opencourseware/open educational resources & potential for higher education in developing...
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OpenCourseWare/Open Educational Resources & potential for higher
education in developing countries
Fred MulderOU/ UNESCO Chair in OER
Joost Groot KormelinkTU Delft
Presentation Nuffic
27 /3 / 2012
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Part II: Examples of (linkages) OER/OCW in higher
education in developing countries
• India• Vietnam • TESSA• OER Health Africa• Bandung – Delft – Watermanagement• Voluntary Services around OCW
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India national policy
• Development of OER by selected institutes
• Accompanying measures: staff training etc.
Presentatie VU
Citation:
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Vietnam OCW in HE, cooperation with U.S.A (http://www.vocw.edu.vn/)
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Source: http://www.slideshare.net/OCWConsortium/history-of-the-vietnam-opencourseware
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Vietnam Cantho UniversitySource: www.slideshare.net/OCWConsortium/ocw-at-ctu-tran-thanh-dien
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Teacher Education Sub-Sahara Africa; http://www.tessafrica.net/ cooperation with Open University UK
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TU Delft Drinking Water Engineering Education/Open CourseWare, step 1 (2007)
Objectives to participate in OCW pilot:
• Attract more (international) students
• Addition to existing lecturing program
• Lectures are available independent of time and place
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Step 2: EVD-grant: cooperation with ITB - Bandung on the basis of OCW & study visits (2010)
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Step 3: Ambition for the future..
Presentatie VU Pagina 16
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SP
Presentatie VU Pagina 17
On the basis of OCW- courses:
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Idea: voluntary learning services around OCW (1)
• More and more initiatives from ‘OER to OEP’ (open educational practices), for examplehttp://mitx.mit.edu/
• Informal communities for learners around OER already exist, for example http://p2pu.org/nl/
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Next step: voluntary learning services around OCW= UNESCO action line
Model we propose (start: additional to ongoinglinkages?):
• Curricula of the Southern partner is leading. • The southern partner is responsible for grading and quality
assurance. • Selected courses which are part of the regular curricula are being
provided on the basis of OCW/OER by academic teaching community (North-South).
• The Northern expert does not receive a remuneration for his/her contribution to the provision of the course.
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Some challenges to be taken into consideration…..
Pagina 20
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Part III: Discussions
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Discussion: potential OCW/OER for capacity building programs Nuffic
- What are the opportunities?- What is required for OCW/OER in terms of capacity
building? - What should be the scale of the project?- What are the main challenges/problems to be solved?- Are Dutch institutes ready for this approach?- Can we add voluntary learning services to linkages?
The opposite of open is closedThe opposite of connected is isolated We can share and educate as never before