SkillsCommons was established in 2012 under the California State University Chancellor's Workplace and moneyed through the $2 billion U.S. Department of Labor's TAACCCT initiative. Led by Assistant Vice Chancellor, Gerard Hanley, and imitated sibling project, RED WINE, SkillsCommons open labor force advancement material was developed and vetted by 700 neighborhood colleges and other TAACCCT institutions across the United States.
A parallel effort, OpenStax CNX (previously Connexions), came out of Rice University beginning in 1999. In the start, the Connexions project concentrated on producing an open repository of user-generated content.
In contrast to the OCW jobs, content licenses are required to be open under a Creative Commons Attribution International 4.0 (CC BY) license.
In 2012, OpenStax was created from the basis of the Connexions project. In contrast to user-generated content libraries, OpenStax works with subject matter specialists to produce college-level books that are peer-reviewed, openly certified, and offered online for complimentary. Like the content in OpenStax CNX, OpenStax books are available under Creative Commons CC BY licenses that permit users to reuse, remix, and redistribute material as long as they offer attribution.
Other initiatives obtained from MIT OpenCourseWare are China Open Resources for Education and OpenCourseWare in Japan. The OpenCourseWare Consortium, established in 2005 to extend the reach and impact of open course materials and foster new open course products, counted more than 200 member organizations from around the world in 2009.
The OER4Schools project focusses on using Open Educational Resources in teacher education in sub-Saharan Africa. Wikiwijs (the Netherlands), was a program intended to promote the usage of open educational resources (OER) in the Dutch education sector; The Open academic resources programme (stages one and two) (United Kingdom), funded by HEFCE, the UK College Academy and Joint Information Systems Committee (JISC), which has actually supported pilot tasks and activities around the open release of discovering resources, for totally free usage and repurposing worldwide.
Wikipedia ranks in the top-ten most gone to sites worldwide given that 2007. OER Commons was led in 2007 by the Institute for the Study of Knowledge Management in Education (ISKME), a nonprofit education research study institute committed to innovation in open education content and practices, as a method to aggregate, share, and promote open instructional resources to educators, administrators, moms and dads, and students.
To even more promote the sharing of these resources among teachers, in 2008 ISKME introduced the OER Commons Teacher Training Initiative, which concentrates on advancing open academic practices and on building chances for systemic change in teaching and knowing. One of the first OER resources for K-12 education is Curriki. A nonprofit company, Curriki offers a Web site for open source curriculum (OSC) development, to supply universal access to complimentary curricula and instructional materials for trainees up to the age of 18 (K-12).
Kim Jones acts as Curriki's Executive Director. [] In August 2006 WikiEducator was launched to supply a location for preparing education projects built on OER, producing and promoting open educational resources pdf education resources (OERs), and networking towards funding proposals. Its Wikieducator's Learning4Content job constructs abilities in making use of MediaWiki and related complimentary software application technologies for mass collaboration in the authoring of complimentary material and claims to be the world's biggest wiki training project for education.
In between 2006 and 2007, as a Transversal Action under the European eLearning Program, the Open e-Learning Content Observatory Provider (OLCOS) task performs a set of activities that target at cultivating the production, sharing and re-use of Open Educational Resources (OER) in Europe and beyond. The main outcome of OLCOS was a Roadmap, in order to provide choice makers with an introduction of current and most likely future advancements in OER and suggestions on how numerous difficulties in OER could be addressed.
[] Peer production has also been utilized in producing collaborative open education resources (OERs).
Massive open online course (MOOC) platforms have also created interest in constructing online eBooks. The Cultivating Change Neighborhood (CCMOOC) at the University of Minnesota is one such project established totally on a grassroots design to produce content. In 10 weeks, 150 authors contributed more than 50 chapters to the CCMOOC eBook and buddy site.
Another task is the Free Education Effort from the Saylor Foundation, which is presently more than 80% of the way towards its preliminary goal of supplying 241 college-level courses across 13 subject areas. The Saylor Foundation utilizes university and college professors members and subject professionals to assist in this process, along with to offer peer evaluation of each course to ensure its quality.
In 2010 the University of Birmingham and the London School of Economics collaborated on the HEA and JISC funded DELILA job, the main objective of the job was to release a small sample of open academic resources to support embedding digital and info literacy education into institutional teacher training courses certified by the HEA including PGCerts and other CPD courses.
In 2010, the AVU developed the OER Repository which has contributed to increase the number of Africans that utilize, contextualize, share and distribute the existing in addition to future academic material. The online website functions as a platform where the 219 modules of Mathematics, Physics, Chemistry, Biology, ICT in education, and instructor education professional courses are released.
to create a Partner of Science degree based completely on honestly certified content the "Z-Degree". The combined efforts of a 13-member faculty group, college personnel and administration culminated when trainees registered in the very first "z-courses" which are based solely on OER. The objectives of this effort were twofold: 1) to enhance student success, and 2) to increase instructor effectiveness.
The 21 z-courses that comprise an associate of science degree in business administration were introduced at the same time throughout four school areas. TCC is the 11th largest public two-year college in the nation, registering nearly 47,000 students each year. Throughout this exact same period from 20132014, Northern Virginia Community College (NOVA) likewise produced 2 zero-cost OER degree paths: one an associate degree in General Studies, the other an associate degree in Social Science.
NOVA Online (previously known as the Extended Learning Institute or ELI) is the central online knowing center for NOVA, and it was through ELI that NOVA launched their OER-Based General Education Task. Dr. Wm. Preston Davis, Director of Instructional Services at NOVA Online, led the ELI group of faculty, instructional designers and librarians on the job to create what NOVA calls " digital open" courses.
At the exact same time, the group looked beyond individual courses to create depth and quality around complete paths for students to make an entire degree. From Fall 2013 to Fall 2016, more than 15,000 students had enrolled in NOVA OER courses yielding textbook cost savings of over 2 million dollars over the three-year duration.
Nordic OER is a Nordic network to promote open education and cooperation amongst stakeholders in all academic sectors. The network has members from all Nordic nations and helps with discourse and dialogue on open education but also takes part in tasks and advancement programs. The network is supported by the Nordic OER job co-funded by Nordplus.
