Open AGH and other e-learning platformsKarolina Grodecka e-Learning Center of AGH

Materials publicly available in the Web, published under a license that allows

to use and to develop them in an open wayPictures from Open ClipArt Libraray http://openclipart.org/

use/ copy/ change/ create

Source: http://www.flickr.com/photos/opensourceway/4581855658/in/photostream

share

pyramid of openness

Pyramid of openness. Aut. Karolina Grodecka, CC BY-SA, 2011, http://commons.wikimedia.org/wiki/File:Piramida_otwartosci.svg

Criteria of OER platform selection

Goal staff-authors needs

authors expectations authors computer skills

administrators support

sustainability of tools existing infrastructure

number of users

community evaluation of resourcespeer-reviewing

communication

OER access modelssupporting of self-education / wider access to educational content, etc. (MIT, OpenAGH)

supporting of education within the frames of community(OpenLearn UK, Peer2Peer University)

supporting of content creation (WikiEducator, WikiBooks, Wikiversity, Curriki, Connexions)

Wydział Matematyki, Informatyki i Mechaniki UW - dla studentów kierunku matematyka, CC BY-NC-ND, w 4 formatach - HTML, MathML, do wydruku PDF, slajdy PDFWydział Fizyki UW - zasoby dla studentów fizyki, biologii i medycyny, CC BY-SA

Wikimedia Commons - baza zasobów multimedialnych na wolnych licencjach czy Wikiversity - platforma OZE dla naukowców, studentów, badaczy

WIKItransparency, unified format and content view = coherent structure

open source code = easy adoptable to authors needs

content available for users with sight disorders

eduCommonscreated within the frames of OpenCourseWare Consortium at The University of Utah40 universities from all around the world, which share educational resources of their staff membersdesigned for OER

compatible with other tools used to export and import of resources copies into/from other platforms, e.g. Moodle

elements: course description, technical requirements, tutor, syllabus, schedule, additional literature, tests, tools, exam, video lectures

The University of Utah, 100 cources Creative Commons BY-NC-SA

MOODLEopen source e-learning platform that helps to prepare, conduct and manage educational courses

40 000 institutions in nearly 200 countries, used by over 20 million of people

also a distribution channel for creators of open academic resourcesOpenLearn Open University UK has implemented Moodle platform as open working and communicating environment for students, parts or the complete open online courses, CC BY-NC-SA

 LabSpace has made available open environment for scientific experiments

open.agh.edu.pl

the first academic OER repository in Poland

ap. 100 materials – 1500-2000 learning hours

complete courses / handbooks / exercises / students textbooks / as well as single texts / images / simulations / courses summaries / audio and video recordings

materials prepared by academic staff, PhD students and the best AGH students

(Notes in the Web – a competition)

approximately 1000 users a day

Open AGH

Open AGH:

Creative Commons Attribution – Non commercial – ShareAlike 3.0 Poland

Allowed to: freely use, copy, disseminate, and adapt Condition: non commercial use, in case of adaptation – publication under the same CC license as the original work

AGH Authorithies

Inter-Faculty Unit(AGH e-Learning Center)

BOTTOM-UP APPROACH

http://otwartanauka.cel.agh.edu.pl/

Attitude of AGH communitytowards OER

method: questionnairepurpose: checking a level of knowledge about OER and community attitude: towards creating themgroup: 260 people

•# Do academic teachers use the Internet in their educational practice?

•# What do they know about open licenses?

•# What do they know about OER?

•# What do they know about Open AGH?

•# How do they evaluate OER usefulness? Are they going to use them?

What do we ask about?

67%

31% 15%

use the Internet to content searching,to project their own classes

publish their own resources in the Internet

make them available under one of CC licensees

54% 65% 71%

have never heard about CC or GNU

have never heard about OER

have heard about OER, but never used them

53%

47%

38%

have no opinion about OER benefits

OER let their users to find interesting materials

popularization of one’s work

51% observing how other people teach

34% making contacts

26% OER are helpful in teaching process planning

48% will publish their own OER, will use OER and recommend them to the other

52% will neither publish nor use OER

52% will neither publish nor use OER

high percentage of lack of readiness to OER 1. methodological doubts: how to use OER in context of a traditional university?

2. legal doubts: how to use CC licenses (what is and what is not a commercial use), not using OER at all or breaking the law, waiving of copyright, plagiarism, context loosing

3. reluctance of transparency of educational process

4. lack of short-term OER benefits 

48% will publish their own OER, will use OER and recommend them to the other

after the survey number of people who declare readiness to use OER is bigger than number of people who have ever come across OER  problem: 19% of respondents declare readiness to use OER, but they are reluctant to share them

Methods of OER promotion within academic environment

expanding knowledge about CC and copyright (courses)

system solutions at university level – grants, extra points in academic staff evaluation (getting points not only for research activity)

developing OER repository at university

establishing special unit responsible for technical, legal and methodological support for academic staff

mandatory openness of OER (public funds)

Thank you very much for your

attentionkarolina.grodecka@agh.edu.pl