Group items tagged

This post will review existing literature on Open Educational Resources, introducing five critiques: 1.) An under-theorisation of 'openness', in which the concepts of positive and negative liberty will be used to suggest a neglect of coherent theorisation concerning the practice of self-directed learning. 2.) The simultaneous privileging and rejection of institutional authority, where OER literature will be shown to endorse the reputations of established institutions while claiming liberation from them. 3.) The diminishing of the role of pedagogy, in which OER will be aligned with an untheorised learner-centred model of education. 4.) Humanistic assumptions of unproblematic self-direction and autonomy, and 5.) an alignment with the needs of capital, in which a Foucauldian interpretation of subjectivity will offer alternative perspectives on the notions of power and emancipation in OER discourse. It is suggested that these critiques may provide a framework for OER to develop a theoretically rigorous area of scholarship.

"This website gathers and publishes evidence about the impact of open educational resources (OER). It is maintained by the OER Research Hub project. The purpose is to help people understand the impact of open educational resources (OER)."

Colleges and universities have no reason to view OER as a threat. On the contrary, OER can help institutions provide higher education to rapidly increasing numbers of students and lifelong learners. Traditional colleges and universities, with their experience and reputation, are in a good position to further develop online teaching, testing, learning communities, and certification. Those that produce high-quality knowledge, teaching, and students have little to fear, and much to gain, from Open Educational Resources.

A hub for research data and OER excellence in practice

"Open Course Frameworks: Blueprints for Teaching with OER"

Open education: Common(s), commonism  and the new common wealth

Open Tapestry is all about discovering, adapting, and sharing learning resources, whether you're a teacher, an instructor, a professor, a corporate trainer, a learner, or just a curious mind!

"Lumen helps educational institutions reduce textbook costs and improve student success using open educational resources and learning analytics."

Allen G. Sens (Ph.D, Queen's) specializes in international relations, with a research and teaching focus on international security. He has a particular interest in armed conflict and conflict management, and maintains research agendas on peace operations, peacebuilding, European security, and Canadian foreign and defence policy. Dr. Sens is currently Chair of the Faculty of Arts Curriculum Committee. He is also currently serving as a Special Advisor to the Provost and Vice President Students. Allen Sens is also co-coordinator of the Terry Project, and is a co-teacher of ASIC 200, an integrated Arts/Science course in global issues. He is a graduate of the UBC Certificate Program in Teaching and Learning in Higher Education. In 2003, Dr. Sens was a recipient of the UBC Killam Teaching Prize.

MoU to facilitate cooperation between provinces in sharing and development of Open Education Resources

""Z Degree" - "z" for zero textbook cost - to ease the pain of soaring textbook costs for college students."