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 effort. Led by Assistant Vice Chancellor, Gerard Hanley, and imitated sister project, RED WINE, SkillsCommons open labor force development material 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 starting in 1999. In the start, the Connexions task concentrated on creating an open repository of user-generated content. In contrast to the OCW tasks, material 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 project. In contrast to user-generated content libraries, OpenStax works with subject matter experts to develop college-level books that are peer-reviewed, openly licensed, and available online totally free. Like the content in OpenStax CNX, OpenStax books are readily available under Creative Commons CC BY licenses that allow users to recycle, remix, and redistribute content as long as they provide 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 materials and foster brand-new open educational resources books course products, counted more than 200 member organizations from all over the world in 2009.
The OER4Schools project focusses on the usage of Open Educational Resources in instructor 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 program (phases one and 2) (UK), funded by HEFCE, the UK Higher 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 use and repurposing worldwide.
Wikipedia ranks in the top-ten most visited 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 institute devoted to innovation in open education material and practices, as a method to aggregate, share, and promote open instructional resources to teachers, administrators, moms and dads, and trainees.
To even more promote the sharing of these resources among educators, in 2008 ISKME introduced the OER Commons Teacher Training Initiative, which focuses on advancing open educational practices and on structure opportunities for systemic change in teaching and knowing. Among the very first OER resources for K-12 education is Curriki. A not-for-profit organization, Curriki supplies an Internet site for open source curriculum (OSC) advancement, to supply universal access to complimentary curricula and instructional products for students as much as the age of 18 (K-12).
Kim Jones serves as Curriki's Executive Director. [] In August 2006 WikiEducator was introduced to offer a venue for planning education projects built on OER, creating and promoting open education resources (OERs), and networking towards funding proposals. Its Wikieducator's Learning4Content task develops skills in the usage of MediaWiki and associated complimentary software innovations for mass cooperation in the authoring of free content and claims to be the world's biggest wiki training task for education.
Between 2006 and 2007, as a Transversal Action under the European eLearning Programme, the Open e-Learning Content Observatory Provider (OLCOS) project performs a set of activities that target at promoting the production, sharing and re-use of Open Educational Resources (OER) in Europe and beyond. The primary result of OLCOS was a Roadmap, in order to offer decision makers with a summary of current and likely future developments in OER and suggestions on how various challenges in OER could be attended to. [] Peer production has likewise been utilized in producing collective open education resources (OERs).
Massive open online course (MOOC) platforms have also produced interest in constructing online eBooks. The Cultivating Change Neighborhood (CCMOOC) at the University of Minnesota is one such project founded entirely on a grassroots design to create material. In 10 weeks, 150 authors contributed more than 50 chapters to the CCMOOC eBook and buddy site.
Another job is the Free Education Effort from the Saylor Foundation, which is currently more than 80% of the method towards its initial goal of providing 241 college-level courses throughout 13 subject areas. The Saylor Foundation uses university and college professors members and subject professionals to help in this process, along with to provide peer review of each course to ensure its quality.
In 2010 the University of Birmingham and the London School of Economics interacted on the HEA and JISC funded DELILA job, the primary goal of the job was to launch a little sample of open educational resources to support embedding digital and details literacy education into institutional teacher training courses accredited by the HEA including PGCerts and other CPD courses.
In 2010, the AVU established the OER Repository which has contributed to increase the number of Africans that utilize, contextualize, share and disseminate the existing as well as future academic content. The online website works as a platform where the 219 modules of Mathematics, Physics, Chemistry, Biology, ICT in education, and instructor education professional courses are published.
to develop an Associate of Science degree based entirely on openly licensed content the "Z-Degree". The combined efforts of a 13-member faculty team, college personnel and administration culminated when trainees registered in the very first "z-courses" which are based solely on OER. The objectives of this initiative were twofold: 1) to improve trainee success, and 2) to increase trainer effectiveness.
The 21 z-courses that comprise an associate of science degree in company administration were launched all at once throughout 4 school areas. TCC is the 11th biggest public two-year college in the nation, enrolling almost 47,000 trainees yearly. If you have any concerns concerning where and how to use oer English composition, you can make contact with us at the web-page. Throughout this same time period from 20132014, Northern Virginia Neighborhood College (NOVA) also developed 2 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 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 Job. Dr. Wm. Preston Davis, Director of Instructional Provider at NOVA Online, led the ELI team of professors, educational designers and librarians on the job to create what NOVA calls " digital open" courses.
At the exact same time, the group looked beyond specific courses to create depth and quality around complete pathways for students to earn a whole degree. From Fall 2013 to Fall 2016, more than 15,000 trainees had actually 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 collaboration among stakeholders in all instructional sectors. The network has members from all Nordic countries and assists in discourse and discussion on open education however also takes part in tasks and development programs. The network is supported by the Nordic OER project co-funded by Nordplus.
