Building trust in open educational resources
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The presentation looks at three related EU-financed research projects in which EFQUEL has been participating, all linked to the topic of quality of Open Educational Resources. The topics dealt with are: - quality of user-generated content - mainstreaming open educational practices - recognising learning done through open educational resource-modules
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Building trust in open educational resources
- 1. Building Trust in Open Educational Resources Some Initiatives from Europe Anthony F. Camilleri The Second International Conference on e-Learning. Belgrade, Serbia. 29.09.2011
- 3. Three Projects on OER
- 4. CONCEDE
- 5. Objectives
- 7. OPAL
- 8. Objectives
- 10. Supporting Tools
- 11. OERTest
- 12. Objectives
- 13. Scenarios
- 14. Process Model
- 15. ConclusionIn this world... you get what you pay for Karl Vonnegut, in Cat‘s Cradle (1963)
- 17. Three Projects on OER
- 18. CONCEDE
- 19. Objectives
- 21. OPAL
- 22. Objectives
- 24. Supporting Tools
- 25. OERTest
- 26. Objectives
- 27. Scenarios
- 28. Process Model
- 29. ConclusionBuilding Trust in OER... 16 5 years of research partner institutions €1,2 mill <4500 Overall budget man days of work
- 31. Three Projects on OER
- 32. CONCEDE
- 33. Objectives
- 35. OPAL
- 36. Objectives
- 38. Supporting Tools
- 39. OERTest
- 40. Objectives
- 41. Scenarios
- 42. Process Model
- 44. ensuring quality of user-generated content www.concede.cc
- 46. Three Projects on OER
- 47. CONCEDE
- 48. Objectives
- 50. OPAL
- 51. Objectives
- 53. Supporting Tools
- 54. OERTest
- 55. Objectives
- 56. Scenarios
- 57. Process Model
- 59. Create a quality framework
- 60. Pilot the Quality Framework
- 62. Three Projects on OER
- 63. CONCEDE
- 64. Objectives
- 66. OPAL
- 67. Objectives
- 69. Supporting Tools
- 70. OERTest
- 71. Objectives
- 72. Scenarios
- 73. Process Model
- 74. ConclusionHow to trust? 60% of educators surveyed sceptical
- 76. Three Projects on OER
- 77. CONCEDE
- 78. Objectives
- 80. OPAL
- 81. Objectives
- 83. Supporting Tools
- 84. OERTest
- 85. Objectives
- 86. Scenarios
- 87. Process Model
- 90. Three Projects on OER
- 91. CONCEDE
- 92. Objectives
- 94. OPAL
- 95. Objectives
- 97. Supporting Tools
- 98. OERTest
- 99. Objectives
- 100. Scenarios
- 101. Process Model
- 104. Three Projects on OER
- 105. CONCEDE
- 106. Objectives
- 107. Quality Framework
- 108. OPAL
- 109. Objectives
- 111. Supporting Tools
- 112. OERTest
- 113. Objectives
- 114. Scenarios
- 115. Process Model
- 118. Three Projects on OER
- 119. CONCEDE
- 120. Objectives
- 121. Quality Framework
- 122. OPAL
- 123. Objectives
- 125. Supporting Tools
- 126. OERTest
- 127. Objectives
- 128. Scenarios
- 129. Process Model
- 132. Three Projects on OER
- 133. CONCEDE
- 134. Objectives
- 135. Quality Framework
- 136. OPAL
- 137. Objectives
- 139. Supporting Tools
- 140. OERTest
- 141. Objectives
- 142. Scenarios
- 143. Process Model
- 145. promoting adoption of open educational practices www.oer-quality.org
- 147. Three Projects on OER
- 148. CONCEDE
- 149. Objectives
- 150. Quality Framework
- 151. OPAL
- 152. Objectives
- 154. Supporting Tools
- 155. OERTest
- 156. Objectives
- 157. Scenarios
- 158. Process Model
- 160. Foster the uptake of OER in institutions
- 161. Support educational actors in their use
- 163. Three Projects on OER
- 164. CONCEDE
- 165. Objectives
- 166. Quality Framework
- 167. OPAL
- 168. Objectives
- 170. Supporting Tools
- 171. OERTest
- 172. Objectives
- 173. Scenarios
- 174. Process Model
- 177. Three Projects on OER
- 178. CONCEDE
- 179. Objectives
- 180. Quality Framework
- 181. OPAL
- 182. Objectives
- 184. Supporting Tools
- 185. OERTest
- 186. Objectives
- 187. Scenarios
- 188. Process Model
- 190. Goes beyond access into open learningarchitectures
- 191. Focus: learning as construction + sharing
- 192. Quality improvement through external validation
- 193. Change of educational cultures
- 195. Three Projects on OER
- 196. CONCEDE
- 197. Objectives
- 198. Quality Framework
- 199. OPAL
- 200. Objectives
- 202. Supporting Tools
- 203. OERTest
- 204. Objectives
- 205. Scenarios
- 206. Process Model
- 207. ConclusionA Maturity Model for OEP
- 209. Three Projects on OER
- 210. CONCEDE
- 211. Objectives
- 212. Quality Framework
- 213. OPAL
- 214. Objectives
- 216. Supporting Tools
- 217. OERTest
- 218. Objectives
- 219. Scenarios
- 220. Process Model
- 221. ConclusionSupporting Tools Best Practice Clearinghouse OEP Register
- 223. Three Projects on OER
- 224. CONCEDE
- 225. Objectives
- 226. Quality Framework
- 227. OPAL
- 228. Objectives
- 230. Supporting Tools
- 231. OERTest
- 232. Objectives
- 233. Scenarios
- 234. Process Model
- 237. Three Projects on OER
- 238. CONCEDE
- 239. Objectives
- 240. Quality Framework
- 241. OPAL
- 242. Objectives
- 244. Supporting Tools
- 245. OERTest
- 246. Objectives
- 247. Scenarios
- 248. Process Model
- 250. Pilot Guidelines
- 252. Network InstitutionsCombines principles of OER with those of distance learning
- 254. Three Projects on OER
- 255. CONCEDE
- 256. Objectives
- 257. Quality Framework
- 258. OPAL
- 259. Objectives
- 261. Supporting Tools
- 262. OERTest
- 263. Objectives
- 264. Scenarios
- 265. Process Model
- 266. ConclusionUsage Scenarios for OER-Modules
- 268. Three Projects on OER
- 269. CONCEDE
- 270. Objectives
- 271. Quality Framework
- 272. OPAL
- 273. Objectives
- 275. Supporting Tools
- 276. OERTest
- 277. Objectives
- 278. Scenarios
- 279. Process Model
- 280. ConclusionUsage Scenarios for OER-Modules
- 282. Three Projects on OER
- 283. CONCEDE
- 284. Objectives
- 285. Quality Framework
- 286. OPAL
- 287. Objectives
- 289. Supporting Tools
- 290. OERTest
- 291. Objectives
- 292. Scenarios
- 293. Process Model
- 296. Three Projects on OER
- 297. CONCEDE
- 298. Objectives
- 299. Quality Framework
- 300. OPAL
- 301. Objectives
- 303. Supporting Tools
- 304. OERTest
- 305. Objectives
- 306. Scenarios
- 307. Process Model
- 309. Conclusions
- 311. Three Projects on OER
- 312. CONCEDE
- 313. Objectives
- 314. Quality Framework
- 315. OPAL
- 316. Objectives
- 318. Supporting Tools
- 319. OERTest
- 320. Objectives
- 321. Scenarios
- 322. Process Model
- 323. ConclusionChanging the Question What can I do with high quality OER? How can I trust OER?
- 325. Three Projects on OER
- 326. CONCEDE
- 327. Objectives
- 328. Quality Framework
- 329. OPAL
- 330. Objectives
- 332. Supporting Tools
- 333. OERTest
- 334. Objectives
- 335. Scenarios
- 336. Process Model
- 338. Bring high quality education to 1€-per-day countries
- 339. Improve focus on acquisition of transversal competences
- 340. Accelerate the process of knowledge creation
- 342. Three Projects on OER
- 343. CONCEDE
- 344. Objectives
- 345. Quality Framework
- 346. OPAL
- 347. Objectives
- 349. Supporting Tools
- 350. OERTest
- 351. Objectives
- 352. Scenarios
- 353. Process Model
- 354. ConclusionThe real price of every thing is the toil and trouble of acquiring it Adam Smith, inThe Wealth of Nations (1776)
- 355. „Building Trust in Open Educational Resources: Some Initiatives from Europe“ HvalaThank- you for your attention Feedback is welcome! Anthony F. Camilleri anthony@camilleri.com Released under a Creative Commons Attribution ShareAlike3.0 Belgium License You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. Presentation delivered at Second International Confernce on e-Learning, Belgrade, Serbia. 29.09.2011 www.dlweb.kg.ac.rs www.efquel.org
Editor's Notes
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.
- Supply is the OCW module – publish and forget. OER-Provision is setting up a structure where modules are used for assessment.