In this free course you will get to know more about open educational resources (OER), which can be used on their own or alongside social learning tools that allow learners to share content and experiences.
This OpenLearn course provides a sample of postgraduate level study in Online and Distance Education.
After studying this course you should be able to:
understand and have a better knowledge of some of the choices that practitioners make about ways of applying technologies for a variety of learners across the globe in education, training or professional development
understand and have a better knowledge of the potential and actual advantages of open educational resources, and how these might benefit learners in a wide range of contexts.
The internet provides vast amounts of OER for use and reuse. This may be text, video, graphics or audio and is free of charge. It’s usually produced by educational institutions and published online to the general public for their immediate use or for repurposing according to the users’ needs. This fast-paced Short History of English , for example, was loaded onto YouTube by The Open University in 2011.
Chapter Two, the Norman Conquest, or Excuse My English. 1066. True to his name, William the Conqueror invades England, bringing new concepts from across the Channel, like the French language, the Doomsday Book, and the duty-free Gauloises multipack.
French was de rigueur for all official business, with words like judge, jury, evidence, and justice coming in and giving John Grisham’s career a kick start. Latin was still used ad nauseum in church, but the common man spoke English, able to communicate only by speaking more slowly and loudly until the others understood him.
Words like ‘cow’, ‘sheep’ and ‘swine’ come from the English-speaking farmers, while the a la carte versions – ‘beef’, ‘mutton’ and ‘pork’ – come from the French-speaking toffs, beginning a long running trend for restaurants having completely indecipherable menus. All in all, the English absorbed about 10,000 new words from the Normans, though they still couldn’t grasp the rules of cheek kissing.
The bonhomie all ended when the English nation took their new war-like lingo of armies, navies and soldiers and began the 100 Years’ War against France. It actually lasted 116 years, but by that point, no one could count any higher in French, and English took over as the language of power.
OER can also be created by individuals, so the production of OER is not exclusive to educational institutions although largely dominated by them.
In this course you will look at three institutional OER initiatives – MIT’s open courseware, Carnegie Mellon’s Open Learning Initiative and The Open University’s OpenLearn. You will get a flavour of how different OER initiatives design and present the content for their audiences.
You will also have the option to find, discuss and redesign some OER material. You can choose your audience for the material and redesign it to fit their needs.
Later that year, he argued that ‘it’s a mistake to talk about openness as if it’s one thing’.
Many educational institutions worldwide are offering OER. This is a way to widen access to educational material to a variety of audiences with diverse interests. Note, too, that the Commonwealth of Learning declaration stressed its goal that OER should ‘enter the educational mainstream’.
In this activity we would like you to visit some OER websites. You will notice that the sites vary in format, in what they offer and in how they expect the user to engage with their materials.
MIT Open Courseware (Massachusetts Institute of Technology, USA)
MIT was the first institution to offer OER. It presented the first pilot website in 2002 with 50 courses, and by early 2015 was offering extracts from more than 2000 courses with free lecture notes, tests and videos. It’s an interesting site to look around, including under the ‘About’ tab.
Open Learning Initiative (OLI, Carnegie Mellon University, USA)
The ‘Learn with OLI’ tab is a good place to start, to see the range of courses that is offered. ‘Studying Effectively’ (at the time of writing, it’s at the bottom of the home page) will give you an idea of the learning strategy that OLI proposes, including ‘learn by doing’. This captioned video from The Open Learning Initiative begins by arguing that higher education faces a major challenge:
‘We’re asking faculty and institutions to teach many, many, many more students. And we’re giving them 50 minutes to try and address the needs of that much larger group with a much greater diversity. And then we wonder why pass rates, failure rates are so high. It’s an undoable task without better tools and better support.’
OpenLearn (The Open University, UK)
There’s plenty of material to choose from here. You might like to pick an area you know about already, and decide what you think about the material you find. Or choose an area you know little or nothing about…
iTunes U (International) and The Open University on iTunesU
At iTunes U numerous universities make their content available, in the form of lectures, videos, films and other resources. You can download the content in different formats, such as PDF or MP3. The Open University joined iTunes U in 2008 and currently provides content from over 130 of its modules.
In Activity 3 we give you the option to redesign some OER material for learners that you choose. You may be working in training or education and have some learners in mind. You may be thinking of your friends or family, and of things you feel they might like to learn.
a.
The Open University
b.
Carnegie Mellon University
c.
Massachusetts Institute of Technology
The correct answer is c.
Massachusetts Institute of Technology (MIT). Here’s the link to MIT's Open Courseware .
You could also try Stephen Downes’ blog , and sign up to daily alerts.
We hope you’ve enjoyed studying this short course. If you’ve worked through the first activity, you’ll have a sense of the underlying ethos of OER and the principles set out in the Paris Declaration. That dates from 2012, of course – a long time ago in the fast-moving world of technology-enhanced learning. But the principles continue to inspire and generate exciting work and research. And in Technology-enhanced learning: practices and debates (H800) , from which this material is extracted, we encourage students to explore the latest developments in digital education and learning.
You may have already been familiar with the OER sites in Activity 2. If so, you may have decided to look further afield. But if you weren’t familiar with those resources from MIT, Carnegie Mellon and The Open University, that activity will have given you ideas about what’s available.
And finally, with Activity 3, you had the chance to redesign some material for your own learners. And if you skipped it because you don’t have any learners? You can always go back and spend a few minutes thinking about how you would adapt some OER material for friends or people in your family.
All in all, we hope this sample material has whetted your appetite to continue exploring OER, and to further your interest in the rich field of technology-enhanced learning. For example, you could study a much larger block of free material, where you can explore several facets of ‘openness’ – including MOOCs, other aspects of OER, and ‘rhizomatic learning’. That block is adapted from the Open University course H817 Openness and innovation in elearning , which is a companion course to H800 within The Open University’s Masters in Online and Distance Education .
This free course is adapted from a former Open University course called 'Technology-enhanced learning (H800)', which was superceded by a new course: 'Technology–enhanced learning: foundations and futures (H880)'.
This course was written by Andreia Inamorato dos Santos and John Pettit for the H800 course team.
Except for third party materials and otherwise stated (see terms and conditions ), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence .
The material acknowledged below is Proprietary and used under licence (not subject to Creative Commons Licence). Grateful acknowledgement is made to the following sources for permission to reproduce material in this course:
Course image: www.pexels.com/ photo/ book-macbook-pro-working-studying-7354/ in Pexels made available under www.creativecommons.org/ publicdomain/ zero/ 1.0/ legalcode
Video: Short History of English © The Open University
Activity 2: Profiles Next Generation Learning, Open Learning Initiative/Carnegie Mellon University: Made available under https://creativecommons.org/ licenses/ by-nc-sa/ 2.5/ .
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