Open Educational Resources:Main Tendencies

International Conference IITE 2010St.Petersburg

15-16 November, 2010

Toshio KobayashiGraduate 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

OER

OCWOSS

Open StandardsOpen License

Open ContentOpen Technology

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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)

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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)

Three Dimensions of OER

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２．Educational Formal education

Non-formal education

Informal education

Trends in OER – towards bridging and narrowing thegaps, and facilitating further life-long learning with OERscirculating through different settings/levels of learning.

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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

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OCW in Japan 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-Learningsystem and not as an integral operation, still resistedby 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

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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

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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.

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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

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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.

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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 cross-border search for appropriate content is possible by collaborating with partner organizations overseas

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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 Kobayashiglobal2010@toshio-kobayashi.com

Professor Emeritus, NIME and SOKENDAI