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 sister task, RED WINE, SkillsCommons open workforce development material was developed and vetted by 700 neighborhood colleges and other TAACCCT institutions throughout the United States.
A parallel effort, OpenStax CNX (previously Connexions), came out of Rice University beginning in 1999. In the start, the Connexions job concentrated on developing an open repository of user-generated content. In contrast to the OCW tasks, content 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 task. In contrast to user-generated material libraries, OpenStax employs subject specialists to create college-level textbooks that are peer-reviewed, honestly accredited, and offered online totally free. Like the content in OpenStax CNX, OpenStax books are offered under Creative Commons CC BY licenses that enable users to recycle, remix, and redistribute content as long as they supply 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 impact of open course materials and foster brand-new open course products, counted more than 200 member institutions from all over the world in 2009.
The OER4Schools project focusses on using Open Educational Resources in instructor education in sub-Saharan Africa. Wikiwijs (the Netherlands), was a program meant to promote the usage of open educational resources (OER) in the Dutch education sector; The Open educational resources programme (stages one and 2) (United Kingdom), funded by HEFCE, the UK Greater Education Academy and Joint Info Systems Committee (JISC), which has supported pilot jobs and activities around the open release of finding out resources, free of charge use and repurposing worldwide.
Wikipedia ranks in the top-ten most checked out sites worldwide given that 2007. OER Commons was spearheaded in 2007 by the Institute for the Study of Knowledge Management in Education (ISKME), a nonprofit education research study institute dedicated to innovation in open education material and practices, as a way to aggregate, share, and promote open academic resources to educators, administrators, moms and dads, and trainees.
To even more promote the sharing of these resources amongst teachers, in 2008 ISKME introduced the OER Commons Instructor Training Effort, which concentrates on advancing open instructional practices and on structure chances for systemic change in teaching and learning. Among the first OER resources for K-12 education is Curriki. A not-for-profit organization, Curriki offers a Web site for open source curriculum (OSC) development, to supply universal access to free curricula and instructional products 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 location for preparing education projects developed on OER, creating and promoting open education resources (OERs), and networking towards moneying proposals. Its Wikieducator's Learning4Content project develops skills in making use of MediaWiki and associated totally free software application innovations for mass partnership in the authoring of complimentary content and declares to be the world's largest wiki training project for education.
In 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 target at promoting the development, sharing and re-use of Open Educational Resources (OER) in Europe and beyond. The primary outcome of OLCOS was a Roadmap, in order to provide choice makers with an introduction of present and most likely future advancements in OER and suggestions on how numerous difficulties in OER could be attended to. [] Peer production has also been utilized in producing collaborative open education resources (OERs).
Massive open online course (MOOC) platforms have actually also produced interest in building online eBooks. The Cultivating Modification Neighborhood (CCMOOC) at the University of Minnesota is one such task founded totally on a grassroots design to produce content. In 10 weeks, 150 authors contributed more than 50 chapters to the CCMOOC eBook and buddy site.
Another task is the Free Education Effort from the Saylor Structure, which is presently more than 80% of the method towards its preliminary objective of offering 241 college-level courses across 13 subject locations. The Saylor Foundation uses university and college faculty members and subject specialists to assist 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 collaborated on the HEA and JISC moneyed DELILA project, the main goal of the job was to launch a little sample of open academic resources to support embedding digital and info 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 contributed to increase the number of Africans that use, contextualize, share and disseminate the existing as well as future scholastic content. The online portal functions as a platform where to find open educational resources the 219 modules of Mathematics, Physics, Chemistry, Biology, ICT in education, and teacher education expert courses are published.
to produce an Associate of Science degree based totally on openly certified material 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 entirely 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 a partner of science degree in organisation administration were launched concurrently throughout four school places. TCC is the 11th biggest public two-year college in the nation, enrolling almost 47,000 trainees yearly. Throughout this exact same time duration from 20132014, Northern Virginia Community College (NOVA) likewise developed 2 zero-cost OER degree pathways: one an associate degree in General Researches, the other an associate degree in Social Science.
NOVA Online (formerly known as the Extended Knowing Institute or ELI) is the centralized online knowing center for NOVA, and it was through ELI that NOVA launched their OER-Based General Education Project. Dr. Wm. Preston Davis, Director of Instructional Services at NOVA Online, led the ELI team of professors, educational designers and curators on the task to produce what NOVA calls " digital open" courses.
At the same time, the team looked beyond individual courses to create depth and quality around full paths for trainees to make a whole degree. From Fall 2013 to Fall 2016, more than 15,000 trainees 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 assists in discourse and dialogue on open education but likewise takes part in projects and advancement programs. The network is supported by the Nordic OER job co-funded by Nordplus.
