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Open Educational Resources
This document provides an overview of open educational resources (OER). It defines OER as teaching, learning and research materials that reside in the public domain or are released with an open license. The document discusses the need for OER, their advantages such as lower costs and improved access, and challenges around quality assurance and sustainability. It also outlines the history of OER and describes various types of resources. Additionally, the document lists several major OER initiatives and institutions in India that develop and host open educational content and platforms.
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Open Educational Resources
- 1. Open Educational Resources (OER) Dr.Sudarshan Mishra Department of Education Ravenshaw University, Cuttack Email: [email protected]
- 2. Content • Need • Meaning •History and Development • Advantages • Challenges • Types of OER • List of Institutions • Copyright and licensing system • Creative Commons • Directories, Platforms and Repositories
- 3. • Quality Assurance •Scope for Research
- 4. Need • Universalisation ofaccess to learning resources • High cost of textbooks (The cost of college textbooks in USA increased by 82%- 3 times the rate of inflation between 2002 to 2013 • Learning is strengthened when shared openly • expansion of collaborative learning • flexibility in learning • Pandemic situation
- 5. • allows facultyto create material customized for their classes
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- 10. Analysis of Definitions OERare: • Teaching, learning and research materials • Free and open • Available both digital and non-digital • Accessible through internet • Not bound geographically • Adaptable • Support learning at one’s own pace • Share open license or reside in public domain
- 11. OER Includes • Fullcourses • Modules • Textbooks • Lessons/lesson plans • Tests • Supplementary study materials • Streaming videos • Softwares
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- 18. • students incourses that used OER more frequently had better grades and lower failure and withdrawal rates than their counterparts in courses that did not use OER (Feldstein, et al., 2012) . • OERs can supplement textbooks and lectures
- 19. Challenges Quality Assurance • Difficultto judge quality and relevance Sustainability of OER • dependent on one-time start-up funding • maintaining the resources is difficult and expensive • Time to time revision
- 20. Lack of publicunderstanding • do not understand the potential of OER, open licenses/ Creative Commons licenses • Feel it a threat to their ownership of intellectual property • Lack of knowledge about IPR and open licensing
- 21. Non-revocable nature ofCC licenses • cannot stop someone, who has obtained your work under a CC license • need to think carefully when choosing a CC license
- 22. • Sourcing appropriateOER • Robust internet connectivity • Incentivizing • Cost: content creation, maintenance, improvement
- 23. ‘free’ vs. ‘open’resources • Open educational resources are and always will be free, but not all free resources are OER. • Free resources may be temporarily free or may be restricted from use at some time in the future (including by the addition of fees to access those resources). • Moreover, free-but-not-open resources may not be modified, adapted or redistributed without obtaining special permission from the copyright holder.
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- 35. OER Initiatives • Websource: https://pitt.libguides.com/openeducation/bigl ist
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- 50. National Initiatives • Indiaembraced OER by the year 2007, with support from government and external funding agencies (James & Bossu, 2014) • an active player in the OA movement with a large number of OA electronic journals, OA repositories and open source software-based digital repositories.
- 51. National Policy ofICT in School Education 2012 and the ICT@School scheme • Govt. of India has encouraged collaborative creation and widespread dissemination of learning resources. • Funds are allotted to National level agencies such as, CIET
- 52. Open Educational Resourcesfor Schools • a joint initiative of Homi Bhabha Centre for Science Education (HBCSE), Tata Institute of Fundamental Research (TIFR), Maharashtra Knowledge Corporation Limited (MKCL) and Indian Consortium for Educational Transformation (I-CONSENT). • aims to provide educational resources for teaching and learning Science and Math, for Grades 1 to 10. • Teaching resources include conceptual discussion, teaching aids, activity/ experiment/ projects, pedagogic guidelines, research and innovations and assessments.
- 53. • Student resourcesinclude content enrichment, puzzles, games and activities, experiments and projects, and quizzes etc.
- 54. National Repository forOpen Educational Resources (NROER) • Launched in August 2013 • web platform that allows for collaborative creation of digital content as well as its organization along a concept map. • an initiative of CIET, NCERT. • several audio and video resources on K-12 education topics have been made available to students and teachers across the country, through broadcasting technologies. • hosts several resources, in the form of wiki pages, documents, images, videos etc.
- 55. National Mission onEducation using Information and Communication (NMEICT) http://www.sakshat.ac.in/ • launched by the MHRD in 2009. • Its web portal is Sakshat — that provides one- stop access to e-content, e-journals and e- books. • aim is to leverage the potential of ICT, in providing high quality personalized and interactive knowledge modules over the internet/intranet for all the learners.
- 56. Digital Library ofIndia • http:// http://www.dli.ernet.in/ / • a collaborative project of over 21 institutions • currently hosted by IISc, Bangalore. • provides access to a digital collection of rare non-copyrighted books collected from various libraries in India. • aims to archive all the significant literary, artistic and scientific works of mankind and to preserve digitally and make them available freely for every one
- 57. National Digital Library(NDL) • http://www. ndl.iitkgp.ac.in/ / • an initiative of IIT Kharagpur • aims to provide free access to digitized educational content in English and other Indian languages • aims to bring under its fold 100 educational institutes and provide access to a collection of one million digitised books and journals in the first phase.
- 58. National Knowledge Network(NKN) • http://nkn.gov.in/ • an initiative that aims to connect all educational institutions, universities, research institutions, libraries, laboratories, healthcare, and agricultural institutions across the country through a high bandwidth network • Established in 2010, on the recommendations of the NKC (2007)
- 59. Shodhganga • http://shodhganga.inflibnet.ac.in/ • adigital repository of Indian theses and dissertations, set up by INFLIBNET (Information and Library Network)Centre in 2010. • This repository provides easy access to theses and dissertations submitted in Indian universities by doctoral and other research students.
- 60. Vidyanidhi • http:// http://eprints.uni-mysore.ac.in// • set up in April 2013 • aims to cover scholarly publications :journal articles, conference papers, books, book reviews, presentations, reports and patents • The repository can be accessed by anybody, • users can freely download and use documents as most of them are directly accessible and full-texts downloadable
- 61. ShodhGangotri • http://shodhgangotri.inflibnet.ac.in/ • repositoryof Indian Research in Progress • an initiative by the INFLIBNET Centre • started in 2011.
- 62. EPrints@IISc • (http://etd.ncsi.iisc.ernet.in/) • firstopen access digital repository, set up in 2001, by the National Centre for Scientific Information (NCSI) for providing access to research output by the IISc (Indian Institute of Science)research community.
- 63. Consortium for Educational Communication(CEC) • (http://cec.nic.in/Pages/Home.aspx) • CEC is an inter-university centre set up by the University Grants Commission (UGC). • CEC with the help of about 21 Educational Multimedia Research Centres (EMRCs) produces educational (audio/ video/ web-based) programmes on syllabus-based topics for dissemination through TV, Edusat, and Internet. • These programmes are archived in a Learning Object Repository (LOR)and the Digital Video Repository (DVR) to provide easy access to these educational resources.
- 64. National Program onTechnology Enhanced Learning (NPTEL) • a project carried out by seven IITs, the IISc, and other premier institutions around India • funded by the MHRD, • gained popularity with more than 90 million views and 170,000 subscribers on its YouTube channel. • Source: MHRD (2013)
- 65. Indira Gandhi NationalOpen University (IGNOU) • Launched e-Gyankosh in 2005 to store, index, preserve, distribute & share the digital learning resources developed by them. • emerged as one of the world’s largest educational resource repository • over 95% of the self-instructional print materials of IGNOU, are now available in digital format. • The website has 0.1 million registered users • has a YouTube channel in its repository. More than 40,000 self-learning print resources and over 1800 videos are available in the repository.
- 66. National Institute ofOpen Schooling (NIOS) • supplements self-learning using print, audio, video and multimedia material. • distributed in CD format or broadcasted through education channels on television and radio. • Publishes online version of textbooks on its website. • created a wiki-based platform for Open Education Resources.
- 67. Research Possibilities http://library.csi.cuny.edu/oer/research • Thehigh cost of textbooks have an adverse effect on student outcomes in multiple studies. • a meta-analysis of studies examining OER efficacy in terms of learning performance and course withdrawal, found no differences in learning efficacy between open textbooks and commercial textbooks, but did find that the withdrawal rate for postsecondary courses with open textbooks was significantly lower than that for commercial textbooks.
- 68. • motivation relatedto social/ altruistic, learning, access, cost and time, collaboration, individual benefit, OER technology and knowledge and usage have significant contribution towards use and adapt OERs. Teachers’ use of OERs is largely influenced and motivated by intrinsic values. • large number of studies have been conducted in the areas of perception, attitude, awareness and usage of OERs.
- 69. • Hewlett Foundation’s2013 Report: Ruminations on Research on Open Educational Resources. • OER Research can be divided into 9 categories • policy research, access and use, learning effectiveness and efficiency, innovation, uses outside education, sustainability, development and improvement, implementation, and infrastructure.
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