Training Workshop at Bhubaneswar, Odisha (India)

1. Vinod K. Kanvaria
Department of Education
University of Delhi
vinodpr111@gmail.com

2. OER: Outlooking at the Conceptual
Scenario
This talk is aimed to cover:
Open: An Introduction
Open Source: An Understanding
The Blurred Line between ‘Open’
and ‘Free’
OER: What do they include?
OR: Classification
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3. OER: Outlooking at the Conceptual
Scenario
This talk is aimed to cover:
OER: Uses and Applications
OER: Life Cycle for Development
OER: Some Exemplars
Free ER: Some Exemplars
OER Repositories: Stream wise
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4. What is ‘Open’ ?
Open !
What is it ?
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5. What is Open ?
Copyright
Free
Open / Copyleft
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6. Copyright Free
Education
Open
OPEN IS EXPECTED TO enhance the quantity as
well as quality OF TEACHING AND LEARNING
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7. OPEN SOURCE: DEEPER UNDERSTANDING
Free Redistribution
Free and Unbound Source Code
Derivative or Derived Works
Open Source
Integrity of the Source Code
Equality of Persons or Groups
No Discrimination against Fields
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8. OPEN SOURCE: DEEPER UNDERSTANDING
Distribution of License Version-free
Must Not Be Product-specific
Open Source
Not Restrict Other Software
Must Be Technology-neutral
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9. OER defined
"OER are teaching, learning and research
resources that reside in the public domain or
have been released under an intellectual
property license that permits their free use
or re-purposing by others. Open educational
resources include full courses, course
materials, modules, textbooks, streaming
videos, tests, software, and any other tools,
materials or techniques used to support
access to knowledge.“ William and Flora Hewlett Foundation
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10. Open Educational Resources
The four ‘R’s of OER
Reuse – Use the work verbatim, just exactly as you
found it
Rework – Alter or transform the work so that it better
meets your needs
Remix – Combine the (verbatim or altered work) with
other works to better meet your needs
Redistribute – Share the verbatim work, the reworked
work, or the remixed work with others
28-01-2013 Vinod K Kanvaria: OER at Odisha David Wiley, 2007
10

11. Blurred Line Between Free and Open
Both are Important
Monetary Social
Natural Sciences Social Sciences
Concept Concept
Free Open
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12. What can Open Educational
Resources include?
OER
Learning Licenses
Social Sciences
content
Tools
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13. Learning Content
Full courses, course
materials, content modules,
learning objects, collections
and journals, online tools and
software to support content
creation
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14. Tools
Software to support the creation,
delivery, use and improvement of
open learning content including
searching and organization of
content, content and learning
management systems, content
development tools, and on-line
learning communities
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15. Licenses
Intellectual property licenses
to promote open publishing
of materials, design-
principles, and localization of
content
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16. What are the Six Licenses?
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17. OPEN LICENSES: What symbols stand for?
Creative Commons
Attribution
Non-commercial
Open License
No Derivatives
Share alike
Combination as per the need
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18. Classification of OER
On the basis of Internet
connectivity, Target
group and Focus
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19. On the basis of Internet
connectivity
One-time
Online OER Offline OER Connection
OER
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20. On the basis of Target group
Individual OER Group OER
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21. On the basis of Focus
Communication Content
Focused OER Focused OER
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22. OER: Use and Application
OER: Using it in
Various Ways
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23. Way 1
To enhance an existing
course or offering by
adding OER
In this case adding OER to the
current course may help not only
teachers and teacher educators, but
their learners too.
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24. Way 2
To improve existing content
by replacing the existing
materials with the OER
The replacement of the existing materials may
help in arousing the interest of the learners or
helping out with the conflict management in the
mechanism of dealing with the outdated and
insignificant material.
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25. Way 3
To create new part of
materials by using or re-
purposing OER
For the new content, teacher can develop OER
materials, or use the existing OER or use the
material generated for some other purpose by
others as per his/her specific needs.
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26. Way 4
To create new courses by
using, re-using and
repurposing OER
This can help them in creating easily the
new courses considering latest
advancement- technical and content-
based.
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27. Way 5
Getting students to
generate OER
When new OERs will be generated,
these can be discussed in open for
feedback and further refinement
before distribution at mass level.
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28. OER Life Cycle
Prepare
Search
Review &
Classify
Publish
(Re)
&
Purpose
Deliver
Value
Addition
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29. Prepare
•Module Specifications Sheet (Outline, Duration, Learning
Outcomes, Assessment Criteria, Learning Units Description).
•Context of Use (whether mainstream educational system
through programmes of studies or short professional
development courses or both).
•Identify type of Open Licensing to be used.
•Selection of the pedagogical strategy and instructional
techniques.
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30. Search and Classify
•Identify repositories to be used (e.g. Open learn, Connexions,
MIT, OER Commons, Wiki Educator or Wikipedia etc.).
•Look for related content – browse metadata, check license
type, check content quality, level, format, pedagogical approach,
duration etc.
•Build a checklist of available content – classify according to
the pertinent criteria above or as per one's requirements.
•Identify what is missing and what needs to be added, developed
from scratch and/or adapted/repurposed/ re-contextualized.
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31. (Re) Purpose
•Decontextualize highly adapted learning content.
•Rewrite material that is not contextually correct, write new
materials to cater for those that are missing, and/or mix materials
from different sources.
•Add context-related learning activities that meet the pedagogical
approach selected.
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32. Value Addition
•Add new learning/pedagogical scenarios that improve the
learning experience of learners.
•Provide multiple modalities (such as animations and
multimedia) for learning to suit individual preferences of learners
(such as learning/cognitive styles).
•Provide multiple access/delivery modes to increase accessibility
to learners with different constraints such as internet connection,
limited bandwidth etc.
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33. Publish and Deliver
•Publish on e-learning platform, stand-alone websites, and
CD/DVD formats.
•Deliver the course to target audience.
•Monitor the learner progress and achievements and provide
tutoring/technical support.
•Share in the different OER repositories or simply put the
content available on your local website and let others know
about it.
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34. Review
•Gather feedback from learners on the course.
•Review content to improve the course for subsequent cohorts.
•Restart the cycle if there are changing requirements and/or to
keep up-to-date with on-going developments in the area or to
check for other OER that have been published or improved.
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35. OER
Some Exemplary Cases
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36. Exemplary OER
Bepress: http://www.bepress.com/
College Open Textbooks: Textbooks are organized by
subject, with various open licenses.
http://www.collegeopentextbooks.org
Connexions: This is a sort of repository for educational
content, organized by discipline. Though it is not a user
friendly search interface, but worth a look anyway.
http://cnx.org/
Digital commons scholarly publications: This is searchable
repository organized by grade level, subject, type of
content and format. http://www.oercommons.org/
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37. Exemplary OER
-Moodle: Moodle is an open platform for learning
management system (LMS). Courses can be mutually
developed and executed using this platform.
http://www.moodle.org/
-Open Stax: Peer-reviewed college textbooks can be
found online here. https://openstaxcollege.org/books
-Curriki
All content are cc licensed and uploaded by educators.
http://www.curriki.org/xwiki/bin/view/Main/WebHome
-Global Textbook Project: Open document format for
textbooks are available on business, computing,
education, health, sciences and social sciences.
http://globaltext.terry.uga.edu/books
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38. Exemplary OER
Geogebra: Geogebra is a subject
based platform devoted to the
combination of geometry and
algebra in mathematics. Using it one
can draw various shapes from
simpler line segments to complex
tessellations, use co-ordinate
geometry to analyse the figures, etc.
http://www.geogebra.org/
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39. Exemplary OER
Merlot
This is searchable repository of
educational content, organized by
subject, grade level, type of content and
format.
http://www.merlot.org/merlot/index.htm
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40. Massive Benefit
Open Educational Resource is not
merely a concept now, but a
dream come true. It is the need
of the hour that we should not
only use but also propagate its
use in teaching-learning
processes for the massive
benefit of teachers and learners,
and hence the betterment of
entire educational system.
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41. Multi-dimensional
The OERs having a vast number of varieties
with numerous functions can be fitted in all
the situations of teaching-learning processes.
In other words, one can always find an OER
for every aspect of classroom or learning
scenario. At the heart of OER lie core ideas of
inclusive education, development of all,
learning of all and education for all. This has
become almost indispensable to use and
promote the use of OER for the development
of the society as a whole.
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42. Pace with the Future
Hence, in the current
century, keeping the future
of education in the concern,
OERs must be used and
supported for massive use.
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43. Education in the 21st Century
Our success will depend upon
the extent to which
we are able
to change ourselves
with the changing times
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44. “Success is the ability
to go from one failure
to another with no
loss of enthusiasm.”
--Winston Churchill
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45. Let us all join hands to
achieve excellence in
Education
through
Open Educational Resources
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48. References, that might interest you
http://www.opensourcescripts.com/help
.html
http://col-oer.weebly.com/module-5---
using-oer.html
http://wikieducator.org/Open_Education
al_Content/olcos/CHOOSE_a_license
http://wikieducator.org/Open_Education
al_Content/olcos/SEARCH
http://www.collegeopentextbooks.org
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49.  http://wikieducator.org/Open_Educational_Co
ntent/olcos/PRODUCE_%26_REMIX
 http://col-oer.weebly.com/module-6---the-oer-
life-cycle.html
 http://cnx.org/
 http://www.bepress.com/
 http://www.oercommons.org/
 http://www.moodle.org/
 https://openstaxcollege.org/books
 http://www.curriki.org/xwiki/bin/view/Main/W
ebHome
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50. http://www.geogebra.org/
http://www.merlot.org/merlot/index.ht
m
http://facultyfiles.deanza.edu/gems/de
ansusan/CMC32008Conf.ppt
http://en.wikipedia.org/wiki/Open_educ
ational_resources
http://en.wikiversity.org/wiki/Open_edu
cational_resources
http://www.un.org/esa/socdev/enable/
disacc00.htm
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51.  http://www.teacherswithoutborders.org/abo
ut
 http://www.w3.org/WAI/WCAG20/quickref/
 http://www.oerderves.org/wp-
content/uploads/2007/03/a-review-of-the-
open-educational-resources-oer-
movement_final.pdf
 http://icommons.org/2007/03/01/virtual-
learning-10-open-education-
resources/#more-491
 http://www.knownet.com/writing/weblogs/G
raham_Attwell/entries/beijing_paper/71064
58966/attach/OpenContentBeijing.rtf
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