So realistically, how can OER reduce the cost of textbooks for our students? I have been trying to figure out a solution for this issue the past three years. I still don’t have a tried and tested model or a convincing answer which will help in the mainstreaming of OER in these developing nations. However, I believe that the solution is multifaceted and involves governments, institutions, teachers, parents, learners and civil society organizations working together towards a better future for the peoples.
All these years in the OER game and I couldn’t see the wood for the trees! I’m happy to finally see the wood for the trees when it comes to propagating the OER movement. I continue to believe that OER can do to education what FOSS did to software. However, I don’t believe that training people in the “theory” of OPEN will lead to any sort of sustainability. They will not come just because I built it. Skill them and they will come is my new approach to OER.
When it comes to learning material, many of us still think of two-dimensional content consisting of text, images, video and multimedia viewed on a screen or printed on paper. Among the many, there are a growing few who have started to see teaching and learning in 3D where materials are either made virtual or augmented to create far richer and immersive learning experiences. Increasingly, many governments and institutions around the world are making major investments in virtual reality (VR) and augmented reality (AR) technologies for education under the broader umbrella of artificial intelligence (AI). However, many of these investments remain isolated pilot projects which tease at what education could look like in the near future but likely won’t due to scalability.
One key feature of the framework is its horizontal approach where stakeholders take a team-based approach to completing the required tasks for mainstreaming OER. This, in turn, increases ownership of the mainstreaming process leading to higher success rates and sustainability. Secondly, the mainstreaming checklist breaks down each process into several achievable tasks and assigns them to the relevant team. Thirdly, the framework supports continuous quality improvement (CQI) which encourages institutions to periodically revisit the processes to make necessary course corrections and enhancements.
Open Educational Resources (OER) are fast becoming a major part of the Education landscape especially with the new thrust towards “open”. Conceptually, OER are a sensible and cost-effective way of incorporating quality material, including multimedia, into a particular teaching and learning scenario. Realistically however, this is easier said than done. To be able to … Continue reading OER – From Practice to Culture