This document provides a summary of Brandon Muramatsu's presentation on open education resources (OER). The presentation introduces OER and discusses how they can be viewed as part of a broader conversation around teaching, collaborating, and sharing course materials and practices. It defines OER according to the Hewlett Foundation and discusses how the concept has evolved from open content to include full courses and certifications. Examples of interesting developments in open education today are presented, including open course libraries and the Saylor Foundation. The presentation concludes by considering what open education may look like moving forward.

1. 1
I’m told everything has t
OEX end in “x”, to be cool!
OPENEDUCATION-X
Brandon Muramatsu
Citation: Muramatsu, B. (2012, April). OEx. Invited Presentation at Tacoma Community College, April 27, 2012.
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2. 2
Open
Flickr @mag3737 cc-by-nc-sa

3. Outline
3
 Introductions
 Things that interest me…
 What is this “Open” thing I keep hearing
about?
 Let’s think about Open differently!
 What’s interesting in “Open” today?
 What does this all mean for you?
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4. Outcomes
4
 A healthy discussion!
 Understand the scope of the Open landscape
 Understand current trends and implications of
Open
 Identify something to take with you…
(hopefully)
 How will you adopt, produce, or encourage the
use of Open?
 What does Open mean for Tacoma Community
College?
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5. 5 Introductions
Please introduce yourselves
• Name, department, role
And describe your expectations.
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6. Expectations
6
 All the newness, the  Use library resources in
change, would like faculty courses, learn from
to be deeply involved courses to work with
 Understand how to support students and faculty
for the long term  How can we do more with
 Find the wealth of open OER
resources  Understand OER better, to
 Help to create their own help faculty and integrate
into their courses
 Listen to perceptions about
OER, engaging in using  Exploit everything we know
and creating open about OER, how does
resources OER improve the lives of
the students
 Institutional barriers—for
example CTC not serving  How to help make project
all the students they more successful
could, how can Open
enable that
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7. My bonafides…
7
 B.S. & M.S. in Mechanical Engineering
 Taught multimedia design and open education
 ~10 years developing educational digital libraries
NEEDS/SMETE.ORG/MERLOT/NSDL
 ~8 years in Open education
 Worked at UC Berkeley, Cal State University
Office of the Chancellor, COSL, MIT
 Work with lots of really smart people all over the
world
 Four Letter Words…Been There, Done That
 Learning Objects, Metadata, Digital Libraries
 MIT (oh wait)
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8. 8 Things that interest me…
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9. Things that interest me
9
1. Certification and micro-certifications
 Forcourses, and for learning concepts
 P2PU challenges, badges, and so on
2. Modularity and disaggregation of content
3. Content from non-traditional academic sources
 TED-Ed, MIT+K-12 (Khan Academy
collaboration), etc.
Collectively…
 If publishers are being disrupted Open Textbooks
 If faculty and non-faculty are producing OER
Unless Might traditional certification / accreditation be
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10. Things that interest me (cont.)
10
4. Moving from passive content to active
experiences
5. Formative assessment embedded in content
 Inline,not a separate system / experience
 Automatically scored (adaptive and customized)
 Not just for high-stakes testing (e.g., SAT, GRE)
What intrigues me…
 Giving control to students and faculty, moving to
individual formative feedback
 Building an assessment player / embedded
assessment engine.
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11. Things that interest me (cont.)
11
6. Streamlined content creation enabling content
management on top of simple authoring
 Workflow, and systems to produce and use
materials
(I really wish Tom would figure this out for me! :P )
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12. What is this “Open” thing I keep hearing
12
about?
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13. What have you heard about
13
“Open”?
 Free  Quality assurance
 Shared  Varied availability by
 Choices disciplines
 Ability to adapt  Available to anybody
 Cost effective  Digital
 Ability to tailor & build  Often multimedia
your own  Accessibilty—more
 Creative Commons accessible to some
and less to others
 Freedom of info and
use
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14. Open… Education
14
 Source
 Content / Educational Resources
 CourseWare / Courseware We’re going to
 Textbooks focus on these
items
 Courses
 Educational Practice
 Access / Journals
 Knowledge
 Policy
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15. What are some benefits and
challenges of Open?
15
Benefits Challenges
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16. 16 Let’s think about Open differently!
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17. How do you define
17
“Open Educational Resources”?
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18. OER: l’innovation du jour?
18
 We’re going to talk about OER writ large.
 We’re not going to bore you with definitions!
(Well, we’ll try!)
 We’re not going to get all religious about
OERs!
Photo: Flickr @_boris cc-by-nc-sa
Photo: Flickr @dullhunk, cc-by
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19. OER: l’innovation du jour?
19
 I’d like you to think about OER as an entry
to a conversation
A conversation about teaching, crafting courses,
& more importantly sharing courses and course
materials
A conversation about collaborating with
peers, and even students
This doesn’t sound like it’s specific to OERs
does it?
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20. Poll: Do you…
20
 Talk about courses with peers?
 Borrow course materials, teaching
techniques, sources?
 Share materials back with your peers?
 Provide attribution for what you’ve
borrowed?
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21. OER is all of these things!
21
 At it’s heart, OER is about doing these
sorts of things!
 And, it’s about encouraging sharing of
materials and practices…
 And, it’s clearly communicating what
others are allowed to do with the
materials…
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22. Ok, let’s get a bit more formal
22
Photo: Flickr @mringlein, cc-by-nc-nd
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23. OER: A Definition
23
OER are teaching, learning, and research
resources that reside in the public domain or
have been released under an intellectual
property license that permits their free use or
re-purposing by others. Open educational
resources include full courses, course materials,
modules, textbooks, streaming videos, tests,
software, and any other tools, materials, or
techniques used to support access to
knowledge.
Atkins, Daniel E., John Seely Brown, Allen L. Hammond. (2007-02). “A Review of Open Educational Resources
(OER) Movement: Achievements, Challenges, and New Opportunities.” Menlo Park, CA: The William and Flora
Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United Foundation. p. 4.
Hewlett

24. Going beyond “Traditional”
24
OE“R”
 OERs are a part of Open Education
 OERs focus on resources
 They have been getting a lot of attention at the
federal and state levels
 They are primarily course materials and open
textbooks
 Many have been developed by academics,
colleges and universities
 But, Open Education is the bigger concept
 Sharing, availability and access
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25. Open Education in the Modern
25
Era
“Open Educational Udacity
“Open Content” Resources” OpenLearn OpenCourseWare Open Course Coursea
David Wiley Coined By UNESCO (Open University) Consortium Library TED-Ed
1998 2002 2006 2008 2010 2012
2001 2000s 2007 2009 2011
Wikipedia William and Flora Hewlett Cape Town Open High School of Utah MITx
Creative Commons Foundation DeclarationAmerican Graduation Initiative
MIT OpenCourseWare Support & $2B in funding
University of the People
Based upon: WikiEducator. (2012). OER Timeline. http://wikieducator.org/OER_timeline
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26. Importance of Open Education
26
Open is a means to an
Potential for… end:
 Changing the nature of the educational
Improved learning
experience
 Smaller
chunks, focused objectives
 MOOCs, alternate credentialing
 Reigning in costs without sacrificing quality or
access
 Student and institutional
 Reclaiming control
 From publishers, from static content
Unless Enabling flexibility undermix and match 3.0 United
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27. 27 Set them freeee…
Creating an OER
Demonstration
Photo: Patrick McAndrew, CC-by
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28. Let’s make an OER
28
Apply
Decide to
Share
✓ License, Citati
on, Metadata
Share
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29. Apply a license, citation and
29
metadata
 Select and add a License
 Selecta Creative Commons license
 Add Creative Commons logo and/or license
statement to the slides
 Add a citation
 Add to the title slide and final slide
 Add metadata
 Add metadata to Presentation properties
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30. Creative Commons: Pick a
30
License
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31. Creative Commons: Attribution
31
Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United

32. Creative Commons: CC-by License
32
Deed

33. Apply a license, citation and
33
metadata
 Select and add a License
 Selecta Creative Commons license
 Add Creative Commons logo and/or license
statement to the slides
 Add a citation
 Add to the title slide and final slide
 Add metadata
 Add metadata to Presentation properties
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34. Let’s make an OER
34
Decide to Share
✓ Apply License,
Citation, Metadata
✓ Share
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35. Slideshare.net
35
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36. “That was easy!
Let’s make an OER
36
✓ ✓ ✓
Apply
Decide to Share License, Citation, M Share
etadata
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37. 37
What’s interesting in “Open”
today?
Disrupting the status quo
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38. OER Smörgåsbord
 Open as a conversation:
Sharing, access, materials, practice
 Open as a continuum
Individual Standalone Course Materials “Courses” Courses +
Images Modules Open Textbooks Certification
Flickr MIT OCW Open Course Library MITx
OpenLearn Saylor.org Udacity / Coursera
TED-Ed
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39. Open Moving Forward
39
OCL Logo Credits: Timothy Valentine & Leo Reynolds CC-BY-NC-SA
Content Snippets Courses
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40. Comparing Open Content to Open
Courses
40
Snippets &
Content (Materials)
Courses+
 Syllabi, lecture  Complete learning
notes & videos experience
 Sample homework  Scored homework
and exams and exams
 Textbooks  Community /
discussion
 No grade /
certificate  Grade / certificate
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41. Washington’s Open Course
Library
 A collection of openly licensed (CC-BY)
educational materials for 81 high-enrollment
college courses
Project Goals:
 Lower textbook costs for students
 Improve course completion rates
 Provide new resources for faculty
Credit: Tom Caswell, CC BY
 Please visit: http://opencourselibrary.org
Credit: Timothy Valentine & Leo Reynolds CC-BY-NC-SA
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42. Extending Open Content
42
 Open (Creative Commons License) enables
others to build upon the content
 Content: A portion of a course, the materials in
a course
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43. 43
Saylor.org
www.saylor.org
Credit: Saylor Foundation, CC BY

44. www.saylor.org
Saylor.org Precalculus II
44
 Course Homepage
Credit: Saylor Foundation, CC BY

45. www.saylor.org
Saylor.org Precalculus II
45
 Course Overview
Credit: Saylor Foundation, CC BY

46. www.saylor.org
Saylor.org Precalculus II
46
 Course Assessments
Credit: Saylor Foundation, CC BY

47. Saylor.org: Precalculus II
47
 Saylor.org developed “Final” exam
Credit: Saylor Foundation, CC BY

48. Non-traditional producers of
48
OER
 Have you heard of TED?
 Have you seed TED-Ed?
http://education.ted.com
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49. education.ted.com
TED-Ed
49
 TED-Ed Homepage
Credits: TED Conferences, LLC, Used under

50. education.ted.com
TED-Ed
50
 “Peter Donnelly shows how stats fool juries”
Credits: TED Conferences, LLC, Used under

51. education.ted.com
TED-Ed
51
 Quiz for “Peter Donnelly shows how stats fool
juries”
Credits: TED Conferences, LLC, Used under

52. education.ted.com
TED-Ed
52
 Dig Deeper for “Peter Donnelly shows how
stats fool juries”
Credits: TED Conferences, LLC, Used under

53. TED-Ed
53
 Flip (create your own lesson) for “Peter
Donnelly shows how stats fool juries”
Credits: TED Conferences, LLC, Used under

54. Comparing Open Content to Open
Courses
54
Content (Materials) Courses+
 Syllabi, lecture  Complete learning
notes & videos experience
 Sample homework  Scored homework
and exams and exams
 Textbooks  Community/discuss
ion
 No grade /
certificate  Grade / certificate
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55. http://mitx.mit.edu/
MITx: 6.002x Circuits &
55
Electronics
 6.002x Home Page

56. http://mitx.mit.edu/
MITX: 6.002x Circuits &
56
Electronics
 6.002x Video Page S1V12: Lumped Element
Abstraction

57. MITx: 6.002x Circuits &
57
Electronics
 6.002x Lab Assignment (WebSIM)

58. MITx: 6.002x Circuits &
58
Electronics
 6.002x Lab Assignment Scored (WebSIM)

59. Is it innovative? Or is it the right
59
time?
 Is it a typical online course?
 Video + transcript (not caption)
 Online, self-scored…
 Homework, customized questions
 Online labs, customized
 Open to the world
 Class size 150,000 students (20,000 persisting)
 Two faculty & 4 TAs
 Certificate upon successful completion
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60. 60
What does this all mean for
you?
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61. What does this all mean for you?
61
 What are your unique contributions?
 What does a move from content -> courses
mean?
 What could you do to build upon / take
advantage of the open courses that are being
developed?
 What does a modular curriculum look like for
you? What does it mean to produce small
chunks of material and weave them together?
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62. 62 Contact Me
Brandon Muramatsu
mura@mit.edu
@bmuramatsu (Twitter, Slideshare)
www.mura.org
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