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 designed after sister project, RED WINE, SkillsCommons open workforce development content was developed and vetted by 700 neighborhood colleges and other TAACCCT institutions across the United States.
A parallel initiative, OpenStax CNX (previously Connexions), came out of Rice University starting in 1999. In the beginning, the Connexions task concentrated on developing an open repository of user-generated content. In contrast to the OCW projects, material licenses are required 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 job. In contrast to user-generated material libraries, OpenStax hires subject matter experts to create college-level textbooks that are peer-reviewed, freely accredited, and readily available online for free. Like the material in OpenStax CNX, OpenStax books are available under Creative Commons CC BY licenses that enable users to reuse, remix, and redistribute content as long as they offer attribution.
Other efforts stemmed from MIT OpenCourseWare are China Open Resources for Education and OpenCourseWare in Japan. The OpenCourseWare Consortium, established 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 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 academic resources (OER) in the Dutch education sector; The Open instructional resources program (stages one and 2) (United Kingdom), funded by HEFCE, the UK College Academy and Joint Details Systems Committee (JISC), which has actually 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 gone to websites worldwide considering that 2007. OER Commons was spearheaded in 2007 by the Institute for the Research Study of Understanding Management in Education (ISKME), a not-for-profit education research institute dedicated to development in open education material and practices, as a way to aggregate, share, and promote open educational resources articles instructional resources to teachers, administrators, parents, and trainees.
To even more promote the sharing of these resources among educators, in 2008 ISKME released the OER Commons Teacher Training Effort, which focuses on advancing open instructional practices and on building chances for systemic change in teaching and knowing. One of the first OER resources for K-12 education is Curriki. A nonprofit company, Curriki supplies an Internet website for open source curriculum (OSC) advancement, to provide universal access to free curricula and educational materials for trainees as much as the age of 18 (K-12).
Kim Jones serves as Curriki's Executive Director. [] In August 2006 WikiEducator was launched to provide a place for preparing education projects built on OER, developing and promoting open education resources (OERs), and networking towards moneying proposals. Its Wikieducator's Learning4Content job develops abilities in making use of MediaWiki and related totally free software technologies for mass collaboration in the authoring of totally free content and declares to be the world's biggest 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) task performs a set of activities that aim at 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 supply choice makers with an overview of current and likely future advancements in OER and recommendations on how various obstacles in OER might be attended to. [] Peer production has likewise been made use of in producing collective open education resources (OERs).
Huge open online course (MOOC) platforms have actually also produced interest in building online eBooks. Here's more regarding visit the up coming site look into our web page. The Cultivating Change Neighborhood (CCMOOC) at the University of Minnesota is one such job founded completely on a grassroots model to create 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 Foundation, which is currently more than 80% of the method towards its preliminary objective of offering 241 college-level courses across 13 disciplines. The Saylor Structure makes use of university and college professor and subject professionals to help in this procedure, along with to offer peer evaluation 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 project, the main aim of the project was to release a little sample of open instructional resources to support embedding digital and info literacy education into institutional teacher training courses accredited 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 utilize, contextualize, share and share the existing as well as future scholastic content. The online website acts 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 honestly licensed material the "Z-Degree". The combined efforts of a 13-member faculty team, college staff and administration culminated when trainees registered in the first "z-courses" which are based solely on OER. The goals of this initiative were twofold: 1) to improve student success, and 2) to increase trainer efficiency.
The 21 z-courses that comprise an associate of science degree in company administration were launched concurrently across four school locations. TCC is the 11th largest public two-year college in the nation, registering almost 47,000 trainees yearly. Throughout this same period from 20132014, Northern Virginia Community College (NOVA) likewise created two zero-cost OER degree paths: one an associate degree in General Studies, the other an associate degree in Social Science.
NOVA Online (formerly referred to as the Extended Knowing Institute or ELI) is the central online learning hub for NOVA, and it was through ELI that NOVA launched their OER-Based General Education Project. Dr. Wm. Preston Davis, Director of Instructional Provider at NOVA Online, led the ELI team of professors, training designers and curators on the project to produce what NOVA calls " digital open" courses.
At the same time, the group looked beyond individual courses to produce depth and quality around full pathways for trainees to earn an entire degree. From Fall 2013 to Fall 2016, more than 15,000 students had registered in NOVA OER courses yielding book expense savings of over 2 million dollars over the three-year period.
Nordic OER is a Nordic network to promote open education and cooperation among stakeholders in all academic sectors. The network has members from all Nordic nations and facilitates discourse and discussion on open education however also takes part in projects and advancement programs. The network is supported by the Nordic OER job co-funded by Nordplus.
