Archive for the 'open educational resource' Category

LINC 2010 - University Leadership: Bringing Technology-Enabled Education to Learners of All Ages

Published
by
Steve Carson
on December 16, 2009
in conferences, education, mit, ocw and open educational resource
. 0 Comments

I’m happy to share that MIT President Emeritus Charles Vest, who was MIT’s president at the inception of MIT OpenCourseWare, will be the keynote speaker at the upcoming LINC 2010 conference on MIT’s campus this May. This conference promises to be a great opportunity for global discussion of OCW and other technology-enabled education projects. Details included below.

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The Fifth International Conference of
MIT Learning International Networks Consortium (LINC)
May 23-26, 2010
University Leadership: Bringing
Technology-Enabled Education to Learners of All Ages
On the campus of MIT, Cambridge, Massachusetts USA

MIT LINC is an international community of individuals and organizations that focuses on higher education in emerging countries and the role that technology can play in expanding educational reach. It is a collaboration of educators from around the world whose purpose is to share best practices and to learn from each other’s mistakes, in order to move forward with successful e-learning projects in their home countries.

With the 2010 theme, “University Leadership: Bringing Technology-Enabled Education to Learners of All Ages”, the consortium intends to showcase examples where universities are increasing usage of e-learning by reaching down to K-12 education or reaching up to lifelong learners. If technology-enabled education is to contribute to the social and economic development of emerging nations, it must move beyond the university to improve K-12 schooling and to create a culture of lifelong learning.

Plenary speakers include rectors of the leading virtual universities in Latin America, South Asia and Sub-Saharan Africa. The keynote plenary speaker is Dr. Charles M. Vest, President of the National Academy of Engineering and President-Emeritus of MIT. Other plenary speakers include educational leaders from business and government.

LINC 2010 participants will travel from all parts of the world as representatives of universities, government, corporations, foundations, K-12 education and lifelong learning initiatives. Each will come to share an international forum with others who understand the challenges faced by emerging nations in achieving the transformational potential of technology-enabled teaching and learning.  Innovative technologies and content will be presented and explored, along with the policies and pedagogies that make them successful. In the end, as with previous LINC conferences, valuable contacts will be made, strategic relationships developed and exciting educational collaborations begun.

More information available here.

$16.5 million in grants for groundbreaking remedial education programs

Published
by
Terri Bays
on June 25, 2009
in education, news, oer, open educational resource, open educational resources, remedial education and teaching
. 0 Comments

The Bill & Melinda Gates Foundation and MDC, Inc. announced today that they are awarding $16.5 million in grants to community colleges and states “to expand groundbreaking remedial education programs that experts say are key to dramatically boosting the college completion rates of low-income students and students of color” (http://bit.ly/wouV8). A significant portion of the grants, especially those made to the states, will go towards enhancement of tracking systems so that systems can tell how well their efforts are succeeding.

These are important initiatives, and we hope that the grantees will follow the lead set by the beneficiaries of a recent £7.8 million grant in the UK (see bit.ly/ibBcB), designing their solutions with openness in mind. For much of what succeeds in these efforts defies description in an academic article or conference presentation. If successful methods are not to slip away they must not only be measured and celebrated but also shared at a level of specificity rarely delivered outside of classroom observation or the publication of open educational resources. Naturally, we at the OCWC favor the OER approach!

Nor is OER useful only as a way of promulgating retention methods. Carol Lincoln, director of the Developmental Education Initiative and national director of Achieving the Dream for MDC says:

The pressing need to shore up weak academic skills in first-year students is one of the most significant, but least discussed, problems confronting higher education. Colleges that can figure out how to quickly and efficiently boost basic skills, particularly among students of color and low-income students, will play a leading role in helping them earn the college degrees necessary for economic success in America today. (see http://bit.ly/wouV8)

Teaching with OER provides quick, efficient, strategic remediation in the form of Flash Forward-Flash Back, a technique where an instructor “flashes back” to openly available background skills and information, granting students access to learning they missed the first time around. An instructor may also motivate current learning by flashing forward to applications in later coursework. This technique, and others like it, are particularly valuable to students who may be the first in their families to attend college and thus have considerably less opportunity to imagine where their efforts might lead them. As more and more courses become openly available, techniques like this will only increase in value.

Working Session on International Copyright Exceptions and Limitations at OCWC Global 2009

Published
by
Terri Bays
on March 19, 2009
in Fair Use, OCWC Conference, copyright, creative commons, education, educational, intellectual property, licensing, ocw, open educational resource, open educational resources, opencourseware and remix
. 2 Comments

You may have heard rumors that some of the US OCW producers have been working on a project to explore issues of Fair Use in Open Educational Resources.  Fair Use is the US version of a phenomena more generally known as Copyright Exceptions and Limitations, and most OCW projects have started out with the conservative assumption that they don’t get much fair use coverage.  Some lawyers are starting to say otherwise, however, so the Fair Use Working Group is gathering data about how OERs in the US are negotiating Fair Use.  The hope is to publish a Code of Best Practice for OER later in the year.

But the OCWC is a global consortium, so the Fair Use project is only one part of a larger initiative to explore the implications of Copyright Exceptions and Limitations (CELs) for OER’s.  We’ve started a wiki page for this larger initiative entitled Copyright Exceptions and Limitations, where you can see a conceptual map for the larger project as we see it so far.  You’ll also see a link to a draft page for gathering data about CELs in different legal jurisdictions.  Use the comment tabs on either page to share your ideas!  We’ll be hosting a working session on International Copyright Exceptions and Limitations at the OCWC Global Meeting in Monterrey, Mexico next month, with Ahrash Bissell from CC Learn as our facilitator.  At the session we’ll discuss what additional data it would be useful to gather and walk through the data gathering process.

Bridging the gap between 2- and 4-year colleges

Published
by
Terri Bays
on October 8, 2008
in education, educational, oer, online, open, open educational resource, open educational resources, opencourseware and teaching
. 0 Comments

Great article by Jeffrey Brainard in the Nov. 10th Chronicle of Higher Education about collaborations which assist aspriring engineers as they make the transition between 2- and 4-year colleges. This type of collaboration strikes me as a great opportunity for OCW-providers. Brainard observes that:

the road leading a two-year engineering student to be a full-fledged engineer has proven to be rough because it travels through four-year degree programs. Universities’ requirements for transfer credits vary, sometimes in unpredictable ways, making admissions hard and forcing some students to repeat course work. Even a little additional time and expense can force some of those students, who are frequently from lower-income families, out of engineering altogether.

He goes on to report on efforts in California and Maryland to smooth the transition, including an agreement among schools in Maryland which defines:

analytical skills and areas of knowledge expected of prospective transfers. Participating two-year colleges would ask their governing board, the Maryland Higher Education Commission, to certify that their courses leading to an associate degree in engineering provide students with all of those “learning outcomes.” Participating four-year institutions would, in turn, agree to accept all of the credits earned by those graduates.

The movement towards defining “analytical skills and areas of knowledge” is where the opportunity arises for OCW-producing institutions. From the 2-year institution’s end, ocw publication allows the faculty to demonstrate that their courses foster the requisite skills and knowledge for successful transfer. From the 4-year institution’s end, ocw publication allows greater communication with prospective transfers, who can supplement their learning at a 2-year institution with materials from the 4-year institution to which they aspire. Since engineering students transferring from two-year colleges “perform quite well. . . earn[ing] better grades and graduat[ing] at slightly higher rates than those who started at the four-year institutions,” they ought to be worth recruiting, and what better way to convince them to enroll than to give them a taste of what they can expect to get from your institution? What we’d love to see is a situation where students could demonstrate independent acquisition of skills and knowledge for transfer or placement credit, further reducing the chance that time and expense will force worthy students out of professions where they are sorely needed.

Nor is there any reason this should apply only to engineering. Any number of professional fields are suffering from a shortage of skilled workers. Any number of communities are suffering from a shortage of affordable training opportunities. Schools who open up their course materials will attract and place better students. And we all will benefit from that.

Newcomers’ Breakfast

Published
by
Terri Bays
on April 26, 2008
in creative commons, educational, licensing, ocw, ocw consortium, ocwc, oer, open, open educational resource, open educational resources, opencourseware, presentations, remix and reuse
. 0 Comments

Below is a link to the slides from the Newcomers’ Breakfast we hosted just prior to the OCWC Meeting in Dalian. Please note that much of the detail drops out when you view them online, but it’s really there and can be viewed if you download the slides to your desktop (mental note: work out slideshare-friendly formatting for the future) . Much thanks to Tom Caswell, Meena Hwang and Clay Whipkey for their contributions as co-presenters!

http://www.slideshare.net/tbays/newcomers-breakfast

Terri

OOPS! let me tell you our side of story.

Published
by
Lucifer Chu
on March 25, 2008
in education, ocw, ocw consortium, ocwc, oer, open, open educational resource and open educational resources
. 1 Comment

Well, this is my first article. Let me give you my “official introduction first”

Lucifer (Luc) Chu graduated from Taiwan’s National Central University in 1998 with a BS in electrical engineering. He is the founder of OOPS(Opensource Opencourseware Prototype System). He spends half of his time in Taiwan and half flying around the world to promote OOPS. He made a big mistake in high school while choosing his own name, so you can call him Luc if you like
(e-mail: Lucifer.chu@gmail.com; Website: www.myoops.org).

I am that long hair guy, and it’s one of OOPS university tour speech…:>

I’ll try to tell the story in several posts, cause I’m not that familiar with wordpress system…:>

The date was June 13, 2007. The International Opencourseware and E-learning Conference was held in Taipei, Taiwan. The speakers who sat with the audience included guests from Massachusetts Institute of Technology (MIT), Johns Hopkins University, Carnegie Mellon University, the Open University of U.K.,Canada Research Council, Keio University of Japan,International Opencourseware Consortium and the National Institute of Multimedia Education of Japan. There were also over 600 participants from different parts of Taiwan. The organizer of this conference was OOPS’ founder, Lucifer Chu. He stood up, started to walk toward the stage for his 30-minute presentation. For any other speaker, this might only have taken 30 seconds, but for him, it took over 1,200 days and over hundreds of thousands of miles to get on the stage…….

these young people are OOPS volunteers, they are great!