Though open educational resources (OER) promise to transform the conditions for teaching and learning worldwide, there are many barriers to the full realization of this vision. Among other things, much of what is currently considered "free and open" is legally, technically, and/or culturally incompatible. Herein, the authors give a brief history of open education, outline some key problems, and offer some possible solutions

This article was originally published in Educational Technology 4(6). Nov-Dec 2007.
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We examine the relationships between students' self-reported interest and their responses to a physics beliefs survey. Results from the Colorado Learning Attitudes about Science Survey (CLASS v3), collected in a large calculusbased introductory mechanics course (N=391), were used to characterize students' beliefs about physics and learning physics at the beginning and end of the semester. Additionally students were asked at the end of the semester to rate their interest in physics, how it has changed, and why. We find a correlation between surveyed beliefs and self-rated interest (R=0.65). At the end of the term, students with more expert-like beliefs as measured by the 'Overall' CLASS score also rate themselves as more interested in physics. An analysis of students' reasons for why their interest changed showed that a sizable fraction of students cited reasons tied to beliefs about physics or learning physics as probed by the CLASS survey. The leading reason for increased interest was the connection between physics and the real world. Complete listing and access info »

Empowered by a multi-partner Consortium, MORIL will deliver high-quality Open Educational Resources (OER) with pedagogically-rich content, specifically designed and developed for distance learning. MORIL refers to "Multilingual Open Educational Resources for Independent Learning". It constitutes a New Generation of open resources, having a strong focus on development and delivery of quality-assured materials for off-campus target groups. MORIL is value added, as face-to-face didactics are not obligatory, contrary to on-campus education. Besides open offers, formal offers are fronted as well, establishing a transparent prospective learning path into higher education for those that seek recognition and/or certification. MORIL will provide a single European access point for lifelong open and flexible learning: a referatory to participating local repository portals. For courses of interest to domestic markets, universities can utilise multilingual versioning and localisation. Blending MORIL with leading edge quality assurance and benchmarking, truly provides the Consortium with a head start. European-wide quality and benchmarking is enabled by E-xcellence: a web-based instrument to assess the quality of e-learning in higher education. Although many instruments already exist, which cover the organisational and content-related quality assurance of higher education institutions and programmes, only few exist which have developed a focus on the parameters of quality assurance that govern e-learning and even fewer or none, have their focus on OER. E-xcellence as such being supplemented to MORIL, is to cater for open and accessible quality and benchmarking. MORIL is supported by the William and Flora Hewlett Foundation. Complete listing and access info »

Presentation includes:

Part -- One: Consortium of New Generation OER

* Consortium introduction
* Consortium stages
* Consortium progress
* Consortium outlook

Part -- Two: Proliferating Quality and Benchmarking

* The problem at hand
* Some results
* Tool support needed
* E-xcellence
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With the advent of electronic publishing, the scholarly communication landscape at universities has become increasingly diverse. Multiple stakeholders including university presses, libraries, and central IT departments are challenged by the increasing volume and the rapidity of production of these new forms of publication in an environment of economic uncertainties. As a response to these increasing pressures, as well as the recent publication of important reports and papers on the topic, the Center for Studies in Higher Education (CSHE) convened a meeting of experts titled, The University as Publisher. The event was sponsored as part of the A.W. Mellon Foundation-funded Future of Scholarly Communication project at CSHE.

Our goal was to explore among stakeholders -- faculty, publishers, CIOs, librarians, and researchers -- the implications of the academic community, in some structure, taking over many, if not all, aspects of scholarly publishing. Two themes were the focus of the public panels: Institutional Roles in Evaluation, Quality Assessment, and Selection and Structuring and Budgeting Models for Publishing within the University Community. Our discussions included the importance of distinguishing between informal dissemination and formal publishing and the challenges that each presents to the university community. The harsh economic realities of high-quality formal scholarly publication, not least of which are managing peer review and editorial processes, were emphasized. Understanding disciplinary needs was cited as paramount throughout the discussions; the needs and traditions of scholars in the sciences and humanities, as well as among myriad disciplines, will likely demand different dissemination and publishing models and solutions. An additional theme that emerged was acknowledging the diverse forms electronic dissemination takes in the academy and the need to foster a spectrum of alternatives in publication forms, business models, and the peer review process. Budgetary and academic freedom concerns were explored as well. Regarding the expensive infrastructure required for electronic dissemination and publishing, it was agreed that there is enormous duplication among the university press, IT, and the library.
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