers an Internet website for open source curriculum (OSC) advancement, to offer universal access to free curricula and training materials for students approximately the age of 18 (K-12).
Kim Jones acts as Curriki's Executive Director. [] In August 2006 WikiEducator was launched to offer a location for preparing education jobs built on OER, producing and promoting open education resources (OERs), and networking towards moneying propositions. Its Wikieducator's Learning4Content job develops skills in using MediaWiki and related free software technologies for mass cooperation in the authoring of totally free content and claims to be the world's largest wiki training task for education.
In between 2006 and 2007, as a Transversal Action under the European eLearning Programme, the Open e-Learning Content Observatory Solutions (OLCOS) job carries out a set of activities that target at promoting the production, sharing and re-use of Open Educational Resources (OER) in Europe and beyond. The main result of OLCOS was a Roadmap, in order to provide decision makers with an introduction of existing and most likely future developments in OER and recommendations on how various obstacles in OER might be resolved. [] Peer production has actually also been made use of in producing collaborative open education resources (OERs).
Massive open online course (MOOC) platforms have actually also produced interest in developing online eBooks. The Cultivating Change Community (CCMOOC) at the University of Minnesota is one such project founded completely on a grassroots design to generate material. In 10 weeks, 150 authors contributed more than 50 chapters to the CCMOOC eBook and buddy website.
Another project is the Free Education Effort from the Saylor Foundation, which is presently more than 80% of the method towards its preliminary objective of supplying 241 college-level courses across 13 disciplines. The Saylor Structure uses university and college professors members and subject professionals to help in this process, along with to provide peer review of each course to ensure its quality.
In 2010 the University of Birmingham and the London School of Economics worked together on the HEA and JISC moneyed DELILA project, the main goal of the job was to launch a small sample of open academic resources to support embedding digital and information literacy education into institutional instructor training courses certified by the HEA including PGCerts and other CPD courses.
In 2010, the AVU established the OER Repository which has actually contributed to increase the variety of Africans that use, contextualize, share and distribute the existing in addition to future academic content. The online portal works as a platform where the 219 modules of Mathematics, Physics, Chemistry, Biology, ICT in education, and teacher education expert courses are released.
to produce a Partner of Science degree based entirely on freely certified material the "Z-Degree". The combined efforts of a 13-member professors team, college staff and administration culminated when students enrolled in the very first "z-courses" which are based solely on OER. The objectives of this initiative were twofold: 1) to improve trainee success, and 2) to increase trainer effectiveness.
The 21 z-courses that comprise an associate of science degree in company administration were released concurrently throughout four school locations. TCC is the 11th largest public two-year college in the country, enrolling nearly 47,000 students each year. During this very same time period from 20132014, Northern Virginia Community College (NOVA) likewise developed two zero-cost OER degree pathways: one an associate degree in General Studies, the other an associate degree in Social Science.
NOVA Online (formerly understood as the Extended Knowing Institute or ELI) is the centralized online learning hub for NOVA, and it was through ELI that NOVA released their OER-Based General Education Task. Dr. Wm. Preston Davis, Director of Instructional Services at NOVA Online, led the ELI group of faculty, educational designers and curators on the job to produce what NOVA calls " digital open" courses.
At the very same time, the team looked beyond specific courses to create depth and quality around full paths for students to earn an entire degree. From Fall 2013 to Fall 2016, more than 15,000 students had enrolled in NOVA OER courses yielding book cost savings of over 2 million dollars over the three-year duration.
Nordic OER is a Nordic network to promote open education and collaboration amongst stakeholders in all academic sectors. The network has members from all Nordic nations and assists in discourse and dialogue on open education but likewise takes part in tasks and development programs. The network is supported by the Nordic OER task co-funded by Nordplus.
