SkillsCommons was established in 2012 under the California State University Chancellor's Office and moneyed through the $2 billion U.S. If you want to see more info about Thesus.Work look at our own site. Department of Labor's TAACCCT effort. Led by Assistant Vice Chancellor, Gerard Hanley, and designed after sibling project, MERLOT, SkillsCommons open labor force development content was established and vetted by 700 neighborhood colleges and other TAACCCT organizations throughout the United States.
A parallel effort, OpenStax CNX (formerly Connexions), came out of Rice University starting in 1999. In the start, the Connexions task focused on creating an open repository of user-generated content. In contrast to the OCW jobs, material licenses are required to be open under a Creative Commons Attribution International 4.0 (CC BY) license.
In 2012, OpenStax was developed from the basis of the Connexions project. In contrast to user-generated material libraries, OpenStax employs topic specialists to develop college-level textbooks that are peer-reviewed, freely licensed, and readily available online free of charge. Like the material in OpenStax CNX, OpenStax books are offered under Creative Commons CC BY licenses that enable users to recycle, remix, and redistribute material as long as they offer attribution.
Other efforts originated 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 materials and foster new open course products, counted more than 200 member institutions from worldwide in 2009.
The OER4Schools task focusses on using Open Educational Resources in teacher education in sub-Saharan Africa. Wikiwijs (the Netherlands), was a program meant to promote the usage of open instructional resources (OER) in the Dutch education sector; The Open educational resources programme (phases one and two) (United Kingdom), funded by HEFCE, the UK Higher Education Academy and Joint Info Systems Committee (JISC), which has supported pilot projects and activities around the open release of discovering resources, for complimentary use and repurposing worldwide.
Wikipedia ranks in the top-ten most visited websites worldwide since 2007. OER Commons was spearheaded in 2007 by the Institute for the Study of Understanding 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 instructional resources to educators, administrators, moms and dads, and students.
To even more promote the sharing of these resources amongst teachers, in 2008 ISKME released the OER Commons Teacher Training Initiative, which focuses on advancing open academic practices and on building opportunities for systemic modification in teaching and knowing. One of the first OER resources for K-12 education is Curriki. A not-for-profit company, Curriki offers an Internet website for open source curriculum (OSC) advancement, to provide universal access to complimentary curricula and training materials for trainees up to the age of 18 (K-12).
Kim Jones works as Curriki's Executive Director. [] In August 2006 WikiEducator was launched to offer a venue for planning education projects constructed on OER, producing and promoting open education resources (OERs), and networking towards moneying propositions. Its Wikieducator's Learning4Content task builds skills in the use of MediaWiki and associated complimentary software innovations for mass collaboration in the authoring of totally free 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 Solutions (OLCOS) job performs a set of activities that intend at cultivating 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 supply decision makers with a summary of present and likely future advancements in OER and recommendations on how various challenges in OER might be dealt with. [] Peer production has actually also been utilized in producing collaborative open education resources (OERs).
Enormous open online course (MOOC) platforms have actually also produced interest in constructing online eBooks. The Cultivating Modification Neighborhood (CCMOOC) at the University of Minnesota is one such task founded totally 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 Initiative from the Saylor Foundation, which is currently more than 80% of the way towards its initial goal of providing 241 college-level courses throughout 13 subject areas. The Saylor Structure uses university and college professor and subject professionals to help in this procedure, 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 moneyed DELILA task, the primary goal of the task was to release a little sample of open educational resources to support embedding digital and information literacy education into institutional instructor training courses recognized by the HEA consisting of PGCerts and other CPD courses.
In 2010, the AVU developed the OER Repository which has actually contributed to increase the number of Africans that use, contextualize, share and disseminate the existing as well as future scholastic material. The online portal serves as a platform where the 219 modules of Mathematics, Physics, Chemistry, Biology, ICT in education, and teacher education expert courses are published.
to create an Associate of Science degree based totally on openly certified content the "Z-Degree". The combined efforts of a 13-member faculty group, college personnel and administration culminated when trainees enrolled in the very first "z-courses" which are based entirely on OER. The objectives of this effort 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 business administration were launched simultaneously throughout four school locations. TCC is the 11th largest public two-year college in the country, registering almost 47,000 trainees every year. Throughout this same period from 20132014, Northern Virginia Community College (NOVA) also produced 2 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 Learning Institute or ELI) is the central online knowing hub for NOVA, and it was through ELI that NOVA launched their OER-Based General Education Project. Dr. Wm. Preston Davis, Director of Instructional Solutions at NOVA Online, led the ELI team of faculty, instructional designers and curators on the job to produce what NOVA calls " digital open" courses.
At the same time, the group looked beyond private courses to create depth and quality around complete pathways for students to earn an entire degree. From Fall 2013 to Fall 2016, more than 15,000 students had enrolled in NOVA OER courses yielding textbook expense 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 helps with discourse and dialogue on open education however likewise participates in jobs and advancement programs. The network is supported by the Nordic OER task co-funded by Nordplus.
