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 task, RED WINE, SkillsCommons open workforce development content was established and vetted by 700 neighborhood colleges and other TAACCCT organizations across the United States.
A parallel initiative, OpenStax CNX (previously Connexions), came out of Rice University beginning in 1999. In the start, the Connexions project concentrated on creating 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 developed from the basis of the Connexions task. In contrast to user-generated material libraries, OpenStax works with topic experts to produce college-level books that are peer-reviewed, honestly licensed, and readily available online totally free. Like the material in OpenStax CNX, OpenStax books are readily available under Creative Commons CC BY licenses that enable users to recycle, remix, and redistribute content as long as they supply attribution.
Other initiatives obtained from MIT OpenCourseWare are China open education resources best Resources for Education and OpenCourseWare in Japan. The OpenCourseWare Consortium, founded in 2005 to extend the reach and effect of open course products and foster new open course materials, counted more than 200 member institutions from around the world in 2009.
The OER4Schools project focusses on the use of Open Educational Resources in teacher education in sub-Saharan Africa. Wikiwijs (the Netherlands), was a program intended to promote the use of open educational resources (OER) in the Dutch education sector; The Open academic resources programme (phases one and 2) (UK), moneyed by HEFCE, the UK Greater Education Academy and Joint Details Systems Committee (JISC), which has supported pilot projects and activities around the open release of learning resources, free of charge usage and repurposing worldwide.
Wikipedia ranks in the top-ten most gone to sites worldwide since 2007. OER Commons was spearheaded in 2007 by the Institute for the Research Study of Knowledge Management in Education (ISKME), a nonprofit education research study institute dedicated to development in open education content and practices, as a way to aggregate, share, and promote open instructional resources to teachers, administrators, parents, and trainees.
To even more promote the sharing of these resources among teachers, in 2008 ISKME introduced the OER Commons Instructor Training Effort, which focuses on advancing open educational practices and on building chances for systemic modification in teaching and learning. Among the 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 provide universal access to totally free curricula and training products for students up to the age of 18 (K-12).
Kim Jones serves as Curriki's Executive Director. [] In August 2006 WikiEducator was introduced to provide a place for planning education tasks constructed on OER, creating and promoting open education resources (OERs), and networking towards funding proposals. Its Wikieducator's Learning4Content job constructs skills in the usage of MediaWiki and related totally free software innovations for mass cooperation in the authoring of totally free material and claims to be the world's biggest wiki training task for education.
In between 2006 and 2007, as a Transversal Action under the European eLearning Program, the Open e-Learning Material Observatory Solutions (OLCOS) task performs a set of activities that focus on fostering the creation, sharing and re-use of Open Educational Resources (OER) in Europe and beyond. The main result of OLCOS was a Roadmap, in order to offer choice makers with an introduction of current and most likely future advancements in OER and recommendations on how various challenges in OER might be attended to. [] Peer production has actually also been made use of in producing collaborative open education resources (OERs).
Huge open online course (MOOC) platforms have actually also produced interest in constructing online eBooks. The Cultivating Change Community (CCMOOC) at the University of Minnesota is one such project established completely on a grassroots design to create content. In 10 weeks, 150 authors contributed more than 50 chapters to the CCMOOC eBook and buddy website.
Another task is the Free Education Effort from the Saylor Foundation, which is currently more than 80% of the method towards its initial objective of providing 241 college-level courses across 13 subject locations. The Saylor Structure utilizes university and college professors members and subject experts to help in this procedure, in addition to 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 task, the main objective of the project was to launch a small sample of open academic resources to support embedding digital and details literacy education into institutional instructor training courses accredited by the HEA consisting of PGCerts and other CPD courses.
In 2010, the AVU established the OER Repository which has actually contributed to increase the number of Africans that use, contextualize, share and disseminate the existing in addition to future academic material. The online portal works as a platform where the 219 modules of Mathematics, Physics, Chemistry, Biology, ICT in education, and instructor education professional courses are released.
to produce an Associate of Science degree based entirely on honestly licensed material the "Z-Degree". The combined efforts of a 13-member professors team, college personnel and administration culminated when trainees registered in the first "z-courses" which are based solely on OER. The objectives of this initiative were twofold: 1) to enhance student success, and 2) to increase trainer efficiency.
The 21 z-courses that make up an associate of science degree in company administration were released all at once across 4 campus locations. TCC is the 11th biggest public two-year college in the country, enrolling almost 47,000 trainees annually. During this exact same time period from 20132014, Northern Virginia Community College (NOVA) likewise created two zero-cost OER degree pathways: one an associate degree in General Researches, the other an associate degree in Social Science.
NOVA Online (previously known as the Extended Learning 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 Solutions at NOVA Online, led the ELI team of professors, instructional designers and curators on the project to create what NOVA calls " digital open" courses.
At the same time, the group looked beyond individual courses to create depth and quality around complete paths for students to earn a whole degree. If you cherished this article so you would like to obtain more info pertaining to oer cuny kindly visit our web-page. From Fall 2013 to Fall 2016, more than 15,000 students had actually registered in NOVA OER courses yielding book expense savings of over 2 million dollars over the three-year duration.
Nordic OER is a Nordic network to promote open education and cooperation among stakeholders in all instructional sectors. The network has members from all Nordic countries 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 task co-funded by Nordplus.
