SkillsCommons was developed in 2012 under the California State University Chancellor's Workplace and funded through the $2 billion U.S. Department of Labor's TAACCCT initiative. Led by Assistant Vice Chancellor, Gerard Hanley, and modeled after sibling project, RED WINE, SkillsCommons open workforce advancement content was developed and vetted by 700 community colleges and other TAACCCT organizations throughout the United States.
A parallel effort, OpenStax CNX (formerly Connexions), came out of Rice University beginning in 1999. In the beginning, the Connexions job concentrated on producing an open repository of user-generated material. In contrast to the OCW projects, material licenses are needed to be open under a Imaginative Commons Attribution International 4.0 (CC BY) license.
In 2012, OpenStax was developed from the basis of the Connexions task. In contrast to user-generated content libraries, OpenStax hires subject matter professionals to produce college-level books that are peer-reviewed, honestly accredited, and available online for free. Like the material in OpenStax CNX, OpenStax books are readily available under Creative Commons CC BY licenses that allow users to reuse, remix, and rearrange content as long as they supply attribution.
Other efforts obtained 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 products, counted more than 200 member institutions from around the globe in 2009.
The OER4Schools job focusses on the use of Open Educational Resources in teacher education in sub-Saharan Africa. Wikiwijs (the Netherlands), was a program intended to promote using open instructional resources (OER) in the Dutch education sector; The Open instructional resources programme (stages one and two) (United Kingdom), moneyed by HEFCE, the UK College Academy and Joint Information Systems Committee (JISC), which has actually supported pilot projects and activities around the open release of finding out resources, totally free use and repurposing worldwide.
Wikipedia ranks in the top-ten most checked out sites worldwide since 2007. OER Commons was spearheaded in 2007 by the Institute for the Study of Knowledge Management in Education (ISKME), a not-for-profit education research institute devoted to innovation in open education content and practices, as a way to aggregate, share, and promote open educational resources to teachers, administrators, parents, and students.
To further promote the sharing of these resources among educators, in 2008 ISKME released the OER Commons Instructor Training Effort, which concentrates on advancing open academic practices and on building chances for systemic change in mentor and learning. Among the first OER resources for K-12 education is Curriki. A nonprofit company, Curriki offers a Web website for open source curriculum (OSC) development, to supply universal access to totally free curricula and training products for students up to the age of 18 (K-12).
Kim Jones acts as Curriki's Executive Director. [] In August 2006 WikiEducator was introduced to provide a venue for planning education jobs constructed on OER, developing and promoting open education resources (OERs), and networking towards funding proposals. Its Wikieducator's Learning4Content project builds abilities in using MediaWiki and related complimentary software technologies for mass collaboration in the authoring of totally free content and declares to be the world's largest wiki training project for education.
Between 2006 and 2007, as a Transversal Action under the European eLearning Program, the Open e-Learning Material Observatory Services (OLCOS) job performs a set of activities that target at fostering the production, sharing and re-use of Open Educational Resources (OER) in Europe and beyond. The main result of OLCOS was a Roadmap, in order to provide choice makers with a summary of present and most likely future advancements in OER and recommendations on how numerous challenges in OER might be dealt with. [] Peer production has likewise been utilized in producing collective open education resources (OERs).
Massive open online course (MOOC) platforms have likewise produced interest in building online eBooks. The Cultivating Modification Neighborhood (CCMOOC) at the University of Minnesota is one such project 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 project is the Free Education Initiative from the Saylor Structure, which is presently more than 80% of the way towards its preliminary objective of supplying 241 college-level courses across 13 subject areas. The Saylor Foundation makes use of university and college professor and subject specialists to assist in this process, in addition to to offer peer evaluation of each course to guarantee its quality.
In 2010 the University of Birmingham and the London School of Economics interacted on the HEA and JISC funded DELILA job, the primary aim of the project was to launch a little sample of open instructional resources to support embedding digital and information literacy education into institutional teacher training courses accredited by the HEA including PGCerts and other CPD courses.
In 2010, the AVU developed the OER Repository which has actually added to increase the variety of Africans that use, contextualize, share and share the existing along with future scholastic material. The online website functions as a platform where to find open educational resources the 219 modules of Mathematics, Physics, Chemistry, Biology, ICT in education, and instructor education professional courses are released.
to create a Partner of Science degree based totally on honestly certified material the "Z-Degree". The combined efforts of a 13-member professors group, college personnel and administration culminated when students enrolled in the very first "z-courses" which are based exclusively on OER. The objectives of this effort were twofold: 1) to improve student success, and 2) to increase instructor effectiveness.
The 21 z-courses that comprise an associate of science degree in company administration were launched concurrently throughout four school locations. TCC is the 11th biggest public two-year college in the country, registering almost 47,000 students yearly. Throughout this exact same period from 20132014, Northern Virginia Neighborhood College (NOVA) also 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 called 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 Task. 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 exact same time, the team looked beyond individual courses to produce depth and quality around complete paths for trainees to earn a whole degree. From Fall 2013 to Fall 2016, more than 15,000 trainees had actually registered in NOVA OER courses yielding book cost savings of over 2 million dollars over the three-year period.
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 discussion on open education however also takes part in tasks and development programs. The network is supported by the Nordic OER project co-funded by Nordplus.
