Usuario:AlysaCotton4
rmit.edu.auSkillsCommons was developed in 2012 under the California State University Chancellor's Office and funded through the $2 billion U.S. Department of Labor's TAACCCT effort. Led by Assistant Vice Chancellor, Gerard Hanley, and imitated sister project, MERLOT, SkillsCommons open workforce advancement content was established and vetted by 700 neighborhood colleges and other TAACCCT institutions throughout the United States.
A parallel effort, OpenStax CNX (previously Connexions), came out of Rice University beginning in 1999. In the beginning, the Connexions job concentrated on creating an open repository of user-generated material. In contrast to the OCW projects, content licenses are required to be open under a Imaginative Commons Attribution International 4.0 (CC BY) license.
In 2012, OpenStax was produced from the basis of the Connexions task. In contrast to user-generated content libraries, OpenStax works with topic specialists to develop college-level textbooks that are peer-reviewed, freely certified, and available online for totally free. Like the material in OpenStax CNX, OpenStax books are offered under Creative Commons CC BY licenses that enable users to recycle, remix, and redistribute content as long as they provide attribution.
Other efforts stemmed from MIT OpenCourseWare are China Open Resources for Education and OpenCourseWare in Japan. The OpenCourseWare Consortium, founded in 2005 to extend the reach and impact of open course materials and foster new open course materials, counted more than 200 member organizations from around the world in 2009.
The OER4Schools project focusses on the usage of Open Educational Resources in teacher education in sub-Saharan Africa. Wikiwijs (the Netherlands), was a program planned to promote using open educational resources (OER) in the Dutch education sector; The Open academic resources program (phases one and two) (UK), moneyed by HEFCE, the UK Greater Education Academy and Joint Details Systems Committee (JISC), open educational resources advantages which has supported pilot projects and activities around the open release of finding out resources, totally free usage and repurposing worldwide.
Wikipedia ranks in the top-ten most visited websites worldwide given that 2007. OER Commons was spearheaded in 2007 by the Institute for the Research Study of Knowledge Management in Education (ISKME), a nonprofit education research study institute committed to development in open education content and practices, as a way to aggregate, share, and promote open educational resources to teachers, administrators, parents, and trainees.
To even more promote the sharing of these resources amongst educators, in 2008 ISKME released the OER Commons Instructor Training Effort, which concentrates on advancing open instructional practices and on structure chances for systemic change in mentor and knowing. One of the first OER resources for K-12 education is Curriki. A nonprofit organization, Curriki provides a Web site for open source curriculum (OSC) advancement, to provide universal access to complimentary curricula and educational materials for trainees up to the age of 18 (K-12).
Kim Jones acts as Curriki's Executive Director. [] In August 2006 WikiEducator was released to provide a location for planning education jobs developed on OER, creating and promoting open education resources (OERs), and networking towards funding propositions. Its Wikieducator's Learning4Content job constructs skills in the use of MediaWiki and associated free software technologies for mass cooperation in the authoring of complimentary material and declares to be the world's largest wiki training task for education.
Between 2006 and 2007, as a Transversal Action under the European eLearning Programme, the Open e-Learning Material Observatory Provider (OLCOS) task carries out a set of activities that focus on cultivating the development, sharing and re-use of Open Educational Resources (OER) in Europe and beyond. The primary result of OLCOS was a Roadmap, in order to offer decision makers with a summary of present and most likely future developments in OER and suggestions on how different difficulties in OER could be attended to. [] Peer production has also been utilized in producing collaborative open education resources (OERs).
Massive open online course (MOOC) platforms have also produced interest in developing online eBooks. The Cultivating Modification Neighborhood (CCMOOC) at the University of Minnesota is one such project founded entirely on a grassroots design to generate content. In 10 weeks, 150 authors contributed more than 50 chapters to the CCMOOC eBook and buddy website.
Another job is the Free Education Initiative from the Saylor Foundation, which is currently more than 80% of the method towards its preliminary objective of offering 241 college-level courses across 13 disciplines. The Saylor Foundation utilizes university and college professors members and subject professionals to help in this process, along with to supply peer review of each course to guarantee its quality.
In 2010 the University of Birmingham and the London School of Economics interacted on the HEA and JISC moneyed DELILA project, the primary aim of the job was to release a little sample of open academic resources to support embedding digital and information literacy education into institutional teacher training courses accredited by the HEA including PGCerts and other CPD courses.
In 2010, the AVU developed the OER Repository which has added to increase the number of Africans that utilize, contextualize, share and distribute the existing in addition to future academic material. The online website serves as a platform where the 219 modules of Mathematics, Physics, Chemistry, Biology, ICT in education, and instructor education expert courses are released.
to produce an Associate of Science degree based totally on honestly licensed content the "Z-Degree". The combined efforts of a 13-member professors group, college staff and administration culminated when students registered in the first "z-courses" which are based exclusively on OER. The objectives of this effort were twofold: 1) to enhance student success, and 2) to increase trainer efficiency.
The 21 z-courses that make up a partner of science degree in business administration were released simultaneously across 4 campus places. TCC is the 11th biggest public two-year college in the nation, enrolling almost 47,000 students yearly. Throughout this very same time period from 20132014, Northern Virginia Neighborhood College (NOVA) also produced 2 zero-cost OER degree pathways: one an associate degree in General Researches, the other an associate degree in Social Science.
NOVA Online (formerly understood as the Extended Knowing Institute or ELI) is the central online learning center for NOVA, and it was through ELI that NOVA introduced their OER-Based General Education Project. Dr. Wm. Preston Davis, Director of Instructional Solutions at NOVA Online, led the ELI group of professors, instructional designers and curators on the job to produce what NOVA calls " digital open" courses.
At the very same time, the group looked beyond individual courses to create depth and quality around complete paths for students to earn an entire degree. From Fall 2013 to Fall 2016, more than 15,000 students had registered in NOVA OER courses yielding textbook expense savings of over 2 million dollars over the three-year duration.
Nordic OER is a Nordic network to promote open education and partnership amongst stakeholders in all instructional sectors. The network has members from all Nordic nations and assists in discourse and dialogue on open education but likewise takes part in jobs and advancement programs. The network is supported by the Nordic OER job co-funded by Nordplus.
