Interesting post from longtime Open Educational Resources scholar David Wiley on what's he's learing about the theoretical benefits of OER and the empirical research that supports those theories:
I’m continuing to learn an incredible amount as I work with Lumen Learning, supporting institutions as they go through the process of replacing traditional textbooks with Open Educational Resources (OER), and as I simultaneously continue my work with the Open Education Group conducting empirical research on the effects of OER adoption by faculty. While I’m learning many things down “in the weeds” of implementation, at a higher level I’m understanding more deeply and appreciating more thoroughly how the adoption of OER in place of traditionally copyrighted educational materials is literally better for everyone involved. Adopting OER in place of traditional textbooks truly is:
Better for Students
Better for Faculty
Better for Institutions
Better for Society
Here’s a sample of what I’m learning together with these marvelous teams of people.
For those interested in understanding more about OER and what their adoption would mean for our educational system, the whole thing is worth reading.
Bliss will be sharing his perspective on the worldwide OER and open textbooks movements, participant perceptions of OER, and examples of effective application of OER in higher education.
The University of Northern British Columbia will be hosting a livestream event to connect TJ Bliss, Program Officer at the William and Flora Hewlett Foundation, with the people throughout the province interested in Open Educational Resources (OER), such as the Open Textbook project at BCcampus. Bliss will be discussing the projects funded by the Hewlett Foundation, background on the worldwide OER movement, student and faculty perceptions about OER, efforts within the Open Textbook campaign, and examples of open educational practice within higher education.
Cyber Initiative Program Officer Eli Sugarman, writing for Forbes:
On Tuesday, President Obama announced a series of new cybersecurity measures to improve information sharing between the private sector and government, modernize law enforcement’s approach to tackle cybercrime, and require national data breach reporting. These are all important steps towards what it’s increasingly clear is really needed: a comprehensive policy playbook to guide U.S. and other governments’ response to serious cyber incidents, like the recent hack of Sony Pictures. The United States can no longer afford to respond in an ad hoc and uncertain manner to serious cyber incidents because the Internet plays a critical role in the lives of millions of Americans and billions of individuals worldwide. Instead, it must work with cybersecurity experts in the private sector and civil society, as well as other nations, to put in place robust policy frameworks and doctrines to guide both offensive cyber operations and responses to cyber-attacks. Failure to do so will leave both public and private assets unnecessarily vulnerable to future attacks.
Nice report from NBC Bay Area's Joe Rosato, Jr. on last month's reopening of Boeddeker Park in San Francisco's Tenderloin neighborhood. The park's extensive renovation was made possible by a grant from the Trust for Public Lands, which the Hewlett Foundation supported through our Serving Bay Area Communities grantmaking.
In August 2013, the Hewlett Foundation’s Education Program engaged ORS Impact to conduct an evaluation of the Deeper Learning portfolio’s role and influence on education advocacy policy. The evaluation report is now available on our website.
Earlier this year, Evaluation Officer Amy Arbeton and two colleagues from ORS Impact presented the report's findings at the annual American Evalaution Association conference.
Nice interview at Redstone Strategy Group's blog with Cathy Casserly, who helped start the Hewlett Foundation's Open Educational Resources (OER) work, and later served as CEO of Creative Commons, on the past, present and future of OER:
What has the OER movement learned over the last 10 years?
When we first released an openly-licensed textbook in the marketplace, if it didn’t look as polished as a publisher’s textbook, it was perceived to be of lower quality. While there may be 350 pages of great content, it wasn’t in the format that teachers and students could use easily. It didn’t have nice photos and pretty layouts. We realized we couldn’t jump too far ahead of where the system is today. So we focused on supporting ecosystems that could produce high-quality, open materials that are aligned with standards, and look like the materials that teachers are used to buying from publishers.
We wanted to leap-frog to our longer-term vision in which teachers and students actively produce materials, and not just consume them. In many ways, OER is not just about providing content; it’s about the process of developing them in an open ecosystem. And that process is also about participatory learning and collaboration. This is the longer-term vision we wanted to jump to, but we learned that we had to build a bridge for teachers from the materials they are familiar with to OER.
A very enthusiastic staff at Grand Valley State University’s Johnson Center for Philanthropy has recently re-launched LearnPhilanthropy.org (LP) with some dazzling new features. The site’s Philanthropy Ecosystem provides a Directory of 200 organizations that form philanthropy’s infrastructure, research, and networking platforms. LP’s Knowledge Library now holds over 600 learning resources carefully catalogued by 50 of the sector’s leading content providers. A single search field will yield resources from across the LP site, or you can browse resources using the site’s Real Simple Taxonomy. Original content now includes webinars, expert advice, and quick-read Learning Briefs on specific topics or career stages – especially for newcomers.
The Hewlett Foundation's Jean McCall (who co-chairs LearnPhilanthropy.org's advisory committee) and Sara Davis (who serves on the board of GMN) are quoted.
Q: So you got 40 staffers in a room, evenly split between Democrats and Republicans. How easy was it to cut through the rancor and find consensus?
A: On day one, we focused on several exercises and case studies that challenged the idea of negotiation being a zero-sum game — the “you win-I lose” calculus. Dissecting successful historic deals based on a collaborative model — including German reunification, the U.S.-Singapore Free Trade Agreement, and various corporate negotiations — helped establish a mindset on how to approach complex negotiations.
We believed, from the start, that most staff were tired and frustrated by congressional gridlock and low productivity and were eager to learn new skills and ways to improve the legislative process. We’re convinced, from our observations and analysis, that our initial beliefs were correct.
The University of the People, a grantee of our Education Program, has announced a new partnership with the United Nations High Commissioner for Refugees to provide accredited, no-tuition higher education to refugees and asylum seekers:
The University of the People, which uses open-source technology and open educational resources to offer low-cost degrees in computer science and business administration, will partner with the UNHCR to admit refugees and asylum seekers even in cases where their previous educational achievement is difficult to prove, because of missing documentation.
Twenty-five refugee students have received a scholarship so far, meaning they will not even have to pay the administration fees charged by the university. Students without scholarships have to pay an administration fee and a charge for each examination they sit, with the total cost of a full, accredited degree coming to around £2,000.