The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.

1. Trends and Issues in Open Educational
Resources (OER) & Massive Open Online
Courses (MOOCs)
Seminar Discussion in College of Education, Ege University
August 25th 2015
Presented by Ava (Shu-Hsiang) Chen, Ph.D.
avachen.org
This work is licensed under a Creative Commons
Attribution 4.0 International License

2. Open Educational Resources
Image Source http://vle.du.ac.in/file.php/1/home_page/wordle1.jpg

3. History of OER
1994
Learning Object
(Wayne Hodgins)
1998
Open Content
(David Wiley)
2001
Creative Commons
(Larry Lessing)
2001
MIT
OpenCourseWare
Initiative
2002
OER (UNESCO)
Reference: Wiley, D. (2006). The current state of open educational resources. Paper for Expert Meeting on Open
Educational Resources. Malmo: OECD-CERI. From http://www.oecd.org/edu/ceri/36224377.pdf
Source:http://www.unesco.
org/webworld/download/oe
r/EN/oer_logo_EN_1_RGB
.jpg
Sourcehttp://www.oerasi
a.org/

4. Concept Map of OER
 OER = Content Infrastructure  Platform for
Education Innovation (Wiley, 2009)
Image Source http://edtechdigest.wordpress.com/2012/09/13/trends-innovation-in-education/

5. Openness in Higher Education
 Plays an important role in driving educational
innovation & transforming HEI
 Is the fundamental value & critical attribute HEI
 Offers opportunities for sharing ideas,
collaborating between institutions, educators,
and learners locally & internationally (Wiley, et
al., 2009).

6. Result of Openness
 Open Source
 Open Educational Resources (OER)
 Open Courses
 Open Research
 Open Data
 Open APIs
 Open Access Publishing
 Open Education (Cape Town Open Education
Declaration, 2008)
Reference: Weller, M. (2012). The openness-creativity cycle in education – A perspective. Retrieve from http://jime.open.ac.uk/article/2012-

7. Open / Openness in OER
4 Freedoms
to copy, to modify, to distribute, to
redistribute modified versions (Foote,
2005).
Convenient, effective, affordable,
sustainable, available (Walker, 2005).
4As
Accessible, Appropriate, Accredited,
Affordable (Daniel, 2006).
5Rs
Retain, Reuse, Redistribute, Revise,
Remix (Wiley, et al., 2010, 2014).

8. Definitions of OER
OER is teaching, learning, and
research resources that reside in the
public domain or have been released
under an intellectual property license
(such as Creative Commons) that permits
their free use or re-purposing by others
(Atkins, Brown, & Hammond, 2007, p. 4)
Is the simple and powerful idea that
the world’s knowledge is a public
good and that technology in general
and the World Wide Web in
particular provide an extraordinary
opportunity for everyone to share,
use, and reuse knowledge
(D’Anton, 2012)
Source:

9. Redefined of OER
 OERs are any type of educational resources in
either print or digital format that reside in the
public domain and have released under an
intellectual property license or open license
such as Creative Commons that permits users
with 5Rs openness framework: Retain,
Reuse, Revise, Remix, Redistribute (Wiley,
2015) to support knowledge building,
sharing, and learning to the worldwide
community.

10. What consider to be OER?
 Course materials, websites, textbooks, audio
materials, podcast, video, multimedia
applications, visual materials, archived
discussions, simulations, or animations, maps,
ancient or historical manuscripts, software,
and any other tools or technique used to allow
access to knowledge.

11. OER Attribute Map
Tools: Open source
software for
development and
delivery of resources
Content
Management
Systems (CMS)
Social Software:
Wikis, H20, OSLO
research
Development Tools:
Connexions
Learning
Management
Systems: Moodle,
Sakai
Content: Materials
published for learning
or reference
Learning Resources
• Courseware: MIT OCW,
Paris Tech, Japan
OCW
• Consortium
Learning Objects:
MERLOT,
Connexions,
ARIADNE
Reference
Collection: Internet
archive, Google
Scholar, Library of
Congress, Wikis.
MOOC
Implementation
Resources
Licensing Tools:
Creative Commons,
GNU Free
Documentation
License
Interoperability:
IMS, SCORM, OKI
Best Practices:
CMU design
principles
(Margulies , 2005, as cited in OECD 2007, p.

12. OER
Metaphor
Image Source
https://openeducationalresources.pbwor
ks.com/w/page/25228307/OER%20Myt
hs

13. OER World Map - Open
CourseWare Consortium Members
Image Source http://oerworldmap.oerknowledgecloud.org/

14. Current Status of OER
 Over 150 universities in China
participate in China Open Resources
 11 universities in France have
formed the ParisTech OCT project
 7 universities in Japan have formed
the Japanese OCW
 7 universities in U.S. with OER
projects, and offer over 1400 courses
(Wiley, 2006)
Sourcehttps://www.fac
ebook.com/COL4D

15. Benefits of OER
 Freedom of access.
 Freedom from proprietary systems and
corporations.
 Save time and effort for content development.
 Co-creation empowers more collaboration and
creativity.
 Sharing development costs among institutions.
 Contributes to the local and global community.
 Accessibility of resources previously unavailable
to specific groups of people.
 Lowers costs to students.
Reference: Zaid Ali Alsagoff (2013). Embracing OER & MOOCs to Transforming Education? & SteveYuen.Org

16. Challenges of OER
 Quality varies.
 Varying degrees of time commitment.
 Teachers sometimes not rewarded by the system for
their efforts.
 May not meet accessibility requirements for persons
with disabilities.
 May need a high degree of customization (or
localization).
 Technical requirements vary and some require you
to use a particular software.
 Requires varying degrees of continual financial
support.
 Licensing and obtaining copyright clearance can be
difficult.
 Some institutions may be concerned about “giving itReference: Zaid Ali Alsagoff (2013). Embracing OER & MOOCs to Transforming Education? & SteveYuen.Org

17. Open License – Creative
Commons
 Share knowledge &
creativity with the
world (CC)
 Use copyright to
enforce sharing
(Wiley, 2009)
Image Source http://wisesearch.weebly.com/uploads/1/1/3/6/11361394/1762233_orig.gif

18. Current Research Area Associated with
OER
Concept Relevant Managerial
Pedagogical System Contextualization
Ethical Policy & Strategy

19. MOOC (Massive Open Online
Course)
Image Source http://upload.wikimedia.org/wikipedia/commons/c/cb/MOOC_poster_mathplourde.jpg

20. Reference http://www.educause.edu/ero/article/online-educational-delivery-models-descriptive-view

21. Reference http://www.educause.edu/ero/article/online-educational-delivery-models-descriptive-view

22. Reference http://www.educause.edu/ero/article/online-educational-delivery-models-descriptive-view

23. Mooc World Map
 Image source from http://edutechnica.com/moocmap/#

24. MOOCs Map
http://openuct.uct.ac.za/blog/mooc-less-africa

25. Current Issues of MOOCs
 All of these MOOC platforms appear to justify their
status by promoting curricula that are equivalent to
campus-based courses, with a strong focus on
content delivery (Online Newsletter, 2012).
 Acceptance of open academic practice and difficulty in
establishing an academic identity in an unpredictable
virtual environment (Mackness, Waite, Roberts, &
Lovegrove, 2013).
 Most MOOC discourse reflects strategic, institutional,
economical, social and technological concerns. A
deep pedagogical debate is still missing (Guardia,
Maina, Sangra, 2013).

26. Issues of MOOC from Management
Perspective
Accreditation Administration Regulation
Dropout Privacy Piracy
Proficiency /
Evaluation
Intellectual
Property
Quality
Assurance

27. Issues of MOOC from Pedagogical
Perspective
Core of Learning
Design
Demanding
Innovative and
Appropriate
Approaches to
Teaching & Learning
Learning Across
Distributed Platforms
Social Construction
of Knowledge
Open Academic
Practice & Building
an Identity
Embracing
Uncertainty

28. cMOOCs & xMOOCs
Comparison
MOOCs Characteristics Major Platforms
cMOOCs Focus on connection and build up
the community. Based on
connectivist design principles
include: aggregation, remixing, re-
purposing, and feeding forward.
Relied on posted
resource, learning
management system,
and social networking
site.
xMOOCs Focus on content, standardize
assessment
Nothing different than a traditional
online course
Coursera, edX, Udacity,
Udemy, P2PU,
Openedup

29. MOOCs Pedagogy
• Connectivist Pedagogy
• Social LearningcMOOC
• Video lectures
• Mastery Learning
• Self-paced Learning
xMOOC
• Study, Review, Play, Do, Share,
Assess, Reflect, DiscusspMOOC

30. xMOOCs Pedagogy
xMOOCs Platform Pedagogy
Coursera Video Lectures, Mastery Learning, Peer Assessment
Interaction – Video frequently stops, answer simple
questions
Social learning happen in the form of discussion
forums
edX Video Lectures, quizzes, and assignment
Focus on open source MOOC platform, not pedagogy
Udacity Video lecture, self-study, quizzes, assignment
Social learning happen in discussion forum and wiki
Udemy Video lecture, self-paced study
OpenupEd Openness to learners, digital openness, learner-
centred approach, independent learning, media-
supported interaction, recognition options.

31. pMOOC Pedagogy (Project-
Based)
• Read a short text, view a video presenting the rationale and
the core ideasStudy
• Examine and critique a worked exampleReview
• Experiment with the tool / methodPlay
• Perform a structured task, using the tool / method, and
produce outputsDo
• Publish these outputs to the web, and link to them from a
shared spaceShare
• Review your peer’s productionsAssess
• Post an entry to your learning journalReflect
• Participate in an online discussionDiscuss
http://www.olds.ac.uk/blog/pmoocpedagogicalpattern

32. Types of MOOCs Learners
http://mfeldstein.com/insight-on-mooc-student-types-from-eli-focus-session/

33. Issues in current HEIs
 Globalization & Internationalization
 Students will be reached to 120 million
worldwide by 2020
 Changing learners demographics & increasing
demands for lifelong adults learners
 Increasing numbers of access to personal
technology & social media
 The need for changes in cost, affordability and
economic model for HEI
Reference Yuan, L., & Powell, S. (2012) Moocs and open education: Implications for higher education. Retrieve from
http://publications.cetis.ac.uk/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdf

34. Current MOOCs in Turkey
 OpenupEd -
http://www.openuped.eu/
(Anadolu University)
 Coursera -
https://www.coursera.org/ (KOC
University)
 edX - https://www.edx.org/
 Universiteplus -
https://www.universiteplus.com/
Major MOOCs Provider Turkish MOOC

35. Q & A

36. References
 Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). Review of the open educational resources (OER) movement: Achievements,
challenges, and new opportunities: The William and Flora Hewlett Foundation.
 Butcher, N. (2010). Open educational resources and higher education. Retrieved June 1, 2013, from http://www.nba.co.za/open-
educational-resources-and-higher-education
 Butcher, N. (2011). A basic guide to open educational resources (OER) (A. Kanwar, & Uvalic´-Trumbic´, S. Ed.). Vancouver and Paris:
COL and UNESCO.
 Caswell, T., Henson, S., Jensen, M., & Wiley, D. (2008). Open educational resources: Enabling universal education. The International
Review of Research in Open and Distance Learning, 9(1).
 D'Antoni, S. (2009). Open Educational Resources: reviewing initiatives and issues. Open Learning: The Journal of Open and Distance
Learning, 24(1), 3-10. doi: 10.1080/02680510802625443
 Nasongkhla, J., Thammetar, T., Chen, S-H., & Photipussa, P. (2015, in press). Thailand OERs and MOOCs Country Report. Knou
Press.
 OECD. (2007). Giving knowledge for free: The emergence of open educational resources: OECD Publishing.
 UNESCO. (2002). Forum on the impact of open courseware for higher education in developing countries. from
http://unesdoc.unesco.org/images/0012/001285/128515e.pdf
 UNESCO. (2012a). 2012 Paris OER Declaration. from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/Paris
OER Declaration_01.pdf
 Wiley, D. (2009). Impediments to learning object reuse and openness as a potential solution. Revista Brasileira de Informática na
Educação, 17(3).
 Wiley, D. (2010a). The open future: Openness as catalyst for an educational reformation. Educase Review, 15-20.
 Wiley, D. (2010b). Openness as catalyst for an educational reformation. EDUCUASE, 45(4), 14-20.
 Wiley, D. (2014a). The access compromise and the 5th R. from http://opencontent.org/blog/archives/3221
 Wiley, D. (2014b). Defining the open in open content. from http://opencontent.org/definition/
 Wiley, D., Bliss, T. J., & McEwen, M. (2014). Open educational resources: A review of the literature. In J. M. Spector (Ed.), Handbook of
Research on Educational Communications and Technology. New York: Springer.

37. Thank you for Listening
Questions ? Comments?
ava1019@gmail.com avachen.org