The document presents the results of a study on the development of OpenCourseWare (OCW) repositories in Spanish and Latin American higher education. It analyzes the current state of OCW in Spain and Latin America through various research strategies, including statistical analysis of OCW course data, focus groups with OCW managers and content producers, and surveys. The results provide information on the number and distribution of OCW courses by country/region and university, as well as the languages and subject areas covered. The study aims to identify opportunities and challenges to improve OCW tools and resources.
This document provides a case study analysis of Udacity's product and recommendations for improvements. It analyzes Udacity's strengths such as its unique nano-degree programs, course content created by industry leaders, and free trial period. Recommendations include adding note-taking capabilities, improving discussion forums and navigation, expanding course offerings to other languages and fields, and introducing features like social sharing, retargeted advertising, course recommendations, and credit for high-performing students. The document estimates return on investment for top priority features like social sharing, retargeting, course recommendations, and credit availability. It also identifies features that could be quickly implemented using existing tools.
The presentation summarizes the key challenges facing Portugal's higher education system and proposes solutions. The main challenges are: 1) Implementing the Bologna Process reforms while maintaining national traditions, 2) Rapid growth of private universities without proper quality controls, and 3) Increasing internationalization through student mobility and partnerships. Solutions proposed include using the Bologna Process to increase regulatory oversight and quality assurance, developing a national accreditation system for private universities, and policies to encourage partnerships between universities and the private sector.
Presentation given at EUNIS 2016, Thessalonique, 6-8 June 2016.
We estimate the cost of a MOOC and show that their use in the context of a university cannot be based on financial saving. Savings are possible for massive classes only thus other objectives must be found.
This document discusses MOOCs and their potential impact on higher education. It begins by defining MOOCs as massive open online courses with large enrollments that provide course materials for free. While MOOCs have generated hype around disrupting traditional universities, the document notes they are still in the early hype phase according to Gartner's Hype Cycle and it is unclear if they will truly displace established institutions. The remainder discusses one university's experience with MOOCs, online education programs, and strategies to blend open online learning with campus education.
Czerniewicz disaggregation in teaching and learning explanations & implicationsLaura Czerniewicz
This document discusses trends in higher education globally and in specific regions that are driving disaggregation in teaching and learning. It notes the rise of massification, cuts to funding, market pressures and private providers. In Africa, there have been massive increases in student numbers but underfunding, and a rise in private institutions. Research shows that online learning can negatively impact certain student populations more than others. New players are entering higher education, increasing private sector involvement and raising questions around values and institutional control. Harnessing the opportunities of disaggregation while ensuring quality, access and affordability will require strategic alignment of pedagogy and technology.
The document summarizes TU Delft's open strategy, which aims to educate the world through open and online education. It outlines TU Delft's program to deliver high-quality open courses, MOOCs, online courses and professional education on various topics. It discusses TU Delft's open activities in research, education and ICT through initiatives like OpenCourseWare, MOOCs on edX, open data research and open source software. The presentation also covers TU Delft's use of open licensing for educational materials under Creative Commons, and its invitation to external researchers for open research projects.
This document provides a case study analysis of Udacity's product and recommendations for improvements. It analyzes Udacity's strengths such as its unique nano-degree programs, course content created by industry leaders, and free trial period. Recommendations include adding note-taking capabilities, improving discussion forums and navigation, expanding course offerings to other languages and fields, and introducing features like social sharing, retargeted advertising, course recommendations, and credit for high-performing students. The document estimates return on investment for top priority features like social sharing, retargeting, course recommendations, and credit availability. It also identifies features that could be quickly implemented using existing tools.
The presentation summarizes the key challenges facing Portugal's higher education system and proposes solutions. The main challenges are: 1) Implementing the Bologna Process reforms while maintaining national traditions, 2) Rapid growth of private universities without proper quality controls, and 3) Increasing internationalization through student mobility and partnerships. Solutions proposed include using the Bologna Process to increase regulatory oversight and quality assurance, developing a national accreditation system for private universities, and policies to encourage partnerships between universities and the private sector.
Presentation given at EUNIS 2016, Thessalonique, 6-8 June 2016.
We estimate the cost of a MOOC and show that their use in the context of a university cannot be based on financial saving. Savings are possible for massive classes only thus other objectives must be found.
This document discusses MOOCs and their potential impact on higher education. It begins by defining MOOCs as massive open online courses with large enrollments that provide course materials for free. While MOOCs have generated hype around disrupting traditional universities, the document notes they are still in the early hype phase according to Gartner's Hype Cycle and it is unclear if they will truly displace established institutions. The remainder discusses one university's experience with MOOCs, online education programs, and strategies to blend open online learning with campus education.
Czerniewicz disaggregation in teaching and learning explanations & implicationsLaura Czerniewicz
This document discusses trends in higher education globally and in specific regions that are driving disaggregation in teaching and learning. It notes the rise of massification, cuts to funding, market pressures and private providers. In Africa, there have been massive increases in student numbers but underfunding, and a rise in private institutions. Research shows that online learning can negatively impact certain student populations more than others. New players are entering higher education, increasing private sector involvement and raising questions around values and institutional control. Harnessing the opportunities of disaggregation while ensuring quality, access and affordability will require strategic alignment of pedagogy and technology.
The document summarizes TU Delft's open strategy, which aims to educate the world through open and online education. It outlines TU Delft's program to deliver high-quality open courses, MOOCs, online courses and professional education on various topics. It discusses TU Delft's open activities in research, education and ICT through initiatives like OpenCourseWare, MOOCs on edX, open data research and open source software. The presentation also covers TU Delft's use of open licensing for educational materials under Creative Commons, and its invitation to external researchers for open research projects.
Recruiters from 20 countries were surveyed about universities and higher education. They believe a global university model is emerging due to worldwide globalization. While cultural differences may pose obstacles, recruiters describe tomorrow's universities as offering practical skills through company partnerships and internationally recognized degrees. Employability is the top criteria for recruiter university selection.
This document provides an analysis of Udacity and the MOOC market. It begins with an introduction to MOOCs and Udacity, followed by a PESTEL analysis of the MOOC industry environment. Porter's Five Forces model is applied, and the key MOOC players (Udacity, Coursera, edX) are examined. A SWOT analysis of Udacity's current situation is presented. Finally, two strategic alternatives are proposed and recommendations are provided for Udacity to improve its business model and attract more customers.
Ict training certificationsitalianhightschoolLuisa Mich
Presentation of the main results of two monitoring exercises aimed at analyzing the diffusion in the Italian high schools of teaching and certification activities in the framework of the Information and Communication Technologies (ICT) disciplines.
The first exercise, that involved school managers, was aimed at investigating the ICT teaching and certification activities performed by the schools during the 2006-07 school year. The second monitoring exercise, that addressed students who obtained the ECDL (European Computer Driving License) certification during their high schools, was aimed at investigating their point of view with respect to their certification experience.
This document provides an overview of Coursera's business model for offering massive open online courses (MOOCs). It discusses Coursera's value proposition including offering prestigious courses from elite universities, verified certificates, recognition of credits, and career advancement services. Competitor analysis shows Coursera has the most students and courses compared to other MOOC providers. Coursera's customer selection targets individuals seeking new learning opportunities and career advancement as well as companies interested in corporate training. Coursera captures value through premium services, licensing, career services, merchandise, and affiliate programs. Strategic controls include establishing exclusive university partnerships, securing assessments, and exploring new revenue streams like corporate learning and a low-cost learning tablet.
University Canada West has received several prestigious designations and memberships that recognize its commitment to high-quality education, including permission from the Education Quality Assurance designation to use its seal, candidacy for accreditation from the Accreditation Council for Business Schools and Programs, and membership in the BC Transfer System. It prides itself on its career-focused education, experienced faculty, support for student careers, and location in beautiful and vibrant Vancouver. The Bachelor of Arts in Media and Communication program allows students to develop skills in writing, research, and understanding media and communication in business contexts.
Udacity was founded by Sebastian Thrun in 2011 to provide free online courses focused on computer science. It has since expanded its course catalog, raised over $15 million from investors, and partnered with companies like Google and Nvidia. In 2014, Udacity launched a paid subscription service and an online Master's in Computer Science from Georgia Tech for $6,600. The company has found success by shifting from purely free courses to more vocational training through industry-oriented material and subscription services.
The document discusses the implementation of the Bologna Process in European higher education. It provides background on the goals of the Bologna Process to create a European Higher Education Area and increase compatibility between university systems. It then discusses some of the challenges in implementing the Bologna reforms, including squeezing degree content into shorter timeframes, lack of coordination between countries, and insufficient resources at universities to accommodate increased student numbers. It also summarizes criticisms from students, doctoral candidates, and experts about issues like overcrowding, lack of available master's programs, and an overemphasis on job preparation over broad education.
The document discusses three trends in global doctoral education identified by the CODOC Project: discourse, growth, and collaboration. It notes the shared language of the "knowledge society" globally and remarkable growth in doctoral numbers over the past decade, though completion rates have not increased as quickly. Collaboration between institutions, including through joint programs, is emphasized as important for capacity building and pooling resources, with some models being strategic partnerships and access to research facilities. While growth has challenges like retention, collaborations may help address issues and support the development of a more multipolar research community.
This document summarizes Chile's performance-based financing reforms in tertiary education. It notes that Chile has more than doubled public financing for tertiary education as a percentage of GDP since 2005. Key reforms include the Academic Innovation Fund (AIF) which provided competitive grants to universities from 1999-2008, and Performance Agreements beginning in 2007 which allocate a portion of funds based on institutions meeting targets. These reforms have led to increased PhD programs, research output, and international collaboration in Chilean universities.
This document summarizes an OER report from Canada that examines OER initiatives and policies. It finds that while there are over 300 OER initiatives inventoried, Canada lacks national OER policies. The report is part of a larger EU-funded project called POERUP that evaluates successful OER communities. It conducted interviews with Canadian organizations and identifies barriers like confusion over terminology and lack of business models, as well as incentives like cost savings and increased access to education. Major Canadian OER players highlighted include Athabasca University, BCcampus, and OCAD University.
This document discusses an experiment in creating a MOOC without a centralized platform or formal instructor support. The course was structured via email list and used existing open educational resources from various sources. Over 9,000 learners enrolled across three course sequences, with survey results finding around 7% completed one sequence. The experiment demonstrated that learners can navigate across different resources without a single platform and that MOOCs may be sustainable with very low production costs by leveraging existing open content. It concludes by announcing a new course sequence starting in June and thanking readers.
The document discusses VideoLecturesMashup, a project that aims to semantically enrich video lectures from VideoLectures.NET to allow users to more easily search, browse, and retrieve specific fragments of learning materials. It highlights current problems with searching and accessing only full lectures rather than fragments. The project uses technologies from the MediaMixer Hub to analyze, annotate, and segment videos into fragments with metadata. This will simplify workflows for users and content managers, and provide new ways of consuming and remixing media for mobile and on-demand learning. A demonstration of the VideoLecturesMashup is available online.
This document discusses two case studies where OpenCourseWare (OCW) from Delft University of Technology supported engineering projects. In the first case, OCW provided educational materials for the Trans African Hydro Meteorological Observatory sensor design competition, resulting in seven new OCW courses and engagement from students and staff. In the second case, OCW was created for the DUT Racing project, including six new courses in topics like aerodynamics and ergonomics that fed back into teaching. Both cases aligned OCW activities with project goals and showed how OCW can expand knowledge sharing while supporting education demands.
In this talk I present the results of a study conducted by the Hewlett-funded OER Research Hub Project (Open University) in relation to school teachers¹ use of OER while implementing the flipped learning model
In 2013, nine strategic workshops were conducted by SURF and the SIG Open Education to support Open Education policy making by Dutch HE institutions. We will report on the lessons learned.
"Spanish and Latin American OpenCourseWare repositories in Higher Education: A study of the development of OCW websites in Spanish and proposals for improvement"
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...Christian M. Stracke
This keynote presentation discusses open education and improving quality in education. It begins with defining open education as innovations that open up education through open standards, resources, licensing, availability and more. The presentation notes that changes are needed in education due to globalization and the internet. Improving quality is also discussed, noting that quality cannot be defined except through adaptation to context. Methods to improve quality through open education include open policies, frameworks, competencies, communities and movements. The presentation concludes by emphasizing that open education is a vision for improving inclusive, equitable and high quality education through adaptation of open educational practices, resources, and delivery methods to benefit all learners.
This document provides an overview of a presentation given by Christian M. Stracke at the OE Global 2016 conference on the topic of whether open education is a revolution or if MOOCs are only marketing instruments. The presentation defines open education as innovations for changing and opening up education to improve quality. It discusses the history of open education from open classrooms in the 1960s to open online collaboration in the 2000s. The presentation also defines MOOCs, comparing cMOOCs to xMOOCs, and discusses challenges with MOOCs like high drop-out rates and lack of quality. Stracke advocates for improving MOOC quality using a quality reference framework and establishing openness as the default to improve learning
Recruiters from 20 countries were surveyed about universities and higher education. They believe a global university model is emerging due to worldwide globalization. While cultural differences may pose obstacles, recruiters describe tomorrow's universities as offering practical skills through company partnerships and internationally recognized degrees. Employability is the top criteria for recruiter university selection.
This document provides an analysis of Udacity and the MOOC market. It begins with an introduction to MOOCs and Udacity, followed by a PESTEL analysis of the MOOC industry environment. Porter's Five Forces model is applied, and the key MOOC players (Udacity, Coursera, edX) are examined. A SWOT analysis of Udacity's current situation is presented. Finally, two strategic alternatives are proposed and recommendations are provided for Udacity to improve its business model and attract more customers.
Ict training certificationsitalianhightschoolLuisa Mich
Presentation of the main results of two monitoring exercises aimed at analyzing the diffusion in the Italian high schools of teaching and certification activities in the framework of the Information and Communication Technologies (ICT) disciplines.
The first exercise, that involved school managers, was aimed at investigating the ICT teaching and certification activities performed by the schools during the 2006-07 school year. The second monitoring exercise, that addressed students who obtained the ECDL (European Computer Driving License) certification during their high schools, was aimed at investigating their point of view with respect to their certification experience.
This document provides an overview of Coursera's business model for offering massive open online courses (MOOCs). It discusses Coursera's value proposition including offering prestigious courses from elite universities, verified certificates, recognition of credits, and career advancement services. Competitor analysis shows Coursera has the most students and courses compared to other MOOC providers. Coursera's customer selection targets individuals seeking new learning opportunities and career advancement as well as companies interested in corporate training. Coursera captures value through premium services, licensing, career services, merchandise, and affiliate programs. Strategic controls include establishing exclusive university partnerships, securing assessments, and exploring new revenue streams like corporate learning and a low-cost learning tablet.
University Canada West has received several prestigious designations and memberships that recognize its commitment to high-quality education, including permission from the Education Quality Assurance designation to use its seal, candidacy for accreditation from the Accreditation Council for Business Schools and Programs, and membership in the BC Transfer System. It prides itself on its career-focused education, experienced faculty, support for student careers, and location in beautiful and vibrant Vancouver. The Bachelor of Arts in Media and Communication program allows students to develop skills in writing, research, and understanding media and communication in business contexts.
Udacity was founded by Sebastian Thrun in 2011 to provide free online courses focused on computer science. It has since expanded its course catalog, raised over $15 million from investors, and partnered with companies like Google and Nvidia. In 2014, Udacity launched a paid subscription service and an online Master's in Computer Science from Georgia Tech for $6,600. The company has found success by shifting from purely free courses to more vocational training through industry-oriented material and subscription services.
The document discusses the implementation of the Bologna Process in European higher education. It provides background on the goals of the Bologna Process to create a European Higher Education Area and increase compatibility between university systems. It then discusses some of the challenges in implementing the Bologna reforms, including squeezing degree content into shorter timeframes, lack of coordination between countries, and insufficient resources at universities to accommodate increased student numbers. It also summarizes criticisms from students, doctoral candidates, and experts about issues like overcrowding, lack of available master's programs, and an overemphasis on job preparation over broad education.
The document discusses three trends in global doctoral education identified by the CODOC Project: discourse, growth, and collaboration. It notes the shared language of the "knowledge society" globally and remarkable growth in doctoral numbers over the past decade, though completion rates have not increased as quickly. Collaboration between institutions, including through joint programs, is emphasized as important for capacity building and pooling resources, with some models being strategic partnerships and access to research facilities. While growth has challenges like retention, collaborations may help address issues and support the development of a more multipolar research community.
This document summarizes Chile's performance-based financing reforms in tertiary education. It notes that Chile has more than doubled public financing for tertiary education as a percentage of GDP since 2005. Key reforms include the Academic Innovation Fund (AIF) which provided competitive grants to universities from 1999-2008, and Performance Agreements beginning in 2007 which allocate a portion of funds based on institutions meeting targets. These reforms have led to increased PhD programs, research output, and international collaboration in Chilean universities.
This document summarizes an OER report from Canada that examines OER initiatives and policies. It finds that while there are over 300 OER initiatives inventoried, Canada lacks national OER policies. The report is part of a larger EU-funded project called POERUP that evaluates successful OER communities. It conducted interviews with Canadian organizations and identifies barriers like confusion over terminology and lack of business models, as well as incentives like cost savings and increased access to education. Major Canadian OER players highlighted include Athabasca University, BCcampus, and OCAD University.
This document discusses an experiment in creating a MOOC without a centralized platform or formal instructor support. The course was structured via email list and used existing open educational resources from various sources. Over 9,000 learners enrolled across three course sequences, with survey results finding around 7% completed one sequence. The experiment demonstrated that learners can navigate across different resources without a single platform and that MOOCs may be sustainable with very low production costs by leveraging existing open content. It concludes by announcing a new course sequence starting in June and thanking readers.
The document discusses VideoLecturesMashup, a project that aims to semantically enrich video lectures from VideoLectures.NET to allow users to more easily search, browse, and retrieve specific fragments of learning materials. It highlights current problems with searching and accessing only full lectures rather than fragments. The project uses technologies from the MediaMixer Hub to analyze, annotate, and segment videos into fragments with metadata. This will simplify workflows for users and content managers, and provide new ways of consuming and remixing media for mobile and on-demand learning. A demonstration of the VideoLecturesMashup is available online.
This document discusses two case studies where OpenCourseWare (OCW) from Delft University of Technology supported engineering projects. In the first case, OCW provided educational materials for the Trans African Hydro Meteorological Observatory sensor design competition, resulting in seven new OCW courses and engagement from students and staff. In the second case, OCW was created for the DUT Racing project, including six new courses in topics like aerodynamics and ergonomics that fed back into teaching. Both cases aligned OCW activities with project goals and showed how OCW can expand knowledge sharing while supporting education demands.
In this talk I present the results of a study conducted by the Hewlett-funded OER Research Hub Project (Open University) in relation to school teachers¹ use of OER while implementing the flipped learning model
In 2013, nine strategic workshops were conducted by SURF and the SIG Open Education to support Open Education policy making by Dutch HE institutions. We will report on the lessons learned.
"Spanish and Latin American OpenCourseWare repositories in Higher Education: A study of the development of OCW websites in Spanish and proposals for improvement"
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...Christian M. Stracke
This keynote presentation discusses open education and improving quality in education. It begins with defining open education as innovations that open up education through open standards, resources, licensing, availability and more. The presentation notes that changes are needed in education due to globalization and the internet. Improving quality is also discussed, noting that quality cannot be defined except through adaptation to context. Methods to improve quality through open education include open policies, frameworks, competencies, communities and movements. The presentation concludes by emphasizing that open education is a vision for improving inclusive, equitable and high quality education through adaptation of open educational practices, resources, and delivery methods to benefit all learners.
This document provides an overview of a presentation given by Christian M. Stracke at the OE Global 2016 conference on the topic of whether open education is a revolution or if MOOCs are only marketing instruments. The presentation defines open education as innovations for changing and opening up education to improve quality. It discusses the history of open education from open classrooms in the 1960s to open online collaboration in the 2000s. The presentation also defines MOOCs, comparing cMOOCs to xMOOCs, and discusses challenges with MOOCs like high drop-out rates and lack of quality. Stracke advocates for improving MOOC quality using a quality reference framework and establishing openness as the default to improve learning
The OpenCred study investigates recognition of non-formal open learning in the EU. It identifies models for recognizing open learning and learners' perceptions. The study team includes researchers from the University of Leicester and the JRC. The study finds that robust assessment is key to recognition but can reduce openness if it is costly or limited to enrolled students. It also finds that open learning is currently recognized through partial qualifications rather than full credentials.
Unversity quality management tools for lifelong learning UNIQM from UPVDr. Patricio Montesinos
Excellence and quality improves standards and increases efficiency. While widely understood with regular activities, this is less the case with Lifelong Learning activities in HE institutions. While competition among HE offers' increases, the difference will be on the how, not only on the what. How can quality be developed and how institutions can implement a continuous improvement approach in an effective and sustainable way? Can a single tool or model meet such a range of needs? Is possible to use tools to survive institutional regressions? The UNIQM project addressed answers to all these questions.
20160413 OE Global Conference Open Education Revolution or MOOCs Christian M....Christian M. Stracke
Is Open Education a Revolution or are MOOCs only marketing instruments? Paper presentation and speech at OE Global Conference 2016 in Krakow by Dr. Christian M. Stracke (OUNL)
This document discusses open education and the strategic and organizational challenges it presents. It begins by introducing open learning and how it can help improve education quality through innovations that open up education. It discusses this at the macro, meso, and micro levels. The document then addresses the need for change in education due to factors like globalization and the internet. It emphasizes that competencies rather than just knowledge are now needed. The rest of the document discusses how to define and improve quality, and provides examples of frameworks, standards, competencies, and communities that can help advance quality in open learning.
20160412 IEEE EDUCON Open Education Keynote Christian M. StrackeChristian M. Stracke
Open Education for Smart Education: Open educational policies, strategies and access for all - Keynote at IEEE EDUCON 2016 in Abu Dhabi by Dr. Christian M. Stracke (OUNL)
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
2018-03-05 Keynote Quality Design Online Courses OpenEd Framework Mooc Survey...Christian M. Stracke
This keynote presentation discusses improving the quality and design of online courses through open education frameworks and MOOC quality surveys. The presentation provides an overview of open education, open educational resources (OER), and massive open online courses (MOOCs). It emphasizes that open education and improving learning quality through frameworks like the OpenEd Framework that address quality at the macro, meso, and micro levels. The presentation also highlights the need for quality in open education, OER, and MOOCs and ways to enhance open education, resources, and courses.
20160415 MIEF Free Education Open Learning Christian M. StrackeChristian M. Stracke
Free Education for Open Learning: Open educational policies, strategies and access for all - Speech at UNESCO Conference at International Education Fair 2016 in Moscow by Dr. Christian. M. Stracke (OUNL)
Open Educational Resources - experiences from Great Britain and Internationally. First presented to a Swedish audience in Stockholm February 2010 by Patrick McAndrew.
CC-BY
Flexible Delivery of English & Mathematics with OpenLearn: Impact of Bringing...Robert Farrow
Paper presented at Open Education Global 2019. Until 2012 there was a nascent OER movement developing the UK, supported by government funding and agencies like JISC. This led to a network of OER projects at many higher education providers. With the withdrawal of funding under subsequent governments the OER movement in the UK became restricted to individual efforts alongside hubs of activity (OER World Map, 2019; JISC, 2013). While there is still little governmental support for OER - open access is generally a more consistent focus - there is an increasing interest at policy level in flexible and digital forms of delivery (Orr et al., 2018).
This presentation reports on two projects. Bringing Learning to Life is funded by the UK Department for Education under the Flexible Learning Fund. Flexible Essential Skills is funded by The Higher Education Funding Council for Wales (HEFCW). Both projects involve making foundational English and Mathematics courses available to a wide range of learners through the OpenLearn repository and LMS (Law & Perryman, 2017). The content is made available as OER for use by a range of learners, including formal students in further education colleges (face-to-face, blended) and non-formal learning scenarios. Both projects are led by The Open University (UK) who provide programme management, content development, platform delivery and evaluation.
Evaluation methodologies are being harmonised in the interests of establishing a basis for comparison between the two datasets. Evaluation results based on original data will be presented. These will include a detailed description of the learners targeted and their needs; perceptions of the key challenges faced; attitudes towards technology and digital skills in adult learners; an exploration of learner motivation, strategy and outcomes; and an examination of the perceptions and views of staff. The impact evaluations combine survey and interview data with OpenLearn analytics and case studies for individual colleges.
A presentation at the IOE's Teaching and Learning Conference by Nazlin Bhimani and Richard Freeman. Here we map the current provision for researcher development at the IOE using vitae's RDF.
Ähnlich wie OCWC Global Conference 2013: Spanish and Latin American OpenCourseWare repositories in Higher Education (20)
This document discusses moving beyond open educational resources (OER) to broader open education strategies. It defines OER and reviews studies showing OER are of similar or better quality than traditional resources and have similar or better learning outcomes. The document advocates for integrating OER into ongoing course design rather than as a special project. It discusses open pedagogy, policy support for open education, and creating global change through alignment and planting seeds for an open future. The goal is to reconsider approaches to teaching and learning through open education.
The document discusses challenges facing higher education and the potential for disruption from open education models. It argues that while open educational resources can help reduce costs, they also enable alternative models of education to emerge based around free content and new forms of recognition outside traditional degrees. The document advocates for a future where universities provide credentials based on demonstrated competencies rather than time spent in classes, and where learning from open resources and professional experience can be formally recognized.
The StartUp project aims to foster entrepreneurship through open educational resources (OER) and personalized learning paths. It will develop an OER gateway that will assess users' entrepreneurial skills and provide curated OERs to address skills gaps. The gateway will include authoring and rating systems to support sharing and improving OER quality. The project brings together partners from several European countries and will involve testing the OER gateway with a growing community of educators and learners.
This document summarizes a study on faculty use of open educational resources (OER) at community and technical colleges in Washington state. The study found that faculty use OER in various ways, from supplementing courses to replacing commercial textbooks. Faculty reported that OER allows them to save students money, enhance instruction, and increase pedagogical freedom. However, faculty also face challenges like lack of time, uncertainty about OER, and difficulties finding appropriate materials. The study recommends that colleges provide more support for faculty as they adopt and adapt OER in their courses.
The document discusses licensing issues for TU Delft's MOOCs. It proposes that while course contents can be openly licensed, supporting the learning experience through services and teaching efforts is more difficult to license openly. It presents a model distinguishing between educational resources, services, and teaching efforts. It concludes contents can be shared openly, but licensing the learning experience is more complex, creating a paradox for reusability. The next steps are continuing the open mission while offering top MOOCs to new areas, maintaining high open standards, and combining MOOCs with open educational resources.
The document discusses educators' experiences with implementing open textbooks. It aims to understand the potential barriers faced by educators and institutions. Through interviews, several themes emerged: educators became interested in open textbooks through various means, including OER practices and the philosophy of openness; they were motivated by concerns for students and academic culture; and they faced issues around copyright knowledge, quality of resources, and support for selecting and implementing open textbooks.
This document discusses co-designing using inclusive design practices. It defines disability as a mismatch between learner needs and the educational environment rather than a personal trait. Accessibility is the ability of the learning environment to adjust to all learners through flexible design. Co-design is described as collaborative, responsive, and iterative rather than a fixed process. An example of personalized interfaces and tools for authoring inclusive content are demonstrated. The benefits of considering edge cases and supporting a diversity of learners are discussed.
This document provides an overview of TU Delft's open and online education initiatives. It discusses why universities participate in open education, including expanding access to knowledge, strengthening teaching and learning, and supporting innovation. It outlines TU Delft's open education portfolio, including open courseware, MOOCs, and online distance education programs. The document addresses concerns about open education and provides counterarguments. It also provides guidance on organizing open education initiatives, including identifying needed expertise, champions, and support structures. Exercises encourage attendees to relate open education to their own institution's mission and identify potential advocates.
This document provides an introduction to open educational resources (OER) presented by Robert Schuwer, a lector at Fontys University of Applied Sciences. It defines OER as digital learning materials that are freely available under open licenses allowing users five rights: reuse, rework, remix, redistribute, and retain. It outlines the benefits of OER including personalized learning and cost savings. It also discusses challenges to introducing OER such as findability, quality assurance, and developing sustainable business models. The presentation concludes with contact information for Robert Schuwer.
The document outlines the steps to publish open educational resources (OER) which include determining materials to publish openly, choosing an open license, reworking materials, clearing copyrights, adding metadata, and publishing. It provides tips at each step such as looking for expert support, collaborating with colleagues, and using tools from Creative Commons and other sites to decide on licenses and find open resources. The overall goal is to make educational materials more accessible and reusable through opening them with appropriate licenses and metadata.
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth (OE Global 2015)
This document discusses the challenges teachers face when creating open educational resources (OERs). It notes that creating high-quality OERs requires a significant investment of teachers' time. While technology could help address this issue, it also introduces new constraints. The document proposes two approaches to reduce the time cost for teachers: developing time-saving technologies and using crowdsourcing approaches to engage learners in enriching OER content through activities like proposing alternative quiz questions.
Este documento describe una arquitectura de aprendizaje abierto que permite la creación y compartición de contenido educativo entre estudiantes y educadores. La arquitectura integra recursos de aprendizaje modulares y herramientas de colaboración para apoyar modelos participativos y comunitarios de aprendizaje.
Adala Atieno is affiliated with the African Virtual University in Nairobi, Kenya. The document provides the name and affiliation of an individual based in Nairobi, Kenya working with the African Virtual University.
This document discusses open educational resources (OER) strategies and best practices that contribute to success in open access initiatives in higher education. It outlines some key OER initiatives at Universidad Nacional Autónoma de México (UNAM) including All UNAM Online, which makes all of UNAM's public domain content available under an open access policy. The document emphasizes collaboration and sharing of experiences, lessons learned, and best practices to improve the quantity and quality of OER available in Spanish.
This document summarizes research on developing web-based learning resources to supplement existing printed materials for an undergraduate translation program. It describes analyzing existing materials, designing new online resources covering translation theories and strategies using instructional design models. Evaluation found the new resources helped students understand concepts and learn independently, though some technical terms required more support. The research concludes that traditional printed materials should be supplemented with online resources to create new open and distance learning environments for students.
This document discusses open intellectual property rights and licensing for open educational resources (OER) repositories in Latin America. It reports on two studies in Brazil that found licensing for OER is often unclear or confusing, with many users unsure of what they can and cannot do with resources. The document advocates creating better technical guidance and alignment across initiative levels to support a middle ground approach and clarify licensing for OER.
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OCWC Global Conference 2013: Spanish and Latin American OpenCourseWare repositories in Higher Education
1. Spanish and Latin American
OpenCourseWare repositories
in Higher Education
A study of the development of OCW
websites in Spanish and proposals for
improvement
UPM Open
Education Office
Edmundo Tovar
Executive Director Open Education Office
Board Member OCW Consortium
3. Index
I. Introduction
1. Open Education and OCW
2. Evolution of the OCW
II. Objectives of the study
III. Research strategies
IV. Results
1. Situation of the OCW in Spain and Latin America
2. OCW managers
3. OCW content producers
4. OCW users
V. Conclusions
4. Open
Content
Open
Educa+onal
Resources
OCW
• OCW
is
only
one
type
of
Open
Educa+onal
Resource
(OER).
• OERs
are
only
one
type
of
Open
Content.
• We
have
much
to
share
with
each
other.
OCW as part of the Open
movement
CC-‐BY
Willem
van
Valkenburg
:
hEp://www.slideshare.net/ocweu/workshop-‐barcelona-‐
presenta+on-‐introduc+on-‐to-‐opencourseware
6. Trends and developments
• Transition from OER → Open Education
– OER, Open Teaching and open learning services
– Most recent: Massive Open Online Courses (MOOC)
• Paris Declaration on OER (2012)
– Recommendation to States to support to its fullest capacity
awareness, creation and use of OER
– Accepted on UNESCO World Congress on OER, Paris, 22
June 2012
• Existence of infrastructural components to
contribute to an ecosystem of open education. E.g.:
– Open communities (OpenStudy)
– P2P university
– Saylor.org
CC-‐BY
Robert
Schuwer:
hEp://www.slideshare.net/robertschuwer/oer-‐an-‐overview
7. Comparing
TRADITIONAL
OPEN
COURSE
WARE
OPEN
EDUCATION
ONLINE
EDUCATION
ACCESS
Tuition
fee
Open
Open
Tuition
fee
STUDENT
INTERACTION
Yes,
mostly
offline
No
Yes,
online
learning
platform
&
social
media
Yes,
online
learning
platform
&
social
media
INTERACTION
WITH
LECTURERS
Yes
No
Yes,
online
learning
platform
&
social
media
Yes,
online
learning
platform
&
social
media
EXAMS
Yes
Yes,
but
self
testing
Yes,
online
Yes,
online
and
on
campus
CERTIFICATES
Yes,
accredited
No
Yes,
non
accredited
Yes,
accredited
DIPLOMA
Yes,
accredited
No
No
Yes,
accredited
Translated
from
hEp://www.e-‐learn.nl/2012/07/06/onderwijs-‐in-‐de-‐online-‐wereld
8. Overall objectives
1. Collect and describe case studies that highlight the
main benefits of OCW in the world and the current
status of the use and impact of OCW materials
2. Describe and assess the impact of social relations
that can be drawn from the information provided
by the Latin American universities on the use of
OCW materials
3. Improve tools to search OCW materials applying
the principles of semantic webs
II. Objectives of the study
9. Types of research strategies used
• Analysis of usability: web analysis
• Statistical analysis of data retrieved through a search
engine
• Analysis of key actors
– Managers:
• Focus Group
• Survey
– Content producers
• Focus Group
• Survey
• Social analysis of web content
III. Research strategies
11. Focus group with OCW managers
– Meeting with managers of OCW with these criteria
• Different levels of development of the initiative
• Different knowledge and expertise
• Different professional profile
– Guidelines of the focus group
• What is for you the Open Course Ware?
• What opportunities?
• What prospects?
• Disadvantages
III. Research strategies
12. Focus group with OCW producers
– Meeting with OCW producers with these criteria
• Full time professors
• Different knowledge and expertise on OCW
• Different degree of development
– Guidelines of the focus group
• What is for you the Open Course Ware?
• What opportunities?
• What prospects?
• Disadvantages
• Problems faced
III. Research strategies
13. Survey with OCW managers
– Survey
• Use of the call to other universities to:
– Contact with OCW managers to fulfill a survey
– Redistribution of a survey through OCW content producer in their
institution
– Elements of the survey
• Control data
• Opinion on OER and OCW
• Prospects of improvement
III. Research strategies
14. Survey with OCW producers
– Two step survey
• Pilot in UPM
• Spread of the call to other universities:
– Contact with OCW managers
– Redistribution of the survey through these managers
– Elements of the survey
• Control data
• Opinion on OER and OCW
• Past experience with OCW
• Prospects of improvement
III. Research strategies
15. Social Network Analysis
• Creation of a database
– Over 9.000 OCW courses from several continents
– Identification of courses according to categories
• Analysis of relationships
• Establisment of nodes between different
institutions
III. Research strategies
16. Types of results
IV. Results: Statistical analysis of data
• Statistical analysis of data retrieved through a
search engine
17. OCW in Spain and Latin America
OCW
Courses
per
country
Argen+na
Chile
Colombia
Mexico
Peru
Spain
IV. Results: Statistical analysis of data
18. OCW in Spain and Latin America
0
50
100
150
200
250
300
350
400
Santander
(Colombia)
Nuevo
León
Valle
del
Cauca
Valparaíso
Navarra
Lima
Aragón
Mexico
D.F.
Córdoba
(Argen+na)
Región
Metropolitana
de
San+ago
País
Vasco
Asturias
Cas+lla
y
León
Cantabria
Murcia
Andalucía
Valencia
Cataluña
Madrid
OCW
courses
by
region
IV. Results: Statistical analysis of data
19. OCW in Spain and Latin America
0
50
100
150
200
250
300
350
Fundación
Universitaria
San
Pablo
CEU
Universidad
Icesi
Pon+ficia
Universidad
Catolica
de
Chile
Universidad
Industrial
de
Santander
Tecnologico
de
Monterrey
Universidad
del
Valle
Universidad
Politécnica
de
Valencia
Pon+ficia
Universidad
Católica
de
Valparaíso
Universidad
de
Granada
Universidad
de
Navarra
Universidad
Nacional
de
Ingeniería
Universidad
de
Huelva
Universidad
de
Zaragoza
Universidad
Internacional
de
Andalucía
Universidad
Anáhuac
México
Norte
Universitat
de
Lleida
Universidad
de
Chile
Universidad
Nacional
de
Córdoba
Universidad
Politécnica
de
Cartagena
Universitat
Jaume
I
Universidad
de
Sevilla
Universidad
de
Cádiz
Universidad
del
País
Vasco
Universidad
de
Oviedo
Universidad
de
Salamanca
Universidad
de
Cantabria
Universidad
Politécnica
de
Madrid
Universidad
de
Murcia
Universidad
de
Alicante
Universidad
Carlos
III
de
Madrid
Universitat
Politècnica
de
Catalunya
Number
of
OCW
courses
per
University
IV. Results: Statistical analysis of data
20. Language
used
in
OCW
produced
in
Spain
and
La?n
America
Spanish
Catalan
English
OCW in Spain and Latin America
IV. Results: Statistical analysis of data
21. OCW in Spain and Latin America
OCW
Courses
by
knowledge
area
Not
available
Humani+es
Sciences
Health
Sciences
Social
and
Juridical
Sciences
Engineering
and
Architecture
IV. Results: Statistical analysis of data
22. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Argen+na
Chile
Colombia
Mexico
Peru
Spain
Not
available
Humani+es
Sciences
Health
Sciences
Social
and
Juridical
Sciences
Engineering
and
Architecture
OCW in Spain and Latin America
IV. Results: Statistical analysis of data
23. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Spanish
Catalan
English
Not
available
Humani+es
Sciences
Health
Sciences
Social
and
Juridical
Sciences
Engineering
and
Architecture
OCW in Spain and Latin America
IV. Results: Statistical analysis of data
24. 0,0
0,5
1,0
1,5
2,0
2,5
3,0
3,5
4,0
4,5
5,0
Argen+na
Chile
Colombia
Mexico
Peru
Spain
Total
Number
of
authors
per
OCW
course
OCW in Spain and Latin America
IV. Results: Statistical analysis of data
25. Types of results
IV. Results: OCW managers
• Focus group on managers
– Qualitative data
– Indepth analysis
• Survey on managers
– Hypothesis testing and assesing problems
– More general data
26. Survey to OCW managers
0
5
10
15
20
25
30
No
Yes
Do
you
have
an
exclusive
dedica?on
to
OCW?
IV. Results: OCW managers
27. Survey to OCW managers
0
2
4
6
8
10
12
14
16
BeEer
Equal
Worse
In
comparision
with
other
units
of
your
ins?tu?ons,
how
do
you
consider
that
you
office
is
equipped
regarding
resources
to
your
disposal?
IV. Results: OCW managers
28. Survey to OCW managers
0
2
4
6
8
10
12
14
16
18
20
No
Yes
(blank)
Do
you
think
that
those
resources
are
enough?
IV. Results: OCW managers
29. Survey to OCW managers
0
5
10
15
20
25
No
Yes
Does
your
university
have
a
working
OCW
website?
IV. Results: OCW managers
30. Survey to OCW managers
0
2
4
6
8
10
12
14
16
18
Administra+on
Full
+me
professor
Part
+me
proffessor)
Other
What
is
your
professional
profile?
IV. Results: OCW managers
31. What is for you the OCW?
• Regarding the first type of definition emphasizes that the OCW OER is a structure. This
indicates that the invention of MIT provided a context to the rising phenomenon of OER. In
this regard it is considered that the OCW is a support course organized by the OER form,
unlike traditional mechanisms by boxes copyright limitations. Thus, one of the participants
defined:
"For us [OCW] is a web portal that a repository that allows the faculty of the University and its
students publish the contents in open classrooms generated in a structured and with a very
reasonable cost."
• In this sense the OCW is defined as a means to store teaching materials from college and
make them available to students. These approaches resemble the OCW a Virtual
Classroom. Thus OCW is a deposit of material that has been employing class. This will see
the implications this has for students and teachers.
"Also [OCW] to share knowledge among students and other users, because until recently, students
were no longer enrolled could not access the above materials. So we are taking a more once students
have finished their studies. "
IV. Results: OCW managers
32. What is for you the OCW?
• Another element highlighted OCW office responsible for the initiative is that it can be a means of
promoting the university, a way to show the work done in the classroom for the rest of the world.
"It can also be renowned for the University, to be known beyond the national context. Through internet right now,
being a digital repository, it can be known in other parts of the world and this is important. "
• OCW is detected that has two sides of self while having a slope of help to others. This highlights that the
OCW is also an altruistic movement that enables access to knowledge in higher education for
disadvantaged sectors of society and people living in the third world. It also altruistic in the sense that
allows teachers to learn from other materials that are made in other universities. One of the participants
highlighted:
"I think [OCW] has two aspects: a showcase of the University, a way to attract new customers and new students,
and then, on the other hand, is an altruistic movement that puts knowledge available to anyone, especially people
who have no possibilities of a career, people in the third world or underprivileged. Is the slope Personally I like. "
• On the other hand pointed out that, beyond what the theory says, the OCW is a concrete initiative with
its rulings. So one of the participants said:
"I theoretically agree with everything that has been said, that [OCW] promotes visibility, people share, but at my
institution I would label the OpenCourseWare as a failed initiative."
IV. Results: OCW managers
33. What opportunities does it offer?
• The first group for the opportunities that have been highlighted in our discussion group is
the teacher. The proposal states:
Opportunities ... because I believe that our teachers are several. On the one hand, is a way to get
noticed, to make known their teaching. It is also a mechanism to improve its content, because when a
teacher poses open publish their content because if you normally using in the classroom with
students, but now eye will make available to the whole world and then I think a lot . The
restructuring, seeking copyright problems and get more attractive ... It is also a way of
acknowledgment. Do not give them much, but they offer a certificate of participation in the project
and points for extra pay.
• The next element highlighted OCW producers is how, at the same time it promotes the
university, the initiative can serve to promote teachers who publishes it.
"At the level of teachers believe that may be important to promote what some teachers are doing and
professors from other universities to see what is being done and that there may be some sharing of
knowledge."
IV. Results: OCW managers
34. What opportunities does it offer?
• In the same way that promotes the work of teachers the initiative can be used as a means to
engage teachers in the use of new technologies in the world of education. Thus the
conversion of OCW materials, and equipment made for them in the office, can serve as a
bridge for teachers from getting into the publication of open educational materials:
"For us it has been a means, say, fundamental both to promote the university and for many teachers
who did not have any way affiliated with or virtual classroom with new technology [..]. to sign up to
this new way of teaching and new way of transmitting knowledge. "
"There are many teachers who said at the beginning that I did not want to go in because I e-learning
requires much effort, I have many students, nobody helps me, the platform is very complicated. And
at the moment you say 'you're going to put a number of people who are going to help, we will
improve your material will also simplify and you will see ... when you see the results within a month
you will see page visit thousand people from Peru and four thousand from Argentina ... seems that
this is serious and is a good way to promote the content. "
IV. Results: OCW managers
35. What opportunities does it offer?
• The following elements are stressed about OCW opportunities that may entail for universities is a
reduction in the costs. The OCW is thus a mechanism to cut costs and offer more and better content to
students.
"At our university we have a process very different teaching materials because the materials are responsible, they
are paid to authors. It's not like in other universities. It affects us more directly [OCW]. In this regard the fact that
the University was passed that all materials were teachers with a Creative Commons license, so we can save many
costs, in the sense that it can be reused for other classroom materials. "
• Thus participants in the discussion group noted that the type of license to be chosen is very important for
the future cost structure of universities. The use of more open licenses allows cost savings by reusing
materials. This requires a change in the current trend, it was found some consensus on the idea that there
is a trend towards the use of more restrictive licenses.
• The OCW offers Spanish universities (and their teachers) an additional opportunity to mark the process
of adapting to all studies within grades, according to recent reforms of adaptation to the European
Higher Education. In this framework the OCW presents an opportunity to offer subjects that disappear
on cessation of the curriculum. This allows materials that have been in use until recently can reuse. This
reuse allows teachers, in turn, to have a publication of material that otherwise would have been lost as a
result of that adaptation.
IV. Results: OCW managers
36. Future prospects
• The first line that is being explored is the integration of multiple tools in a single university teaching open
platform. This would melt platforms that are now working in different departments and services, each on
its side. This will not only allow them to share resources (human and material) but the own synergies and
teamwork can make it work best in each particular. Closely related to the above, is being explored to
encourage greater increase in OCW content
"In terms of the future, as we are proposing, we'll see if it's short, medium or long term, we do have some
from our office [thought] that [OCW] becomes a production environment."
• Another element is generated controversy regarding the exploitation of OCW as certificate courses. In
this regard there are conflicting opinions from those who believe it may be a positive move towards that
OCW progressively routed to those observed that potential management problems can reach them
unmanageable.
“For the future of OCW movement do not see anything clearly. For me to OCW's what has been done at MIT,
that is, a portal, static material, which are mainly study materials, any evaluation material. But two years
ago there was talk of the movement of open educational resources, the OCW are sites where you can
register, pay a fee and can be evaluated and receive a certificate. When I hear this I enter the seven evils.
And who is going to manage this? Frankly I see it very complicated. Also see them as different islands.”
IV. Results: OCW managers
37. Problems implementing OCW
• The main problem is that some participants noted the complete absence of any institutional
support, which has caused even fall off the platform and can not offer the service. In other
cases mentioned some OCW offices receive neither funded nor staffed to meet its
objectives. Is detected, then, that for some institutions the OCW was an initiative that was
set. It notes, for example, "you can get to convince many teachers" but this has not led to
the necessary resources to carry it out. Thus, in certain cases it is observed that there was no
real involvement in the initiative by the governing bodies. Two participants noted:
"But over the years my experience has been the opposite, ie, that the institutional level, at least in
this house, has taken this initiative as something good, yes, but it is well noted that there has not
been any of support. "
"The problem of our OpenCourseWare is standing, and operate unmanned request. If we had
funding, resources and so on, I will post everything on Creative Commons and why we should not
have problems. "
IV. Results: OCW managers
38. Problems implementing OCW
• In many cases there is no incentives within the university to publish in the OCW, or salary
or recognition.
At first he was completely lacking in media, so it resorted to force authors to publish through the
GIE. This made some materials were not of high quality and there was some discontent and
reluctance among certain elements of teacher
"[On the draft publication of complete degrees] when you publish everything you are forcing people
to publish. And here is the problem, and there are people convinced the people to strive to publish.
And when you tell them to publish the first thing you have sent ... We talked with school heads and
were you to post bad we do not publish. "
"When published with ISBN teachers were very happy, but now you can not do it that way."
"[What we tell teachers is that] you who you have to think about what you want. You ask me for
what you need and we’ll see if it is possible ... What we are asking is that teachers require us
innovative things. "
IV. Results: OCW managers
39. Problems implementing OCW
• Other problems that are reported:
– Sometimes managers are not been able to reach the group of teachers to
encourage them to participate.
"The problem is that from the point of view of teachers that is very unknown. The
teacher misses things we do have, but we have not been able to reach each of the
professors of the University. "
– Diversity in licensing presents problems
"The problem that we're facing is that you choose the more restrictive license ... and then
in order to be able to make derivative works is more complicated than if you had chosen a
different type of license. "
IV. Results: OCW managers
40. Opinion on OCW in general
Valid
percentage
OER and OCW do not add any value
to Higher Education
1,19
OER and OCW are from the
activities a professor should do in
Higher Education
4,15
OER and OCW are important tools
for teaching in Higher Education
83,98
OER and OCW are the future of
teaching in Higher Education
10,68
Total 100,00
IV. Results: OCW producers
41. Own OCW compared to others
IV. Results: OCW producers
0
10
20
30
40
50
60
70
Peor
Igual
Mejor
42. Opinion OCW of own university
IV. Results: OCW producers
,0
5,0
10,0
15,0
20,0
25,0
30,0
35,0
0
1
2
3
4
5
6
7
8
9
10
43. Reason for not publishing
IV. Results: OCW producers
valid
percentage
I did not know I could publish in OCW
26,4
Didn’t know whom to refer
9,5
Don’t know how copyright works
10,1
Efforts are not well compensated
29,7
Tried to publish but it was too complicated
2,7
Not interested in OCW
3,4
Lack of time
7,4
On its way to publish
4,7
Others
6,1
Total
00,0
44. What is OCW?
IV. Results: OCW producers
• What was meant as OCW raised some controversy. Some participants stressed his character
as "a showcase for the university."
"I think it's also a “showcase” for the university. I believe that anything done in college who is
worthy and who is well made , is a showcase. Then, we must ensure they have good courses in
OpenCourseWare. “
• Others emphasized his Open philosophy as its distinctive nature.
"I see the advantage of OCW is having things open to everyone. I don’t see as an advantage looking
at OCW as “showcase”, because, if we think like that, we can forget about it. If I consider that my
course is a showcase for the university, I would retire it from OCW, because I am aware of its
limitations, which are very large.
"The fundamental problem, it seems to me, is that I do not know if we believe in the Open
philosophy [...] If you do not believe in the Open philosophy, the OpenCourseWare makes no sense.“
45. What is OCW?
IV. Results: OCW producers
• Some professors conceived it as a teaching tool
"I think this is a teaching tool. We can not forget that, because if we forget
this, everything else is meaningless "
• Other saw it as a publication...
“I do not think the OCW is intended as an interactive tool or anything like
that. It's just the same as if you place in your ... I do not know…that
domain nomenclature, but in his twitter or anything like that.”
“This is a photo of the moment. To me [OCW is a] photo of the moment in
which you can not adapt the course and improve the course, but you have
to publish another course. “
46. Problems with OCW platforms
IV. Results: OCW producers
• Lack of resources
"When you get a ridiculously small help for an English course, they help you
publish in the OCW. So what goes in the OCW in English? A ridiculously small
course"
• Lack of recognition of merit...
“Another drawback added is the too little recognition that it has, for those who
works seriously on this and take time and the rest. Nor financially nor of any kind”
“You have to focus and you have to focus on what you need to focus. And time is
the time, and you have to post articles. And the people in the end seek for the place
that has more recognition.“
47. Problems with OCW platforms
IV. Results: OCW producers
• Static nature
"From an educational point of view, it is too static. It's too rigid.”
“You can not adapt the course and improve the course, but you have to publish another course (the
course of 2005, the course of 2006). To me, that's the big brake for publishing in OCW ."
• Multiplication of teaching platforms
"I miss a tool to manage your course and that from that tool your subject goes to all media, and
[things] not to be so difficult to publish and [be forced to] do things in eighty sites. You have to do
all eighty times. That is appalling. You should have a unique tool and put everything out there. “
• Lack of quality assessment
“"I force other professors to put things in the OCW, but the last time I went in the site, around three
years ago, it was disappointing for me, because there are no courses there. What I see in most cases is
a collection of slides.“
49. IV. Results: social network analysis
Rela+onship
among
authors
Labels clouds
50. Conclusions of the project
• Deep implementation of the initiative in Spain
• Still weak in Latin American countries
• Development of the OCW in Latin America and
Spain mostly in Spanish
• Minor development in English
• Few countries have joined or their data are not
accessible in a simple way
51. Conclusions of the project
• Plus
– General positive attitude towards the OCW, both at the office
manager level and the content producers
– Feeling that OCW contributes positively to society
– Development due to key leaders, involved without incentives
• Minus
– Feeling of lack of support at the high decision level
– Lack of incentives for professors to produce contents
• No recognition as a publication
• No retribution
– Stagnation of some initiatives
– Absence of guidelines and a “quality culture”
52. Conclusions of the project
• Absence of consolidated structures of managing
in many OCW initiatives
• OCW depending more on individuals
• But there are some stories of success
53. SWOT Analysis
Welcome
to
the
Open
philosopy
Users’
percep?on
of
Quality
of
some
courses
Infrastructures
opera?ves
(many)
Recep?vity
and
wish
of
improvement
Unknowledge
of
the
Open
Philosophy
Low
Quality
Materials
Dificulty
to
publish
and
update
Lack
of
informa?on
Spanish
Language
Early
arrival
to
the
community
OCW
as
teh
future
OCW
Consor?um
Explosion
of
social
networks
Disappoin?ng
of
the
good
authors
becasue
the
quality
Global
competence
Unknowledge
by
teachers
and
students
Recogni?on
policies
may
not
depend
on
univeersi?es
Economical
situa?on
Unknowledge
by
the
Society
D
A
F
O
55. Results
opencourseware.eu
55
Frecuency
%
Learners
25
80%
Faculty
members
14
45%
Organiza+onal
Leaders
26
83%
Profesionals
9
29%
Other
24
77%
Frecuency
%
To
achieve
professional
qualifica+ons
7
22%
To
obtain
official
degrees
4
12%
To
support
teaching
25
80%
To
increase
physical
mobility
2
6%
To
increase
virtual
mobility
6
19%
To
simply
provide
open
materials
24
75%
Other
7
22%
Target
group
The
use
of
OCW/OER
in
Teaching
and
Learning
Frecuency
%
Texts
31
100%
Slides
24
77%
Audio
materials
18
58%
Video
materials
26
83%
Exercises
22
70%
Rubrics
4
12%
Other
11
35%
Characteris?cs
of
published
OCW/OER
Frecuency
%
Degrees
8
25%
Diplomas
3
9%
Cer+ficates
6
19%
Test
7
22%
Exams
10
32%
Other
6
19%
Means
of
evalua?ng
or
cer?fying
learning
processes
via
OCW/OER
56. opencourseware.eu
56
Factors
enabling
OCW/OER
ini?a?ves
Factors
inhibi?ng
OCW/OER
Ini?a?ves
•
Ins?tu?onal
support
An
ins+tu+on
supports
open
sharing
in
educa+on
through:
-‐Ac+vely
encouraging
par+cipa+on
in
the
produc+on
and
sharing
of
OCW/OER
amongst
faculty
members
-‐Implemen+ng
open
content
or
open
access
policies
-‐Providing
resources
(financial
and
staff)
to
assist
faculty
members
in
the
produc+on
of
OCW/OER
-‐Providing
incen+ves
to
faculty
members
to
engage
in
the
produc+on
and
sharing
of
OCW/
OER
•
Posi?ve
a^tudes
from
faculty
members
•
Lack
of
ins?tu?onal
support
•
Nega?ve
a^tudes
from
faculty
•
Copyright-‐related
challenges
•
Lack
of
informa?on
about
ins?tu?onal
benefits
related
to
OCW/OER
projects
•
Difficul?es
with
finding
appropriate
and
quality
OCW/OER
(when
aaemp?ng
to
reuse
materials
produced
elsewhere)
Factors