SkillsCommons was established 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, MERLOT, SkillsCommons open labor force advancement content was established and vetted by 700 community colleges and other TAACCCT organizations across the United States.
A parallel initiative, OpenStax CNX (previously Connexions), came out of Rice University starting in 1999. In the start, the Connexions project concentrated on developing an open repository of user-generated content. In contrast to the OCW projects, material licenses are needed to be open under a Innovative 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 experts to develop college-level textbooks that are peer-reviewed, openly accredited, and readily available online free of charge. Like the content in OpenStax CNX, OpenStax books are available under Creative Commons CC BY licenses that enable users to reuse, remix, and rearrange material 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, founded in 2005 to extend the reach and impact of open course materials and foster new open course products, counted more than 200 member institutions from worldwide in 2009.
The OER4Schools job focusses on using Open Educational Resources in instructor education in sub-Saharan Africa. Wikiwijs (the Netherlands), was a program intended to promote using open educational resources (OER) in the Dutch education sector; The Open academic resources programme (phases one and 2) (United Kingdom), moneyed by HEFCE, the UK College Academy and Joint Info Systems Committee (JISC), which has supported pilot projects and activities around the open release of finding out resources, for free usage and repurposing worldwide.
Wikipedia ranks in the top-ten most visited websites worldwide since 2007. OER Commons was led in 2007 by the Institute for the Research 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 academic resources to educators, administrators, parents, and trainees.
To further promote the sharing of these resources among educators, in 2008 ISKME introduced the OER Commons Instructor Training Effort, which focuses on advancing open academic practices and on structure chances for systemic modification in mentor and knowing. One of the first OER resources for K-12 education is Curriki. A nonprofit company, Curriki supplies a Web site for open source curriculum (OSC) development, to provide universal access to free curricula and instructional materials for trainees as much as the age of 18 (K-12).
Kim Jones functions as Curriki's Executive Director. [] In August 2006 WikiEducator was introduced to provide a place for preparing education tasks built on OER, creating and promoting open education resources (OERs), and networking towards moneying propositions. Its Wikieducator's Learning4Content task develops skills in using MediaWiki and associated totally free software application innovations for mass collaboration in the authoring of complimentary content and declares 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 Material Observatory Services (OLCOS) job performs a set of activities that target at promoting the creation, sharing and re-use of Open Educational Resources (OER) in Europe and beyond. The primary outcome of OLCOS was a Roadmap, in order to offer choice makers with an introduction of existing and most likely future developments in OER and suggestions on how various difficulties in OER could be resolved. [] Peer production has also been utilized in producing collaborative open education resources (OERs).
Massive open online course (MOOC) platforms have also created interest in building online eBooks. The Cultivating Modification Neighborhood (CCMOOC) at the University of Minnesota is one such job established completely on a grassroots model to generate content. In 10 weeks, 150 authors contributed more than 50 chapters to the CCMOOC eBook and companion website.
Another job is the Free Education Initiative from the Saylor Foundation, which is presently more than 80% of the method towards its initial objective of providing 241 college-level courses throughout 13 subject areas. In the event you loved this informative article and you would like to receive details concerning http://www.Ffxiv-Wiki.com kindly visit our web page. The Saylor Structure uses university and college faculty members and subject experts to assist in this procedure, along with to supply 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 main objective of the task was to release a small sample of open instructional resources to support embedding digital and info literacy education into institutional instructor training courses accredited by the HEA including PGCerts and other CPD courses.
In 2010, the AVU established the OER Repository which has actually contributed to increase the variety of Africans that use, contextualize, share and disseminate the existing in addition to future academic material. The online portal functions 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 totally on openly licensed material the "Z-Degree". The combined efforts of a 13-member faculty team, college personnel and administration culminated when students registered in the very first "z-courses" which are based solely on OER. The objectives of this effort were twofold: 1) to improve student success, and 2) to increase trainer efficiency.
The 21 z-courses that make up a partner of science degree in organisation administration were launched at the same time throughout 4 school locations. TCC is the 11th largest public two-year college in the country, registering nearly 47,000 trainees yearly. Throughout this very same time duration from 20132014, Northern Virginia Community College (NOVA) also developed two zero-cost OER degree paths: one an associate degree in General Studies, the other an associate degree in Social Science.
NOVA Online (previously called the Extended Learning Institute or ELI) is the central online knowing center for NOVA, and it was through ELI that NOVA released their OER-Based General Education Project. Dr. Wm. Preston Davis, Director of Instructional Solutions at NOVA Online, led the ELI group of faculty, training designers and curators on the job to create what NOVA calls " digital open" courses.
At the very same time, the team looked beyond private courses to develop depth and quality around complete paths for trainees to make a whole degree. From Fall 2013 to Fall 2016, more than 15,000 students had actually registered 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 amongst stakeholders in all instructional sectors. The network has members from all Nordic nations and helps with discourse and discussion on open education but likewise gets involved in tasks and development programs. The network is supported by the Nordic OER project co-funded by Nordplus.
