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 initiative. Led by Assistant Vice Chancellor, Gerard Hanley, and modeled after sister task, RED WINE, SkillsCommons open labor force advancement content was developed and vetted by 700 neighborhood colleges and other TAACCCT organizations across the United States.
A parallel initiative, OpenStax CNX (formerly Connexions), came out of Rice University beginning in 1999. In the beginning, the Connexions job concentrated on producing an open repository of user-generated material. In contrast to the OCW tasks, content licenses are needed 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 job. In contrast to user-generated material libraries, OpenStax works with subject matter professionals to develop college-level textbooks that are peer-reviewed, openly accredited, and offered 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 material as long as they provide attribution.
Other initiatives stemmed from MIT OpenCourseWare are China Open 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 organizations from worldwide 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 making use of open educational resources (OER) in the Dutch education sector; The Open instructional resources programme (phases one and 2) (UK), funded by HEFCE, the UK Greater Education Academy and Joint Details Systems Committee (JISC), which has actually supported pilot jobs and activities around the open release of learning resources, totally free usage and repurposing worldwide.
Wikipedia ranks in the top-ten most checked out websites worldwide because 2007. OER Commons was spearheaded in 2007 by the Institute for the Research Study of Knowledge 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 educational resources to teachers, administrators, parents, and students.
To further promote the sharing of these resources among educators, in 2008 ISKME launched the OER Commons Instructor Training Effort, which concentrates on advancing open instructional practices and on building opportunities for systemic modification in mentor and learning. Among the very first OER resources for K-12 education is Curriki. A not-for-profit organization, Curriki offers an Internet website for open source curriculum (OSC) advancement, to supply universal access to totally free curricula and instructional products for students approximately the age of 18 (K-12).
Kim Jones works as Curriki's Executive Director. [] In August 2006 WikiEducator was released to offer a place for planning education projects built on OER, producing and promoting open education resources (OERs), and networking towards funding propositions. Its Wikieducator's Learning4Content task constructs abilities in using MediaWiki and associated complimentary software technologies for mass cooperation in the authoring of free material and declares to be the world's largest wiki training job for education.
In between 2006 and 2007, as a Transversal Action under the European eLearning Program, the Open e-Learning Material Observatory Services (OLCOS) project carries out a set benefits of open educational resources activities that focus on fostering the development, 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 decision makers with an introduction of existing and likely future developments in OER and recommendations on how numerous obstacles in OER could be attended to. [] Peer production has also been used in producing collaborative open education resources (OERs).
Massive open online course (MOOC) platforms have likewise created interest in building online eBooks. The Cultivating Modification 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 companion site.
Another project is the Free Education Initiative from the Saylor Structure, which is presently more than 80% of the method towards its preliminary goal of supplying 241 college-level courses across 13 disciplines. The Saylor Structure uses university and college professor and subject professionals to assist in this procedure, as well as to provide peer evaluation of each course to guarantee its quality.
In 2010 the University of Birmingham and the London School of Economics interacted on the HEA and JISC funded DELILA job, 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 teacher training courses recognized 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 use, contextualize, share and disseminate the existing as well as future scholastic content. The online portal acts as a platform where the 219 modules of Mathematics, Physics, Chemistry, Biology, ICT in education, and teacher education expert courses are released.
to develop an Associate of Science degree based totally on openly licensed material the "Z-Degree". The combined efforts of a 13-member faculty group, college personnel and administration culminated when students registered in the very first "z-courses" which are based solely on OER. The objectives of this initiative were twofold: 1) to enhance trainee success, and 2) to increase instructor efficiency.
The 21 z-courses that make up an associate of science degree in organisation administration were introduced simultaneously throughout four campus places. TCC is the 11th biggest public two-year college in the country, registering almost 47,000 students annually. Throughout this exact same 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 understood as the Extended Learning Institute or ELI) is the central online learning hub for NOVA, and it was through ELI that NOVA launched their OER-Based General Education Job. Dr. Wm. Preston Davis, Director of Instructional Solutions at NOVA Online, led the ELI team of faculty, training designers and curators on the task to create what NOVA calls " digital open" courses.
At the exact same time, the team looked beyond private courses to produce 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 actually 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 educational sectors. The network has members from all Nordic nations and facilitates discourse and dialogue on open education but also takes part in projects and development programs. The network is supported by the Nordic OER job co-funded by Nordplus.
