SkillsCommons was developed in 2012 under the California State University Chancellor's Office and funded through the $2 billion U.S. Department of Labor's TAACCCT initiative.
Led by Assistant Vice Chancellor, Gerard Hanley, and modeled after sis project, RED WINE, SkillsCommons open workforce advancement 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 starting in 1999. In the start, the Connexions project focused on producing an open repository of user-generated content. In contrast to the OCW tasks, material licenses are required to be open under a Innovative Commons Attribution International 4.0 (CC BY) license.
In 2012, OpenStax was developed from the basis of the Connexions task. In contrast to user-generated content libraries, OpenStax hires subject specialists to produce college-level textbooks that are peer-reviewed, openly certified, and readily available online for complimentary. Like the material in OpenStax CNX, OpenStax books are offered under Creative Commons CC BY licenses that enable users to recycle, remix, and rearrange content as long as they offer attribution.
Other efforts obtained from MIT OpenCourseWare are China Open Resources for Education and OpenCourseWare in Japan. The OpenCourseWare Consortium, founded in 2005 to extend the reach and impact of open course products and foster new open course products, counted more than 200 member institutions from worldwide in 2009.
The OER4Schools project focusses on using Open Educational Resources in teacher education in sub-Saharan Africa. Wikiwijs (the Netherlands), was a program planned to promote using open instructional resources (OER) in the Dutch education sector; The Open instructional resources program (phases one and two) (United Kingdom), funded by HEFCE, the UK Higher Education Academy and Joint Information Systems Committee (JISC), which has supported pilot projects and activities around the open release of discovering resources, free of charge usage and repurposing worldwide.
Wikipedia ranks in the top-ten most checked out sites worldwide given that 2007.
OER Commons was led in 2007 by the Institute for the Research Study of Understanding Management in Education (ISKME), a not-for-profit education research study institute committed to development in open education material and practices, as a method to aggregate, share, and promote open educational resources to educators, administrators, parents, and students.
To further promote the sharing of these resources amongst teachers, in 2008 ISKME introduced the OER Commons Teacher Training Initiative, which focuses on advancing open educational 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 organization, Curriki provides a Web site for open source curriculum (OSC) advancement, to supply universal access to free curricula and educational materials for students approximately the age of 18 (K-12).
Kim Jones functions as Curriki's Executive Director. [] In August 2006 WikiEducator was released to offer a location for planning education tasks developed on OER, producing and promoting open education resources (OERs), and networking towards funding propositions. Its Wikieducator's Learning4Content project constructs skills in the usage of MediaWiki and associated complimentary software innovations for mass partnership in the authoring of free material and declares to be the world's largest wiki training task for education.
Between 2006 and 2007, as a Transversal Action under the European eLearning Program, the Open e-Learning Content Observatory Provider (OLCOS) job brings out a set of activities that focus on cultivating the development, sharing and re-use of Open Educational Resources (OER) in Europe and beyond. The primary outcome of OLCOS was a Roadmap, in order to supply choice makers with a summary of current and likely future developments in OER and suggestions on how numerous obstacles in OER could be resolved. [] Peer production has also been used in producing collective open education resources (OERs).
Massive open online course (MOOC) platforms have actually also created interest in developing online eBooks. The Cultivating Change Community (CCMOOC) at the University of Minnesota is one such project founded completely on a grassroots model to generate material. In 10 weeks, 150 authors contributed more than 50 chapters to the CCMOOC eBook and buddy site.
Another project is the Free Education Initiative from the Saylor Foundation, which is currently more than 80% of the method towards its preliminary goal of supplying 241 college-level courses throughout 13 disciplines. The Saylor Foundation uses university and college faculty members and subject professionals to assist in this process, as well as to supply 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 funded DELILA job, the main aim of the task was to release a little sample of open educational resources to support embedding digital and information literacy education into institutional instructor training courses recognized by the HEA consisting of PGCerts and other CPD courses.
In 2010, the AVU developed the OER Repository which has added to increase the number of Africans that use, contextualize, share and share the existing in addition to future academic material. The online website acts as a platform where the 219 modules of Mathematics, Physics, Chemistry, Biology, ICT in education, and teacher education expert courses are published.
to develop an Associate of Science degree based completely on openly certified material the "Z-Degree". The combined efforts of a 13-member professors team, college personnel and administration culminated when trainees enrolled in the very first "z-courses" which are based entirely on OER. The objectives of this initiative were twofold: 1) to improve student success, and 2) to increase trainer effectiveness.
The 21 z-courses that comprise a partner of science degree in company administration were introduced all at once across 4 school areas. TCC is the 11th biggest public two-year college in the country, registering nearly 47,000 trainees yearly. During this same period from 20132014, Northern Virginia Neighborhood College (NOVA) likewise created 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 central online knowing hub for NOVA, and it was through ELI that NOVA introduced their OER-Based General Education Task. Dr. Wm. Preston Davis, Director of Instructional Provider at NOVA Online, led the ELI team of faculty, training designers and librarians on the task to develop what NOVA calls " digital open" courses.
At the very same time, the team looked beyond individual courses to create depth and quality around complete 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 textbook expense savings of over 2 million dollars over the three-year period.
Nordic OER is a Nordic network to promote open education and cooperation amongst stakeholders in all instructional sectors. The network has members from all Nordic countries and assists in discourse and dialogue on open education however also takes part in projects and development programs. The network is supported by the Nordic OER job co-funded by Nordplus.
