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Open AGH and other e-learning platformsKarolina Grodecka e-Learning Center of AGH
Materials publicly available in the Web, published under a license that allows
to use and to develop them in an open wayPictures from Open ClipArt Libraray http://openclipart.org/
use/ copy/ change/ create
Source: http://www.flickr.com/photos/opensourceway/4581855658/in/photostream
share
pyramid of openness
Pyramid of openness. Aut. Karolina Grodecka, CC BY-SA, 2011, http://commons.wikimedia.org/wiki/File:Piramida_otwartosci.svg
Criteria of OER platform selection
Goal staff-authors needs
authors expectations authors computer skills
administrators support
sustainability of tools existing infrastructure
number of users
community evaluation of resourcespeer-reviewing
communication
OER access modelssupporting of self-education / wider access to educational content, etc. (MIT, OpenAGH)
supporting of education within the frames of community(OpenLearn UK, Peer2Peer University)
supporting of content creation (WikiEducator, WikiBooks, Wikiversity, Curriki, Connexions)
Wydział Matematyki, Informatyki i Mechaniki UW - dla studentów kierunku matematyka, CC BY-NC-ND, w 4 formatach - HTML, MathML, do wydruku PDF, slajdy PDFWydział Fizyki UW - zasoby dla studentów fizyki, biologii i medycyny, CC BY-SA
Wikimedia Commons - baza zasobów multimedialnych na wolnych licencjach czy Wikiversity - platforma OZE dla naukowców, studentów, badaczy
WIKItransparency, unified format and content view = coherent structure
open source code = easy adoptable to authors needs
content available for users with sight disorders
eduCommonscreated within the frames of OpenCourseWare Consortium at The University of Utah40 universities from all around the world, which share educational resources of their staff membersdesigned for OER
compatible with other tools used to export and import of resources copies into/from other platforms, e.g. Moodle
elements: course description, technical requirements, tutor, syllabus, schedule, additional literature, tests, tools, exam, video lectures
The University of Utah, 100 cources Creative Commons BY-NC-SA
MOODLEopen source e-learning platform that helps to prepare, conduct and manage educational courses
40 000 institutions in nearly 200 countries, used by over 20 million of people
also a distribution channel for creators of open academic resourcesOpenLearn Open University UK has implemented Moodle platform as open working and communicating environment for students, parts or the complete open online courses, CC BY-NC-SA
LabSpace has made available open environment for scientific experiments
open.agh.edu.pl
the first academic OER repository in Poland
ap. 100 materials – 1500-2000 learning hours
complete courses / handbooks / exercises / students textbooks / as well as single texts / images / simulations / courses summaries / audio and video recordings
materials prepared by academic staff, PhD students and the best AGH students
(Notes in the Web – a competition)
approximately 1000 users a day
Open AGH
Open AGH:
Creative Commons Attribution – Non commercial – ShareAlike 3.0 Poland
Allowed to: freely use, copy, disseminate, and adapt Condition: non commercial use, in case of adaptation – publication under the same CC license as the original work
AGH Authorithies
Inter-Faculty Unit(AGH e-Learning Center)
BOTTOM-UP APPROACH
http://otwartanauka.cel.agh.edu.pl/
Attitude of AGH communitytowards OER
method: questionnairepurpose: checking a level of knowledge about OER and community attitude: towards creating themgroup: 260 people
•# Do academic teachers use the Internet in their educational practice?
•# What do they know about open licenses?
•# What do they know about OER?
•# What do they know about Open AGH?
•# How do they evaluate OER usefulness? Are they going to use them?
What do we ask about?
67%
31% 15%
use the Internet to content searching,to project their own classes
publish their own resources in the Internet
make them available under one of CC licensees
54% 65% 71%
have never heard about CC or GNU
have never heard about OER
have heard about OER, but never used them
53%
47%
38%
have no opinion about OER benefits
OER let their users to find interesting materials
popularization of one’s work
51% observing how other people teach
34% making contacts
26% OER are helpful in teaching process planning
48% will publish their own OER, will use OER and recommend them to the other
52% will neither publish nor use OER
52% will neither publish nor use OER
high percentage of lack of readiness to OER 1. methodological doubts: how to use OER in context of a traditional university?
2. legal doubts: how to use CC licenses (what is and what is not a commercial use), not using OER at all or breaking the law, waiving of copyright, plagiarism, context loosing
3. reluctance of transparency of educational process
4. lack of short-term OER benefits
48% will publish their own OER, will use OER and recommend them to the other
after the survey number of people who declare readiness to use OER is bigger than number of people who have ever come across OER problem: 19% of respondents declare readiness to use OER, but they are reluctant to share them
Methods of OER promotion within academic environment
expanding knowledge about CC and copyright (courses)
system solutions at university level – grants, extra points in academic staff evaluation (getting points not only for research activity)
developing OER repository at university
establishing special unit responsible for technical, legal and methodological support for academic staff
mandatory openness of OER (public funds)
Thank you very much for your