Ziominds oer

Open Educational Resources(OER)
Workshop /Amman
December 22,2015
#oerjordan
Ministry of Higher Education and
Scientific Research
1
Dr. Khakaf Hajim Al Tell

Policy Levels
Global
Regional
National
State/Province
Municipal
Institutional
Departmental
Personal
2

write your relevant text here
Workshop
Topics
OER the beginning
The Open Text Book
Oman Experience
Creative Commons Licenses
1. The Open Text Book
The Jordanian OER
Center Proposal
Open Educational
Practices(OEP)
Evidence and Impact

OPEN EDUCATIONAL RESOURCES
(OER)
The most visible impact of the Internet on
education to date has been the Open
Educational Resources movement (OER)
Minds on Fire: Open Education, the Long Tail, and Learning 2.0
by John Seely Brown and Richard P. Adler
“…higher education shall be equally
accessible to all…”
knowledge is a public good

 Introduction
 History
 Definition
 5Rs
 Examples
 Misconceptions
5
1.OER The Beginning

The Big Bang of OER: MIT Open
Courseware
6
In 2001, the Massachusetts Institute of Technology (MIT), in an
unprecedented move, announced the release of nearly all its courses on
the internet for free access.
As the number of institutions offering free or open courseware
increased, UNESCO organized the 1st Global OER Forum in
2002 where the term Open Educational Resources (OER) was first
adopted to describe OERs as:
2
“teaching, learning and research materials in any medium, digital or
otherwise, that reside in the public domain or have been released
under an open license that permits no-cost access, use, adaptation
and redistribution by others with no or limited restrictions.”
OCW
OER
2002
Creative Commons is a non-profit organization created at the beginning of this
century and whose most known project is the set of licenses created in 2002 that
have become almost a standard to share contents in the digital context.

SO : What are Open Educational Resources ?
Any kind of teaching materials, textbooks, syllabi, lesson
plans, videos, exams assignments, lecture notes…………..
Are free(garneted by an open license) to anyone to access
and,
Include free permission to engage in the 5R activities
Include digital tools to engage, deliver, facilitate , license and
manage OER.
David Wiley
2013
7

5Rs: The Powerful Rights of
Open
Retain
Make, own, and
control your
own copy of the
content
Revise
Adapt,
adjust,
modify,
improve, or
alter the
content
Remix
Combine the
original or
revised
content with
other OER to
create
something
new
Reuse
Use the
content in its
unaltered
form
Redistribute
Share your
copies of the
original
content,
revision, or
remix's with
others

OER
OER Textbooks: The rapid rise in the
cost of textbooks, combined with the
high demand for affordable
alternatives, has led to the emergence
of new open publishing efforts for
textbooks and other OER
Open Access (OA) means that items of
scholarly work are made available online,
in a digital format, at no charge to the
reader and with limited restrictions on re-
use.
Open Couse Ware (OCW): Open Course Ware is
the digital publication of high quality educational
materials that are freely and openly licensed, and
are available online to anyone, anytime. They
frequently include course planning and
Open Content
Open Textbooks
Open Courseware
Open Access
Open Educational Resources
Open Contents

Open Courseware Open Text book
Open Videos
Lectures, simulation,
animation
Open Access
Repositories,
Portals ,
libraries…

The OER movement consists of diverse individuals and
organizations spanning educational institutions, IGOs,
NGOs, governments - and activities at all levels, from
teaching infants to seniors; and ranges across a diversity
of countries around the globe, with varied educational
systems and social, economic and cultural contexts
Stakeholders
13

Examples of Institutions Promoting OER
 UNESCO
 Commonwealth of Learning COL
 ALESCO
 The William and Flora Hewlett
Foundation
 Ford Foundation Vancouver
Foundation, and Wikimedia
Foundation
 Shuttleworth Foundation
 Gates Foundation
 World Bank
 World governments
grants of
approximately
$1.9 billion in
2015
Commonwealth of
Learning COL

OER VS MOOC
Characteristics OER MOOCs
Use of term “open”. Free to access and reuse,
revise, remix , redistribute
and retain
Free to
access and
use
Form of resource Not an entity Full courses
Audience Focused on teachers learners
Education Type Formal education
Main stream
Non formal
Technology Catalyst for innovation Disruptive
technology
OER VS MOOCs
OER = MOOCs if:
• OER is a full course
• A MOOC has an open license
Open Data =OER if:
• Used as an educational
resource in a learning
setting

Misconception of :
OER in The Arab World
Corrections
The term ‘OER’ is not synonymous with online learning,
eLearning or mobile learning. Many OER — while shareable in a
digital format — are also printable.
‫من‬ ‫التعليم‬ ‫وسائل‬ ‫تطور‬
‫التعليمية‬ ‫المصادر‬ ‫خالل‬
‫المفتوحة‬
Open Education Week in
the Arab World ‫التعليم‬ ‫أسبوع‬
‫العربي‬ ‫العالم‬ ‫في‬ ‫المفتوح‬
Open Education
Week in the Arab
World 2

Creative Commons
Licenses
1. IP
2. Magic of Digitization
3. Creative Commons
4. Licenses

COPYRIGHT
In the digital environment – the Internet world – an enormous amount of the material
we wish to access will be subject to copyright law
Copyright law provides that you cannot reproduce/copy
or communicate/transmit to the public copyright material
(literary, dramatic, musical and artistic works, films and
sound recordings) without the permission of the
copyright owner
In most countries, copyright is automatic; creators do
not need to register or even mark their work with the ©
photobucket.com/images/devil%20gif
This means that almost everything is copyrighted--
not just published material but also your emails, your
assignments, your letters, your drafts, your doodles,
your snapshots, your blogposts.
This work is licensed under a Creative Commons Attribution 3.0
Unported License.This License is registered for Dr. Khalaf Al-Tell

One Case of Infringements 3Publishers of commercial Textbooks
(CAMBRIDGE UNIVERSITY PRESS, OXFORD UNIVERSITY PRESS, INC.,
SAGE PUBLICATIONS, INCued ) Sued Georgia State University For using
excerpts from digital textbooks for their students
The university payed to the publishers totaling
$4,722,686.24 in FY 2009 and $5,165,445.10 in FY 2010,

● Whole
courses
● Lecture
notes
● Presentation
slides
● Lecture
hand-outs
● Lecture
recordings
● Assignments
● Tests or
Exams
● Reading lists
● Images
● Videos
● Simulations
● Text books
● Students’
work
21
 Science
 Engineering
 Art
 Mathematic
 Computer
Science
 Physics
 Humanities
 Economy
 Human
Resource
 Etc.
Educational Resources Available on the Internet
BYRESOURCE
BYSUBJECT
HUMAN
KNOWLEDGE
IS DIGITIZED
HUMANS ARE
CONNECTED
Before 2002 Monopoly of Giant
PD
Digitization of information in all media,
combined with its increasingly
widespread access, has introduced
significant challenges regarding how to
deal with issues of intellectual property
such as copyright.

22
 The Cost of a Copy
 The Distribution
 Economy of Scarcity
 Value of Things
 The Openness
Movement
The Magic of Digitization
The Giving of Things
Sharing
Physical World Internet World

Full Copyright:
all rights
reserved
Creative Commons:
some rights reserved
Public Domain:
no rights
reserved
23
CREATIVE COMMONS
Lawrence Lessing

Creative Commons Elements
24
All
Licenses

Full
Copyright
:
all rights
reserved
Education Resources On The Internet
After Creative Commons 2002
25
PD
No
Copyright:
no rights
reserved
Some Rights Reserved
Creative Commons Licenses

Six Standards Licenses
CREATIVE COMMONS LICENSES
26

O
most free
least free
OER 5Rs
CREATIVE COMMONS LICENCES
Retain
Reuse
Revise
Remix
Redistribute
27

Three “Layers” Of Licenses
<a rel="license"
href="http://creativecommons.org/licenses/by/4.0/"><im
g alt="Creative Commons License" style="border-
width:0"
src="https://i.creativecommons.org/l/by/4.0/88x31.png"
/></a><br />This work is licensed under a <a
rel="license"
href="http://creativecommons.org/licenses/by/4.0/">Cre
ative Commons Attribution 4.0 International
License</a>.
Machine Readable
Human Readable
Legal Code
28

How TO License Your Work(Resource)
In Less than 2 Minutes

https://wiki.creativecommons.org/Frequently_Asked_Questions
http://bit.ly/1DVWqMY
Remix: Which Creative Commons licensed
resources can be combined with which?
30

OPEN TEXTBOOKS
34
1. Challenges
2. Open Textbooks
3. Example

Challenges With Traditional Textbooks
 No textbook fits exactly and it’s all or nothing
 High prices
 Textbooks are bundled with [too] many resources, labs etc.
 Print textbooks don’t have the advantages of e Textbooks
– but commercial e Textbooks are not open
 The problem with new editions
 The Digital Native Student
 Localization and culture environment
 The Lecturer's students notes practices
 The challenge of the availability of OER contents
35

The emergence of The Open
textbooks
36
The average student can expect to pay
$1,200
on textbooks and course materials in 2014-
15.

Open Textbook Definition
An open textbook is a textbook licensed under
an open copyright license, and made available
online to be freely used by students, teachers
and members of the public. Many open
textbooks are distributed in either print, e-book,
or audio formats that may be downloaded or
purchased at little or no cost
1 5
Static
Dynamic
Interactive
Open Textbooks

38
The Assayer
BOOKBOON.com **
College Open Textbooks Blog
Community College Open Textbook Collaborative
Community College Open Textbook Collaborative
Ning
Community College Consortium for Open
Educational Resources: Open Textbooks
California Learning Resource Network (CLRN)
Connexions
E-Books Directory
Feedbooks
Flat World Knowledge **
FreeBooks4Doctors
http://open.campusmanitoba.com/find-open-
textbooks/
http://open.umn.edu/opentextbooks/
http://research.cehd.umn.edu/open/open-textbook-
network/
Examples of Open Text Books Initiatives(US)
Free Online Textbooks on Mathematics
FreeTechBooks
Internet Archive
Kahn Academy (Materials Type: Instructional Videos and
Exercises)
MERLOT (Materials Type: Textbooks)
OER Commons (Material Type: Textbooks)
Open Textbooks: The Student PIRGs (Make Textbooks
Affordable)
OpenStax College (Materials Type: Textbooks)
Orange Grove Open Textbooks
Oriental Institute of the University of Chicago
Student Public Interest Research Group (SPIRG) & Faculty
Statement of Support of Open Textbooks
Textbook Media **
Textbook Revolution
The Global Text Project
Wikibooks
Quality
Adapt
PDF

The Project
Don’t reinvent it by Andrea Hernandez released under CC-BY-NC-SA and based on Wheel by Pauline Mak
released under CC-BY license

OER POLICIES
41
1. Government Role
2. Policy Levels
3. Curriculum Design/Materials Development
4. Human Resource Policy
5. Example

Governments play a crucial role in setting policies that help
to shape the direction of education systems, and policies
can accelerate or impede the adoption and creation of OER.
Additionally, the presence of country policies that are
supportive of OER can be used as a gauge to determine
levels of commitment to OER. The lack of such frameworks
can limit and delay the process of adoption or may even
discourage institutions from pursuing OER undertakings.
The Role of Government Policy in
Stimulating Effective Use of OER
in Education
42

Policy Levels
Global
Regional
National
State/Province
Municipal
Institutional
Departmental
Personal
43

Curriculum Design/Materials
Development Policy
● Material will first be sourced from open content.
● Adopt, adapt, create.
● Support education institutions (individually or
collectively) and organizations to invest resources in
the production and sharing of high quality educational
resources and ongoing improvement and updating of
curricula and teaching materials.
● Eliminate unnecessary duplication of effort by
building on what already exists elsewhere, take
advantage of pooled alternative resources, remove
costs of copyright negotiation and clearance, and -
over time - engage open communities of practice in
ongoing quality improvement and quality assurance
44

3. Human Resource
Policy
● Incorporate the development of OER in job
descriptions.
● OER produced by faculty members should
count towards career advancement.
● OER production and publishing would be
recognized and given similar credit as peer-
reviewed publications
● Colleges should allow time allocation for
faculty to produce OER materials.
● Staff involved in OER production would be
eligible to receive OER Reward (when
available). 45

● Funded by the US Department of Labor
● $2 billion over 4 years
● All courseware openly licensed (CC BY)
46
TAACCCT
Trade Adjustment Assistance Community College & Career Training
http://creativecommons.org/weblog/entry/38818
Example:

Example University Level
KWAME NKRUMAH UNIVERSITY OF SCIENCE AND
TECHNOLOGY (KNUST)
Kumasi, Ghana

Open Educational Practices(OEP)
49
Evolution
Definition
Characteristics
Example
The traditional model of education
no longer meets the needs of the
new economy and new society, and
does not promote the learning
students need.
On going development of the subject

This work is licensed under a Creative Commons Attribution 3.0 Unported License.This License is registered
for Dr. Khalaf Al-Tell
What is Open Educational
Practices (OEP)
“OEP are defined as practices which support the (re)use and
production of OER through institutional policies, promote
innovative pedagogical models, and respect and empower
learners as co‐producers on their lifelong learning path”
OER OEP
2001 2006/7

OER
building more access to
digital content
doing old things in new ways
shifts the focus to doing new things
(e.g., developing new capacities) in
new ways (e.g., using OER).
OEP
51
“Delivering OER to the still dominant model of teacher-centered. knowledge
transfer will have little effect on equipping teachers, students and workers with the
competences, knowledge and skills to participate successfully in the knowledge
economy and society… [there is] the need to foster open practices of teaching and
learning that are informed by a competency-based educational framework”

52
Open Educational Practices
Examples
The Disposable Assignment
The Added Value Assignment blogs and wikis,

Evidence and
Impact
56
Measuring the impact of OER is not
simply about whether OER are being
produced or used, but whether they
are having a transformative effect on
the way teachers and learners
collaborate.

CC-BY 4.0 Bea de los Arcos
oerresearchhub.org
#oerrhub @OER_Hub
• Open research project funded by William & Flora Hewlett Foundation
• Aiming to build the most comprehensive picture of OER impact
• Open collaboration model across different educational sectors
• Global reach but with a USA focus
• Fellowship Scheme
• Researching openness in the open

58
The Open Educational Resources Research Hub (OER Research Hub) provides
a focus for research, designed to give answers to the overall question ‘What is
the impact of OER on learning and teaching practices?’ and identify the
particular influence of openness. We do this by working in collaboration with
projects across four education sectors (K12, college, higher education and
informal)
Open Educational Resources Research
Hub (OER Research Hub) Project
By country of residence: All responses considered (N=6335), there are 180
different countries whose citizens report using OER, the highest
percentages in the United States (35.3%, n=2236), United Kingdom (19.4%,
n=1229), India (3.6%, n=226), Canada (3.3%, n=211), South Africa (2.5%,
n=160), Australia (2.3%, n=143) and China (2%, n=125).
What is the impact of OER on learning and teaching
practices?

7,498 responses from 182 countries:
44.4% informal learners,
28.4% formal learners,
24.3% educators,
2.9% librarians;
50.7% female; 48.3% male;
65% speakers of English as first language;
11% declare a disability;
34% hold a postgraduate degree;
35% use OER in Science.
Data

Keyword Hypothesis
Performance OER improve student performance/satisfaction
Openness People use OER differently from other online materials
Access OER widen participation in education
Retention OER can help at-risk learners to finish their studies
Reflection OER use leads educators to reflect on their practice
Finance OER adoption brings financial benefits for
students/institutions
Indicators Informal learners use a variety of indicators when
selecting OER
Support Informal learners develop their own forms of study support
Transition OER support informal learners in moving to formal study
Policy OER use encourages institutions to change their policies
Assessment Informal assessments motivate learners using OER
60

Impact /Evidence Results
 Open education models lead to more equitable access to education, serving a
broader base of learners than traditional education; +/-
 Use of OER is an effective method for improving retention for at-risk
students;+
 Use of OER leads to critical reflection by educators, with evidence of
improvement in their practice; +
 OER adoption at an institutional level leads to financial benefits for students
and/or institutions; +
 Informal learners use a variety of indicators when selecting
 OER; +
 Informal learners adopt a variety of techniques to compensate for the lack of
formal support, which can be supported in open
 courses; +
 Open education acts as a bridge to formal education, and is complementary,
not competitive, with it; +
 Participation in OER pilots and programs leads to policy change at
institutional level; +
 Informal means of assessment are motivators to learning with OER. +
61

Impact Of OER On Student
Performance: Non-grade Related
Aspects

Do students save money using
OER?
%

Do institutions save money using
OER?

ResultsStudy
A multi-institutional study
of the impact of open
textbook adoption on the
learning outcomes of
postsecondary students
Lane Fischer1 • John
Hilton III1 • T. Jared
Robinson2 • David A.
Wiley3
This is by far the largest study of its
kind conducted to date—nearly 5000
postsecondary students using OER
and over 11,000 control students using
commercial textbooks, distributed
among ten institutions across the
United States, enrolled in 15 different
undergraduate courses. In three key
measures of student success—course
completion, final grade of C- or higher,
course grade– students whose faculty
chose OER generally performed as well
or better than students whose faculty
assigned commercial textbooks.
J Comput High Educ
(2015) 27:159–172 DOI
10.1007/s12528-015-9101-
x
68

Oman Experience
 Awareness Programs : 2010-
 OER Center Proposals
 HCT Science OER Project

Awareness program
Collages of Technology
2012-2015 General Workshops Conducted at
Muscat,Musana,Salalah,Shinas ,Nizwa
2013-2014 HCT Science department OER project
2014-2015 Math OER project(Musana,Shinass)
2014-2015 HCT Science department project

Introducing Open
Educational Resources at
The Science Department
HCT

LOGOHigher colleges of technology
Committees

Tracking Process Committees

Tracking/Progress
Resources

1-Physics: PHYS1100
Open Textbook : Rice University Open stack Physics Delivery
2-Chemistry : CHEM1100
Open Textbook : Introduction to Chemistry Delivery
3-Biology
Open Textbook : Introduction : The Nature of
Science and Biology
4-Calculus-I,MATH 1200
Open Textbook : Calculus
Delivery
Delivery
Delivering Science Courses using OER
2013-2014

TEXTBOOKS ADOPTION PROCESS by Dr. Khalaf Al Tell is licensed
under a Creative Commons Attribution-NonCommercial-ShareAlike
3.0 Unported License.

Selection criteria
Learning outcomes and objectives
Select Open Text Book and Reference
Licensing
Adopt/Adapt process
How it will be used in the Course
Quality Process
Dissemination Policy To Students
PROCESS…

List keywords based on course objectives or student learning
outcomes.
PHYS 1200 Physics I 4 Credit
Hours
Prerequisites: Math 1100
Goal To equip the student with a strong understanding of the fundamentals of
physics to enable him/her to apply such understanding to his/her studies.
Objectives Outcomes
This course should enable the student to:
1. Explain the behavior of the physical world
around him/her by constructing a logical
structure of it
2. Apply the concepts of physics in his/her field
of study and everyday life
3. Relate the concepts of physics to the
advancement of technology
4. Understand and relate the different
phenomena in the world
5. Control the physical aspects of the world
beneficially
6. Approach problems, predict their results in
advance, and solve them in quantitative and
qualitative manners
7. Gain a broader understanding of other
sciences
Upon completion of the course, the student will be
able to
1. Identify the use of S.I. system of
measurement and how it is used in
engineering
2. Recognize and manipulate the
mathematical relationships between
quantities
3. Plot technical graphs
4. Apply the basic principles of cosmology and
astrophysics
5. Identify and describe the different types of
materials and their uses
6. Define, analyze and experimentally
demonstrate the electrical properties of
matter
7. Apply and experimentally demonstrate the
laws of elementary mechanics
8. Define and analyze objects/systems for
work and energy and experimentally
demonstrate work and energy
9. Define, apply and experimentally
demonstrate the concepts of linear and
angular momentum
10. Analyze systems/objects using the laws of
conservation of energy and momentum
demonstrate the concepts of rotational
motion
12. Define, analyze and experimentally
demonstrate the concepts of oscillation
13. Define and apply the laws of gravitation
demonstrate the concepts of electric fields
and forces
15. Define and apply the concepts of electrical
currents
Step One
SI system measurements
Laws elementary mechanics
Gravitation laws ,electrical
fields ,currents, DC circuit
Course Title
Key Words
Learning
outcomes

Searching
2-Repositories Use Key words
Step Two:
1- Open text initiatives Use Course Title
3- Use ISBN(International Standard Book Number)

This work is licensed under a Creative Commons Attribution 3.0 Unported License.This License is registered
for Dr. Khalaf Al-Tell
1- Searching Open Text book Initiatives
Using Course Title
Open Text book
Initiatives

2- Searching Open Repositories
Using Key Words

86
Progress
 Staff training on the process to change
to OER -OER awareness-Creative
Commons-Searching
 Staff identified open text books and
open educational resources
 Familiarization with MOODLE

87
Challenges/Staff
1.Staff resistance to change
2.Staff Capacity building and training in 4 areas:
-OER
-Technology :Moodle -Virtual class room
-Methods of SCL Social software
-Student Center Learning Pedagogy
-Student’s Assessments
3. Staff incentives and time
4. Lack of instructional designer-multimedia expert
Creative commons license clearness-
5. Bylaws and regulations-Policies

2-Challenges/Students
1. Need to train students on new delivery method
2.Accessebility issues to the internet 24/7
3.Collaborations among students
4.Language
3-Challenges/Technology
1. Bandwidth
2. Repository/Delivery

90
The Jordanian National Center
for Open Educational Resources
Proposal
 Challenges HE-Jordan
 Challenges Transformation of
Education
 Jordan OER Center Proposal

1. Cruel mismatch between the focus of university programs and the
needs of the labor market.
2. Education , acquisition of knowledge continues to be defined as a
process of teaching rather than learning.
3. Increasing cost of providing education
4. Lack of sharing and collaborations
5. Lack of transparency of education practices among higher institutes
6. Minimum use of technologies
7. High student staff ratio
8. Duplication and waste of effort
9. Inability to meet present and future Higher education participation and
enrolment
10. The obsoleteness of higher education and poor quality of resources
11. lack of flexibility to validate knowledge acquired outside the
institutional structure
Higher Education In Jordan
Challenges
‫أ‬.‫د‬.‫ا‬ ‫الساللم‬ ‫عبد‬‫ﻟﻤ‬‫جالي‬-‫أ‬.‫د‬.‫غرايبة‬ ‫فوزي‬-‫أ‬.‫د‬.‫المعاني‬ ‫وليد‬-‫أ‬.‫د‬.‫أ‬ ‫كمال‬ ‫راسم‬ ‫مروان‬.‫د‬.‫البخيت‬ ‫عدنان‬ ‫محمد‬-‫أ‬.‫د‬.‫الحنيطي‬ ‫الرحيم‬ ‫عبد‬-‫أ‬.‫د‬.‫البطي‬ ‫أنور‬‫خي‬-
‫أ‬.‫د‬.‫أ‬ ‫عويس‬ ‫وجيه‬.‫د‬.‫الطويسي‬ ‫عادل‬-‫أ‬.‫د‬.‫سليم‬ ‫ماهر‬-‫أ‬.‫د‬.‫ا‬ ‫يعقوب‬ ‫أحمد‬‫ﻟﻤﺠ‬‫دوبة‬-‫د‬.‫د‬ ‫العجيلي‬ ‫شهال‬.‫الخضرا‬ ‫عوني‬ ‫وفاء‬
1-‫العلمي‬ ‫البحث‬ ‫مجله‬‫العدد‬(1)‫ت‬1-‫ك‬1(2009)
2-‫منتدى‬‫التعليم‬ ‫تطوير‬‫شباط‬ ‫العالي‬2007
3-‫مؤتمر‬(‫التعليم‬..‫وطموح‬ ‫واقع‬)‫يونيو‬2015
1
91

1. 2015 = 3000000 Students(40% ER)
2. 2035= 4500000 Students 3JU or 23 PHU
3. Job Seekers 300000(2015)CSB
‫د‬ ‫العالي‬ ‫التعليم‬ ‫وزارة‬ ‫عام‬ ‫ألمين‬ ‫الصحفي‬ ‫المؤتمر‬.‫هاني‬ 1-‫الضمور‬‫في‬ ‫العالي‬ ‫التعليم‬ ‫وتحديات‬ ‫واقع‬ ‫حول‬‫األردن‬15‫يوليو‬2015
2-‫التعليم‬‫بعض‬ ‫لحل‬ ‫ا‬‫مدخال‬ ‫اإللكتروني‬‫مشاكل‬
‫د‬ ‫األردن‬ ‫في‬ ‫العالي‬ ‫التعليم‬.‫المجالي‬ ‫قبالن‬2014
Higher Education In Jordan
Challenges
92

Student Learner
Classroom
Virtual
Space
Teacher/
Lecturer
Facilitator

Analog Digital
Closed Open
Teacher
Centered
Student
Centered

95
The Jordanian National
Center for Open Educational
resources
A Proposal

96
Why a Government
Center ?
1. There are more than 30 Gov/Priv HEI in Jordan - Management and
application of OER centrally will save wastages and repetition
2. A uniform OER policy must be adopted for all HE Institutes in Jordan.
3. There is a need to establish a centralized repository for all educational
institutes in Jordan. In addition to OER network among HE institutes
4. Harness international organizations support and collaborations
5. OER requires collaboration and sharing among HE in Jordan and
internationally
6. Only by official intervention , it can foster , and stimulate and accelerate
adoption process of OER (CATCH THE TRAIN)

97
Approach
Centralized
MHE&SR
Grassroots
G/P Universities
10 Public
18 private
Universities

Activities at HE institutes
Establish group of
faculty at each
institute
Liaise among similar domain
Universities
1-Transform to OE
2-Adopt
3-Adapt
4-Author
Quality
Assurance
Technology
98
Centralized Repository

Strategic Issues:
What is the Impact of the project/center on academic teaching, learning, economic
and social ?
Incentives and Training:
How we will motivate academic society to participate. Awareness and Training ?
Research component :
The need to establish a research component to study the benefits of the project
on student, quality improvements, collaboration, transparency, pedagogy and
academic staff
6 Components of the Activities Center
Policy:
The need to establish policies at Government and institutional levels
The need to implement the creative commons licenses
Technology:
Repository, Tools, LMS , Standards
99

100
Ministry of Higher
Education And
Academic
Research
Research &
Development
Training &
Capacity
Building
Intellectual
Property
Rights &
Policy
Technology
Repository&
Digital Support
The Jordanian National Center For
Open Educational Resources(OS)
Center
Director
Jordan Public and Private Universities

101
Training &
Capacity Building
Provide OER workshops and training for academics,
librarians, instructional designers, and concerned staff
at all higher educational institutes
Train the trainers model
On Line supported

102
Intellectual Property
Rights
& Policy
 Provide guidelines for open licensing for educational
institutions in Jordan
 Develop OER policy for educational institutions
 Develop a strategy for including OER as an alternative to
traditional and commercial learning materials for formal and
non-formal education in Jordan

103
Research & Development
 Set up research to validate cost-efficiency of OER in
different domains
 Set up research to validate learner-centered quality
mechanisms for OER
 Identify how OER can be included in educational
infrastructure projects
 Support standards development and implementation

 Repository, refractory,
existing, acquire
 LMS
 Authoring tools
 Standards…………..
104
Technology Repository&
Digital Support

Expected Benefits
1. Reduce the cost of education and improve the quality in educational
institutes
2. Access to quality educational resources from the best universities
3. Support the transformation to student- centered learning
4. Support Transparency of the education system at all levels
5. Support Collaborations among Educational Institutes
6. Support distance education
7. Eliminate redundancy and wastages of the educational system
8. Standardization of delivery
9. Increase equity and social justice
10.increases opportunities of provision and recognition of lifelong
learning
11.Support transformation to Knowledge Economy
12.Support collaboration with universities world wide
13.Attract International funding's
105

What are the main challenges for the Jordanian
government in adopting, promoting and
incentivizing Open Education Resources ?
 The lack of policies and frameworks, and the need to
translate policies into action
 Resistance to change and powerful lobbying groups
 Linguistic and cultural hindrances to the use and reuse of
OER
 The culture of open sharing is not yet understood,
accepted and anchored in the Jordanian education
system
 Resistance and fear of transparency and openness
106

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