Open Educational Resources:Introduction into the concept of OER & TVET OER resourcesSharing UNEVOC Centers’ experiences

“There is need for a lot of sensitization on OERs in the TVET Sector”

Amina Idris, UNEVOC Centre Nigeria

UNEVOC Survey August 2015

Restrictive versus open content

restrictive open

freeis not the same as

openDeveloping OER has its costs as well

It is easy to access, share and even to download a

video, but it may not always be legal to use it the way one would like to.

Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation.

UNESCO Definition

OPEN EDUCATIONAL RESOURCES AND OPEN SOLUTIONS“OERs provide education stakeholders with opportunities to improve the quality of, and expand access to, textbooks and other forms of learning content, to catalyze the innovative use of content, and to foster knowledge creation. We commit to developing sector-wide strategies and capacity building programmes to fully realize the potential of OERs to expand access to lifelong learning opportunities and achieve quality education.”

Qingdao Declaration, May 2015

∗ Reuse - The most basic level of openness. People are allowed to use all or part of the work for their own purposes (e.g., download an educational video to watch at a later time).

∗ Redistribute - People can share the work with others (e.g., email a digital article to a colleague).

∗ Revise - People can adapt, modify, translate, or change the work (e.g., take a book written in English and turn it into a Spanish audio book).

∗ Remix - People can take two or more existing resources and combine them to create a new resource (e.g., take audio lectures from one course and combine them with slides from another course to create a new derivative work).

(Taken from: http://www.tonybates.ca/2015/02/16/making-sense-of-open-educational-resources/#sthash.AmNMMEpi.dpuf )

Four core principles of open publishing

Variety of creative commons open license models

•CC – Creative Commons•BY – Attribution required•NC – Non-Commercial•ND – No Derivatives•SA – Share-Alike

More information about Creative Commons licensing

Online (learning) resources

Khan Academy (Maths, Science, Humanities)

OER textbooks

Textbook for teacherssee particularly Ch. 10, Trends in Open Education

Filtering for cc content on YouTube

You can filter a search for explicitly openly licensed content

Platforms, example: TVET Academy

Searching for OER

Click on screenshots to access resources

∗ Learning Objects vs. full courses such as MOOCS and education programmes

∗ Free and Open Source Software (FOSS)∗ Open Educational Practices (such as the UNEVOC e-Forum)∗ Open Platforms∗ Learning Management Systems (LMS)∗ E-Learning, distance learning, mobile learning∗ MOOCs (Massive Open Online Courses)∗ Creating and sharing open content, indexing∗ …

Related issues

UNEVOC OER Survey e-Forum 2015

What do you expect from OER in TVET for your country?

The OER conceptis not helpful

OER will considerably improve

access and quality

78% have high or very high hopes that OER will improve

access and quality of vocational education

UNEVOC OER Survey e-Forum 2015

Does the country have an OER Policy?Nation-wide:AlgeriaBelgium (regions)

BotswanaCanada (regions, planned)

Germany (?)IndiaIranJamaicaNamibia (planned)

UNEVOC OER Survey e-Forum 2015

Are there OER Repositories for TVET? BelgiumBelizeGermanyIndiaIranJamaicaNigerNigeriaSaudi ArabiaSouth AfricaUnited Kingdom

UNEVOC OER Survey e-Forum 2015

Public funding for OER

Major public funding initiatives

Pilot initiatives

Non-governmental activities

Still in planning

None

UNEVOC OER Survey e-Forum 2015

What kinds of TVET OER are being used or produced?

MOOCs

Textbooks

Videos

Presentations

Simulations

Learning Objects

Educational games

Other

∗Quality: Can OER meet high quality standards, how can quality be assured?

∗ Funding: How can the development of good OER resources be funded? Will quality suffer if governments try to reduce education spending because of the availability of OER?

∗Applicability: How free is free and open (see debate about NC requirement? Is the open licensing model too complicated (NC, BY, SA etc.)?

∗Who can develop the resources and how do you make sure they can be found?

Questions

∗What are your experiences?∗Can the OER concept help improve TVET? ∗If so, under what conditions?

∗Can OER improve access?∗How can UNEVOC Centres cooperate with

regard to OER? ∗What should UNESCO-UNEVOC do?

Role of OER in TVET?