SkillsCommons was developed in 2012 under the California State University Chancellor's Workplace and moneyed through the $2 billion U.S. Department of Labor's TAACCCT effort. Led by Assistant Vice Chancellor, Gerard Hanley, and modeled after sibling job, RED WINE, SkillsCommons open workforce advancement content was developed and vetted by 700 community colleges and other TAACCCT organizations throughout the United States.
A parallel initiative, OpenStax CNX (previously Connexions), came out of Rice University starting in 1999. In the start, the Connexions task focused on creating an open repository of user-generated material. In contrast to the OCW projects, material licenses are required to be open under a Innovative Commons Attribution International 4.0 (CC BY) license.
In 2012, OpenStax was produced from the basis of the Connexions project. In contrast to user-generated content libraries, OpenStax works with subject matter professionals to produce college-level textbooks that are peer-reviewed, honestly accredited, and available online totally free. Like the material in OpenStax CNX, OpenStax books are available under Creative Commons CC BY licenses that enable users to recycle, remix, and redistribute content as long as they provide attribution.
Other efforts stemmed from MIT OpenCourseWare are China Open Resources for Education and OpenCourseWare in Japan. The OpenCourseWare Consortium, established in 2005 to extend the reach and effect of open course materials and foster brand-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 instructor education in sub-Saharan Africa. Wikiwijs (the Netherlands), was a program intended to promote using open instructional resources (OER) in the Dutch education sector; The Open educational resources program (phases one and two) (United Kingdom), funded by HEFCE, the UK College Academy and Joint Info Systems Committee (JISC), which has supported pilot jobs and activities around the open release of finding out resources, for complimentary use and repurposing worldwide.
Wikipedia ranks in the top-ten most gone to sites worldwide because 2007. OER Commons was led in 2007 by the Institute for the Research Study of Understanding Management in Education (ISKME), a nonprofit education research study institute committed to development in open education material and practices, as a way to aggregate, share, and promote open academic resources to teachers, administrators, parents, and trainees.
To further promote the sharing of these resources among educators, in 2008 ISKME released the OER Commons Teacher Training Initiative, which focuses on advancing open academic practices and on structure opportunities for systemic change in mentor and knowing. One of the very first OER resources for K-12 education is Curriki. A not-for-profit organization, Curriki offers a Web website for open source curriculum (OSC) development, to supply universal access to free curricula and educational products 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 venue for planning education jobs built on OER, producing and promoting open education resources (OERs), and networking towards moneying proposals. Its Wikieducator's Learning4Content project constructs skills in making use of MediaWiki and associated free software innovations for mass collaboration in the authoring of free content and claims to be the world's largest wiki training job for education.
Between 2006 and 2007, as a Transversal Action under the European eLearning Programme, the Open e-Learning Content Observatory Provider (OLCOS) project brings out a set of activities that focus on promoting 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 provide choice makers with an overview of present and likely future developments in OER and suggestions on how numerous difficulties in OER might be attended to. [] Peer production has actually also been used in producing collective open educational resources commons education resources (OERs).
Huge open online course (MOOC) platforms have actually likewise produced interest in developing online eBooks. The Cultivating Change Community (CCMOOC) at the University of Minnesota is one such task founded totally on a grassroots design 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 Structure, which is currently more than 80% of the way towards its initial goal of offering 241 college-level courses throughout 13 disciplines. The Saylor Structure makes use of university and college faculty members and subject experts to help in this process, along with to offer peer review of each course to guarantee 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 primary goal of the task was to launch a little sample of open educational resources to support embedding digital and information literacy education into institutional teacher training courses accredited by the HEA consisting of PGCerts and other CPD courses.
In 2010, the AVU developed the OER Repository which has added to increase the variety of Africans that utilize, contextualize, share and share the existing along with future scholastic material. The online website works as a platform where the 219 modules of Mathematics, Physics, Chemistry, Biology, ICT in education, and instructor education expert courses are published.
to develop a Partner of Science degree based completely on honestly licensed material the "Z-Degree". The combined efforts of a 13-member faculty team, college staff and administration culminated when students registered in the very first "z-courses" which are based exclusively on OER. The objectives of this effort were twofold: 1) to enhance trainee success, and 2) to increase trainer efficiency.
The 21 z-courses that make up a partner of science degree in company administration were launched all at once throughout four school areas. TCC is the 11th largest public two-year college in the nation, enrolling nearly 47,000 trainees yearly. Throughout this very same time period from 20132014, Northern Virginia Neighborhood College (NOVA) likewise created two zero-cost OER degree paths: one an associate degree in General Researches, the other an associate degree in Social Science.
NOVA Online (formerly understood as the Extended Knowing Institute or ELI) is the central online knowing center for NOVA, and it was through ELI that NOVA introduced their OER-Based General Education Project. If you have any queries relating to where and how to use click through the next web page, you can call us at the internet site. Dr. Wm. Preston Davis, Director of Instructional Services at NOVA Online, led the ELI team of faculty, training designers and librarians on the project to produce what NOVA calls " digital open" courses.
At the same time, the group looked beyond individual courses to develop depth and quality around full paths for trainees to make a whole degree. From Fall 2013 to Fall 2016, more than 15,000 trainees 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 partnership among stakeholders in all educational 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 development programs. The network is supported by the Nordic OER job co-funded by Nordplus.
