Open Education Resources (OER) for assessment and credit for students project: Towards a logic model and plan for action

A UNESCO Chair in OER activity. Creative Commons attribution licence.The Open Education Resource (OER) for assessment and credit for students initiative aims to develop a “parallel learning universe” to augment and add value to existing post-secondary education provision by creating flexible pathways for learners using open learning materials hosted on the Internet to earn credible credentials from accredited higher education institutions. This report documents emergent trends and proposes a high-level logic model for designing a scalable and sustainable international ecosystem for the successful implementation of the OER for assessment and credit for students initiative.Alberta Advanced Education and Technology Access to the Future Progra

Using Open Production of Course Content to make a Difference

Dr. Wayne Mackintosh is the Director of the International Centre for Open Education based at Otago Polytechnic in New Zealand, member of the Board of Directors of the Open Education Foundation, and founder of the WikiEducator project. He is an internationally acclaimed advocate and organizer of systems and communities to collaboratively build quality course material

Managing open distance learning (ODL) for changing futures

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Report on the Assessment and Accreditation of Learners using OER

This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners, with particular attention to the OER University (OERu) consortium. It also relies on data from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post-secondary institutions (Murphy & Witthaus, 2012). These investigations include the perceptions of stakeholders in post-secondary education towards the OERu concept, combined with a look at economic models for universities to consider in implementing OER assessment and accreditation policies.This report was prepared under the UNESCO/COL Chair in OER programme, with funding from the Social Sciences and Humanities Research Council (SSHRC) of Canada, the Commonwealth of Learning and the Technology Enhanced Knowledge Research Institute (TEKRI) of Athabasca University

Report on the assessment and accreditation of learners using open education resources (OER)

This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners, with particular attention to the OER University (OERu) consortium. It also relies on data from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post-secondary institutions (Murphy & Witthaus, 2012). These investigations include the perceptions of stakeholders in post-secondary education towards the OERu concept, combined with a look at economic models for universities to consider in implementing OER assessment and accreditation policies. The OERu is a global consortium of post-secondary institutions collaborating around the assessment and accreditation of learners studying online and using OER. Taylor (2007) described the aim of the OERu as providing free education to learners worldwide using OER as learning materials, with pathways provided to enable them to gain credible qualifications from government recognised or accredited educational institutions. The OERu concept is based on the notion of community service and outreach, and institutions that are members of the OERu network are committed to developing a 'parallel learning universe' to augment and add value to traditional delivery systems in post-secondary education. The ultimate vision of the OERu is to provide free learning opportunities on a massive scale for learners who lack the financial means to access traditional higher education. The OERu currently consists of a collaborative partnership among 26 partner institutions. The network includes nationally accredited universities, colleges and polytechnics and publicly-funded organizations (Mackintosh, Taylor & McGreal, 2011). The current geographic spread of institutions includes Australia, New Zealand, Canada, the USA, England, Ireland, Spain, South Africa, India and the South Pacific. The initiative is coordinated by the OER Foundation, which is an independent, not-for-profit organization that works internationally to support the mainstream adoption of OER in the formal education sector (Mackintosh 2012)

OER-based Online Micro-courses

The OER Universitas (OERu) is a consortium of more than 30 higher education institutions on five continents. It was founded in 2011 to provide learners everywhere with learning opportunities and pathways to official recognition or credit. The OERu maintains a very economical base with very low expenses. It supports a sustainable learning environment with incremental increases in infrastructural capacity as and when it is needed. The OERu’s global digital infrastructure has been created to facilitate learner access to micro-courses on the internet from any geographical location. This Next Generation Digital Learning Environment (NGDLE) is based entirely on free and open source software (FOSS). The OERu has established a working model for transnational micro-credentialling for approved university qualifications. To date it has supported more than 200,000 learners in over 100 countries. The OERu is based on a scalable, FOSS NGDLE which has dramatically reduced the cost of providing learning opportunities to anyone, anywhere, on the web

Formalising informal learning: Assessment and accreditation challenges within disaggregated systems

This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners undertaking post secondary education. It presents some key economic and governance challenges for universities to consider in implementing OER assessment and accreditation policies. It also includes discussion of findings from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post secondary institutions, with a particular focus on the OER universitas (OERu) concept

Adolescents’ responses to the promotion and flavouring of e-cigarettes

Objectives The purpose of the study is to examine adolescents’ awareness of e-cigarette marketing and investigate the impact of e-cigarette flavour descriptors on perceptions of product harm and user image. Methods Data come from the 2014 Youth Tobacco Policy Survey, a cross-sectional in-home survey conducted with 11–16 year olds across the UK (n = 1205). Adolescents’ awareness of e-cigarette promotion, brands, and flavours was assessed. Perceptions of product harm, and likely user of four examples of e-cigarette flavours was also examined. Results Some participants had tried e-cigarettes (12 %) but regular use was low (2 %) and confined to adolescents who had also smoked tobacco. Most were aware of at least one promotional channel (82 %) and that e-cigarettes came in different flavours (69 %). Brand awareness was low. E-cigarettes were perceived as harmful (M = 3.54, SD = 1.19) but this was moderated by product flavours. Fruit and sweet flavours were perceived as more likely to be tried by young never smokers than adult smokers trying to quit (p < 0.001). Conclusions There is a need to monitor the impact of future market and regulatory change on youth uptake and perceptions of e-cigarettes

Report on the Assessment and Accreditation of Learners using Open Education Resources (OER)

This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners, with particular attention to the OER University (OERu) consortium. It also relies on data from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post-secondary institutions (Murphy & Witthaus, 2012). These investigations include the perceptions of stakeholders in post-secondary education towards the OERu concept, combined with a look at economic models for universities to consider in implementing OER assessment and accreditation policies. ... This report was prepared under the UNESCO/COL Chair in OER programme, with funding from the Social Sciences and Humanities Research Council (SSHRC) of Canada, the Commonwealth of Learning and the Technology Enhanced Knowledge Research Institute (TEKRI) of Athabasca University. (DIPF/Orig.

OERu: Blending more affordable education futures

The OER university (OERu) is an international collaboration of universities, polytechnics and community colleges from five continents using open education approaches to provide more affordable education for all students worldwide, especially learners who are excluded from the tertiary education sector. Wayne will provide an update on progress of the OERu's prototyping phase and illustrate how OER enables the disaggregation of traditional services in a sustainable way. The OERu network is shifting the question from "How do you achieve sustainable OER projects?" to "How will your institution remain sustainable without OER?