As a Transversal Action under the European eLearning Programme, the Open e-Learning Content Observatory Services (OLCOS) project carries out a set of activities that aim at fostering the creation, sharing and re-use of Open Educational Resources (OER) in Europe and beyond. OER are understood to comprise content for teaching and learning, software-based tools and services, and licenses that allow for open development and re-use of content, tools and services. The OLCOS road mapping work was conducted to provide decision makers with an overview of current and likely future developments in OER and recommendations on how various challenges in OER could be addressed. While the results of the road mapping will provide some basis for policy and institutional planning, strategic leadership and decision making is needed for implementing measures that are likely to promote a further uptake of open educational practices and resources. OER are understood to be an important element of policies that want to leverage education and lifelong learning for the knowledge economy and society. However, OLCOS emphasises that it is crucial to also promote innovation and change in educational practices. In particular, OLCOS warns that delivering OER to the still dominant model of teacher-centred knowledge transfer will have little effect on equipping teachers, students and workers with the competences, knowledge and skills to participate successfully in the knowledge economy and society. This report emphasises the need to foster open practices of teaching and learning that are informed by a competency-based educational framework. However, it is understood that a shift towards such practices will only happen in the longer term in a step-by-step process. Bringing about this shift will require targeted and sustained efforts by educational leaders at all levels. The OLCOS Project Consortium invites decision makers and stakeholders in OER to consult the project website, www.olcos.org, for further information on ongoing activities and other products. A list of selected projects and resources is also included. [This report was produced by the Open e-Learning Content Observatory Services (OLCOS) project.]
Foreign Countries, Educational Practices, Educational Resources, Lifelong Learning, Educational Change, Computer Software, Educational Planning, Educational Policy, Educational Technology, Educational Trends, Distance Education, Computer Assisted Instruction, Shared Resources and Services, International Programs, International Cooperation, Educational Innovation, Competency Based Education, Teaching Methods, Information Technology, Higher Education, Computer Mediated Communication, Educational Principles, Elementary Secondary Education, Publishing Industry, International Organizations, Curriculum Development, Open Universities, Private Sector, Copyrights, Internet, Curriculum, Instructional Materials
Open e-Learning Content Observatory Services (OLCOS) project suggests activities that encourages reuse and sharing of OER (Open Educational Resources) primarily in Europe. This report focuses on the necessity of open practices of teaching and learning within the framework of competency-based education. This road mapping comprises three areas: (1) Policies, institutional frameworks and business models, lifelong learning agenda in Europe which creates welcoming climate for local OER initiatives (2) Open Access and open content repositories, a shift from a static course material to web-based tools for potentially more effective OER (3) Laboratories of open educational practices and resources, Creative Commons will allow researchers and institution to protect their copyrights while providing OER.
Geser, G. (2007). Open Educational Practices and Resources. OLCOS Roadmap, 2012.
|Links to Article||https://files.eric.ed.gov/fulltext/ED498433.pdf
|In Publication||Education and Culture|
|Type of Research||Critical or postmodern|
|Intervention/Areas of Study||Open education resources|
|Level of Analysis|
|Specific Populations Examined|
|Specific Institutional Characteristics of Interest|
|Specific Course or Program Characteristics|
|Outcome Variables of Interest||Institutional effectiveness|
|Student Sample Size|