SkillsCommons was developed in 2012 under the California State University Chancellor's Workplace and moneyed through the $2 billion U.S. Department of Labor's TAACCCT effort. Led by Assistant Vice Chancellor, Gerard Hanley, and designed after sister task, RED WINE, SkillsCommons open workforce advancement content was established and vetted by 700 neighborhood colleges and other TAACCCT institutions across the United States.
A parallel effort, OpenStax CNX (formerly Connexions), came out of Rice University beginning in 1999. In the start, the Connexions project focused on creating an open repository of user-generated material. In contrast to the OCW projects, material licenses are required to be open under a Imaginative Commons Attribution International 4.0 (CC BY) license.
In 2012, OpenStax was produced from the basis of the Connexions task. In contrast to user-generated content libraries, OpenStax works with subject experts to create college-level textbooks that are peer-reviewed, honestly licensed, and 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 content as long as they provide attribution.
Other efforts originated from MIT OpenCourseWare are China Open Resources for Education and OpenCourseWare in Japan. The OpenCourseWare Consortium, established 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 making use of Open Educational Resources in instructor education in sub-Saharan Africa. Wikiwijs (the Netherlands), was a program planned to promote making use of open instructional resources (OER) in the Dutch education sector; The Open instructional resources programme (phases one and two) (UK), moneyed by HEFCE, the UK College Academy and Joint Info Systems Committee (JISC), which has actually supported pilot jobs and activities around the open release of learning resources, totally free use and repurposing worldwide.
Wikipedia ranks in the top-ten most gone to sites worldwide because 2007. OER Commons was led in 2007 by the Institute for the Study of Knowledge Management in Education (ISKME), a not-for-profit education research study institute dedicated to development in open education material and practices, as a method to aggregate, share, and promote open academic resources to teachers, administrators, moms and dads, and students.
To even more promote the sharing of these resources amongst teachers, in 2008 ISKME introduced the OER Commons Instructor Training Initiative, which concentrates on advancing open academic practices and on building chances for systemic modification in mentor and knowing. One of the very first OER resources for K-12 education is Curriki. A not-for-profit organization, Curriki offers an Internet site for open source curriculum (OSC) development, to offer universal access to free curricula and educational materials 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 jobs developed on OER, developing and promoting open education resources (OERs), and networking towards funding proposals. Its Wikieducator's Learning4Content job constructs skills in using MediaWiki and associated complimentary software innovations for mass collaboration in the authoring of complimentary content and declares to be the world's biggest wiki training task for education.
Between 2006 and 2007, as a Transversal Action under the European eLearning Program, the Open e-Learning Material Observatory Provider (OLCOS) project carries out a set of activities that aim at fostering the creation, 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 choice makers with a summary of present and likely future advancements in OER and suggestions on how numerous difficulties in OER could be dealt with. [] Peer production has actually also been made use of in producing collective open education resources (OERs).
Massive open online course (MOOC) platforms have actually also produced interest in developing online eBooks. The Cultivating Change Community (CCMOOC) at the University of Minnesota is one such job established totally on a grassroots design to generate content. In 10 weeks, 150 authors contributed more than 50 chapters to the CCMOOC eBook and companion site.
Another job is the Free Education Effort from the Saylor Foundation, which is presently more than 80% of the way towards its initial goal of offering 241 college-level courses across 13 subject locations. The Saylor Structure makes use of university and college faculty members and subject professionals to help in this process, along with to supply 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 moneyed DELILA task, the main aim of the project was to launch a little sample of open instructional resources to support embedding digital and information literacy education into institutional instructor training courses recognized by the HEA including 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 share the existing along with future academic material. 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 a Partner of Science degree based totally on freely certified content 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 entirely on OER. The goals of this initiative were twofold: 1) to enhance student success, and 2) to increase instructor efficiency.
The 21 z-courses that comprise a partner of science degree in company administration were launched simultaneously throughout four school places. TCC is the 11th biggest public two-year college in the country, registering nearly 47,000 trainees annually. During this very same period from 20132014, Northern Virginia Neighborhood College (NOVA) also produced two zero-cost OER degree pathways: one an associate degree in General Studies, the other an associate degree in Social Science.
NOVA Online (formerly understood as the Extended Learning Institute or ELI) is the centralized online learning hub for NOVA, and it was through ELI that NOVA introduced their OER-Based General Education Project. Dr. Wm. Preston Davis, Director of Instructional Provider at NOVA Online, led the ELI team of faculty, training designers and curators on the project to develop 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 make a whole degree. From Fall 2013 to Fall 2016, more than 15,000 students had registered in NOVA OER courses yielding book cost savings of over 2 million dollars over the three-year duration.
Nordic OER is a Nordic network to promote open education and partnership amongst stakeholders in all academic sectors. The network has members from all Nordic countries and assists in discourse and dialogue on open education but likewise takes part in tasks and advancement programs. The network is supported by the Nordic OER job co-funded by Nordplus.
