Open Educational Resources: Main Tendencies International Conference IITE 2010 St.Petersburg 15-16 November, 2010 Toshio Kobayashi Graduate University for Advanced University (SOKENDAI)
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From e-Decade to o-Decade
e-decade - 1990’s e-business, e-mail, e-government, e-learning
o-decade - 2000’s open sources, open systems, open standards, open archives, open everything (Materu, 2004)
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Open Movement Open Content
OER
Open Technology
OSS
OCW
Open License
Open Standards
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Open Educational Resources (OER)
OER is defined as: “Digital content, tools or services offered freely and openly for educators, students and self-learners to use and re-use for teaching, learning and research.” OER include: learning content (full courses, course materials, content modules, learning objects, collections, journals, etc.), tools (LMS, CMS, etc.), and implementation resources (intellectual property licensing tools, etc.). (OECD/CERI, 2007) IITE 2010
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Three Dimensions of OER １．Openness
In the social domain – freedom to use – freedom to contribute – freedom to share
In the technical domain – functional (use of open standards) – developmental (use of open source software)
As a characteristic of the resource – public goods – open fountain of goods (Tuomi, 2006)
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２．Educational
Formal education
Non-formal education
Informal education
Trends in OER – towards bridging and narrowing the gaps, and facilitating further life-long learning with OERs circulating through different settings/levels of learning. IITE 2010
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３．Resources
learning contents – Learning Courseware: MIT OCW, Paris Tech, JOCW – Learning Objects: MERLOT, Connexions, ARIADNE – Reference: Internet Archive, Google Scholar, LC, Wikis
Tools (OSS) – – – –
CMS: EduCommons LMS: Moodle, Sakai Development Tools: Connexions Social software: Wikis, H20, OSLO research
Implementation resources – Licensing Tools: Creative Commons, GNU Free Documentation – Best Practices: CMU (design principles) – Interoperability: IMS, SCORM, OKI
Trends in OER - towards open technology and global standardization
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OER in the World
MERLOT (USA) ARIADNE (EU) Education.au limited-EdNA online （Australia） LORNET （Canada） EduCommons European Schoolnet LACRO (Latin-American Community of Learning Objects) NIME- glad (Japan) → GLOSS (Open Univ. of Japan)
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Open Courseware (OCW)
OCW initiative is part of Open Educational Movement OCW is defined as: “The original content of teaching materials for regular courses taught in university classrooms and made available, free of charge, for educational use.“ OCW web sites offer a partial publication of university course materials and content through the Internet, accessibility to resources without registration, free use of materials for non-profit educational purposes, and course studies not leading to a degree or certificate.
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OCW in the World
Since the MIT started its OCW initiative, a number of educational institutions have followed and consortia have been founded around the world – USA – China: CORE Consortium – Japan: JOCW Consortium – Korea: KOCW Consortium – Spain: OCW Universia – France: Paris Tech OCW project – African virtual university Other Projects – UK: Open Univ – Australia: AEShare Net – Europe: MORIL IITE 2010
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OCW in Japan ď Ź
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Japan OCW Consortium was launched for the purpose of promoting OCW in the whole higher education environments in concerted cooperation among leading universities. It functions as a loose educational community to benefit each other from the know-how and intellectual assets stored, ensuring the originality and autonomy of each participating university.
Trends in JOCW: a project as an extention of e-Learning system and not as an integral operation, still resisted by some faculty, majority remain unfamiliar
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Common Characteristics of OCW (A Case Study of JOCW)
Organization at each university – A more institutionalized form rather than a grass-root activities – Top-down approach (President or Vice President) – Driving force has been mostly by a single faculty member Budgeting – Many of the OCW activities are promoted as a two to three year project with internal budget. Content production – Instructors themselves are engaged in content production with only a few technical staff supporting. – Main support entails IPR/Copyright clearance, English translation, Registration on the web. Access – 8,000 to 12,000 in average per month at each member university IITE 2010
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Some Merits of Instructors
to support for digitalizing teaching materials to restructure and systematize the lectures to get feedback on teaching materials to have Copyright/IPR cleared to provide personal satisfaction
Some Merits of Universities
part of the University’s accountability to society enhancement of the University’s visibility show-window of the University’s lectures recruiting better students and instructors IITE 2010
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Challenges at JOCW
building Sustainability and Integration establishing an appropriate Business Model enhancing the awareness of teaching staff to contribute maintaining Quality Assurance developing standards, guidelines in common → open standards clearing IPR/Copyright and clarifying for educational use → open licensing consolidating overall Feedback systems enhancing motivation of the staff with incentives and rewards promoting more Usability and Interaction among member universities → accessibility coping with an imbalance among institutions to be a provider and a user. IITE 2010
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OER in Global Scenes
Naturally cultural bound Increasingly transnational Produced & accumulated in the advanced world Mainly being in English language, and Based on Western models & cultural values Imbalance in OER use and production between non-English speaking and non-Western worlds A number of projects implemented in the developing countries to develop OER in their native language and culture IITE 2010
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New Trends of OER
Further use of video and animated materials Coping with language barrier Affordable and sustainable OER projects Value-added services to be provided by the producers for copyright management and processing, pedagogical guideline and recommendations, quality assurance and localization, etc. IITE 2010
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Global Learning Object Search System (GLOSS)
A cross-institutional and cross-border search engine for high-quality educational content By locating appropriate repositories and referatories meeting the user needs Using LOM (Learning Object Metadata = library index) tagged to each learning object Not only domestic learning objects but also crossborder search for appropriate content is possible by collaborating with partner organizations overseas IITE 2010
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Prospects for OER Movement
In the future, Open Education community is expected to: – promote activities further to cultivate potential OER contributors and producers not just in the advanced but in developing world, – establish appropriate and sustainable Business Model, – build up further regional & global Collaboration, – enhance the Quality and Opportunity of learning at all levels in the educational fields, – contribute to enhancement of education matching the needs of individual learner and local community especially in the Developing Part of the world , and – transmit accumulated Intellectual Assets to the world to enrich our knowledge society
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Thank you for your attention Спасибо Toshio Kobayashi global2010@toshio-kobayashi.com Professor Emeritus, NIME and SOKENDAI IITE 2010
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