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How Teacher-Created Free Online Resources Are Changing the Classroom
10 Open Education Resources You May Not Know About (But Should)
10 Ways OpenCourseWare Has Freed Education
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In addition to teaching about the big events found in any Civil War curriculum, like the battles of Gettysburg and Antietam, Langhorst incorporates materials he has created about the guerrilla-style warfare more common in his region at that time. He wouldn’t be able to localize his curriculum that way if he taught only out of a textbook.\u003c/p>\n\u003cp>“Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they’re not very flexible in terms of regional differences,” Langhorst said. For all these reasons, he doesn’t use them anymore. Instead, he creates his own curriculum, in collaboration with the other eighth-grade social studies teacher at his school, out of materials he has found on the internet and adapted to the needs of his classroom.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they're not very flexible in terms of regional differences.'\u003c/aside>\n\u003cp>Langhorst didn’t always feel comfortable playing the role of curriculum creator, alongside his primary role as teacher. He started teaching in an analog-era, when finding and sharing materials was much more difficult. Teachers relied on textbooks as the primary resource because that’s all there was. And, as a new teacher juggling classes that spanned sixth through 12th grade, Langhorst didn’t feel confident enough to build his own curriculum. But now, 22 years into his career, he says he would never teach with a textbook again.\u003c/p>\n\u003cp>The Liberty Public Schools district sees Langhorst and his colleague as front-runners in an important shift toward open educational resources (OER). The district has joined the \u003ca href=\"http://tech.ed.gov/open-education/\" target=\"_blank\" rel=\"noopener\">#GoOpen movement\u003c/a> -- a Department of Education campaign to raise awareness about OER -- and has \u003ca href=\"http://tech.ed.gov/stories/liberty/?back=%2Fstories%2Fstate%2Fmissouri%2F\" target=\"_blank\" rel=\"noopener\">committed to ditching the textbook for at least one class\u003c/a>, using open and adaptable online resources instead.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/QqaPWn6QPxM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Keeping information fresh and up to date in a quickly moving world is one of the biggest reasons districts are starting to get more serious about the power of teacher-created open resources. Districts typically adopt new textbooks on a five-year cycle. At that point, some of the information is outdated.\u003c/p>\n\u003cp>Another reason teachers like Langhorst are excited about this movement is the ability to adapt resources for their own use. If a teacher believes a lesson plan found online isn’t completely aligned with the standards taught in his state, he can modify it until he’s comfortable with it. And, textbook companies often tailor their content to the legislative priorities of big states like Texas and California -- where there are lots of schools -- essentially forcing teachers in other states to accept language around some ideas, like climate change and the characterization of different ethnic groups, that were approved by those state legislatures.\u003c/p>\n\u003cp>But many teachers still have big questions about OER that will determine how many of them choose to adopt this approach to teaching and curriculum. Teachers are familiar with the amount of time and energy it takes to create good learning materials because many already curate and remix lessons. As the infrastructure to search and share those lesson plans becomes more robust, some teachers wonder whether they should share lessons they created with the world when they were never compensated for the time they put into making them. Others worry about issues of intellectual copyright.\u003c/p>\n\u003cp>“You’ve got this potentially great lesson that you’ve created and you want to share it, but it’s not a book or a song, something that traditionally has an author,” Langhorst said. Instead, lesson plans are often mashups of articles, videos, photos and other media. Teachers are hesitant to share those lessons with their names attached because they know they don’t actually own all the elements within it.\u003c/p>\n\u003cp>“I can’t think of many things I do in the classroom that I can solely say I created or that I thought of,” Langhorst said. He’s also worried that some districts will pull back from textbooks as a way to save money (a lot of money), but won’t reinvest those savings into the teachers creating curriculum or into professional development to help them use the new resources well.\u003c/p>\n\u003cp>\u003cstrong>GOING OPEN BY FOCUSING ON PROJECTS\u003c/strong>\u003c/p>\n\u003cp>Vista Unified School District, just north of San Diego, has been quietly transitioning to open educational resources through its \u003ca href=\"http://tech.ed.gov/stories/vista/?back=%2Fstories%2Fstate%2Fcalifornia%2F\" target=\"_blank\" rel=\"noopener\">focus on providing alternative paths \u003c/a>to learning for students. For example, \u003ca href=\"http://vva.vistausd.org/\" target=\"_blank\" rel=\"noopener\">Vista Visions Academy\u003c/a> allows K-12 students to attend school only half the time, while pursuing independent study at home through online programs.\u003c/p>\n\u003cp>In middle school, students come to a school building only three days a week. They get help from their teacher or peers, have advisory and complete lab classes. The other two days a week are done online. High school students take 90 percent of their classes online. Because of the unique structure at Vista Visions, teachers there have been using digital resources they curated for several years.\u003c/p>\n\u003cp>District leaders are also trying to support teachers to move more toward a project-based learning approach to teaching and away from traditional, textbook-bound instruction. As part of the process they are training teachers to curate and remix engaging lessons, paying them for their time while they’re doing it. “We’re trying to teach teachers to be discerning about what they’re bringing to kids,” said Erin English, Vista’s director of blended and online learning.\u003c/p>\n\u003cp>She says this shift in professional development has translated to a change of instruction. A few years ago most teachers in a typical Vista Unified classroom were following a textbook, assigning a worksheet to practice a skill, and then doing an activity or writing assignment based on that lesson. Now, teachers who have had extra training are asking students to find their own information and use it to display their knowledge of the subject. Sometimes teachers will tell students where to find that information, but they are also trying to help students analyze their sources.\u003c/p>\n\u003cp>“It’s getting teachers to understand that all students learn differently,” English said. “We’ve been standardizing our instruction for years, but we haven’t been very successful.”\u003c/p>\n\u003cp>English said one big point of pushback from her teachers revolves around the time it takes to create materials this way. She understands it’s a huge workload, which is why she’s committed to paying teachers in her district who are working to create open educational resources.\u003c/p>\n\u003cp>“It’s about giving kids current, relevant and timely material,” English said. She contends that teachers can’t teach their students to think critically about the world and the information presented to them if they learn from only one source while in school. Open educational resources can help drive home the point that there’s always another opinion or a different perspective.\u003c/p>\n\u003cp>“We need to give [students] problems for them to solve themselves,” English said. That’s why she’s so excited about a collaborative project Vista teachers created \u003ca href=\"http://thevistapress.com/working-with-students-from-other-states-a-win-for-vista-schools/\" target=\"_blank\" rel=\"noopener\">with teachers in Ohio and Wisconsin\u003c/a> about how the earth affects people and how people affect the earth. The seventh-grade teachers at middle schools in all three states collaborated to build a unit of study that students in each class would do over three months. Students also collaborated with one another across state lines to give feedback, eventually presenting their final projects to one another through Google Hangouts.\u003c/p>\n\u003cp>“Students chose how they were going to display how they were going to master those standards through projects,” English said. In the final products, students demonstrated their learning with everything from coding to making videos. One girl built her own smoke machine to simulate smog. English said the cross-state collaboration was particularly fun because students in different parts of the country had a lot of misconceptions about one another. Connecting over their projects helped them learn about different regions of the country.\u003c/p>\n\u003cp>“We have not done competency-based education, nor have we done a lot of open materials in our classrooms in a typical school,” English said. Teachers involved in the collaboration were dipping their toes into a lot of new areas, but they felt safe doing so because the teachers in Ohio had much more experience with both project-based learning and competency-based education.\u003c/p>\n\u003cp>“For our teachers it was enlightening,” English said. While the collaboration impacted relatively few teachers and students, the exhibition of the projects sparked excitement in other teachers to try something similar. The use of open resources trickled down into other classes that are now trying to use digital content they’ve curated as supplements to textbooks.\u003c/p>\n\u003cp>“Most teachers have been doing this for a really long time without publicizing it,” English said. California teachers often feel particularly hamstrung by textbooks because of a court ruling in the Williams case that every child must have access to a textbook. The law came out of a class-action lawsuit meant to ensure equal access to clean and safe facilities and up-to-date learning materials for all California students. Practically, that means many district leaders feel they must spend huge portions of slim budgets on textbooks.\u003c/p>\n\u003cp>“Very few people haven’t realized the gold mine of the internet,” English said. That’s why she’s grateful the Office of Educational Technology at the Department of Education has been supportive of open educational resources through its #GoOpen push.\u003c/p>\n\u003cp>The Office of Ed Tech is supporting districts to #GoOpen in a few ways. First, staff members are trying to ensure that there is infrastructure in place to make teacher-created materials more discoverable. Amazon has brought its recommending and search prowess to the project with Inspire, a platform where teachers can upload their lessons, tag them and make them freely available to other teachers around the country. \u003ca href=\"https://www.amazoninspire.com/\" target=\"_blank\" rel=\"noopener\">Inspire is still in beta\u003c/a>, with several district around the country testing its functionality. The plan is for the Inspire platform to be compatible with third-party learning management systems that many schools already use, so teachers can search the \u003ca href=\"http://learningregistry.org/\" target=\"_blank\" rel=\"noopener\">learning registry\u003c/a> from within their school’s platform.\u003c/p>\n\u003cp>Another part of the #GoOpen initiative is to \u003ca href=\"http://tech.ed.gov/open-education/go-open-districts/\" target=\"_blank\" rel=\"noopener\">connect districts doing this work\u003c/a> and encourage more to join. DOE staff have paired “Ambassador” districts with “launch” districts, like Liberty and Vista, so educators involved in this work can \u003ca href=\"http://tech.ed.gov/stories/\" target=\"_blank\" rel=\"noopener\">share information, best practices and learnings\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Lastly, the DOE recognizes that for many K-12 educators the OER space is new and a little daunting. Staff members are working to offer districts some guidance as they think about beginning to work more teacher-created and curated resources into their curricula.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers using open educational resources to teach are finding new rewards in the #GoOpen movement. ","status":"publish","parent":0,"modified":1556916738,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/QqaPWn6QPxM"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1875},"headData":{"title":"How Teacher-Created Free Online Resources Are Changing the Classroom | KQED","description":"Teachers using open educational resources to teach are finding new rewards in the #GoOpen movement. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45544 http://ww2.kqed.org/mindshift/?p=45544","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/11/how-teacher-created-free-online-resources-are-changing-the-classroom/","disqusTitle":"How Teacher-Created Free Online Resources Are Changing the Classroom","path":"/mindshift/45544/how-teacher-created-free-online-resources-are-changing-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Eric Langhorst teaches the Civil War to his eighth-graders at Discovery Middle School in Liberty, Missouri, he likes to give his students a taste of what Missouri was like in that era. In addition to teaching about the big events found in any Civil War curriculum, like the battles of Gettysburg and Antietam, Langhorst incorporates materials he has created about the guerrilla-style warfare more common in his region at that time. He wouldn’t be able to localize his curriculum that way if he taught only out of a textbook.\u003c/p>\n\u003cp>“Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they’re not very flexible in terms of regional differences,” Langhorst said. For all these reasons, he doesn’t use them anymore. Instead, he creates his own curriculum, in collaboration with the other eighth-grade social studies teacher at his school, out of materials he has found on the internet and adapted to the needs of his classroom.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they're not very flexible in terms of regional differences.'\u003c/aside>\n\u003cp>Langhorst didn’t always feel comfortable playing the role of curriculum creator, alongside his primary role as teacher. He started teaching in an analog-era, when finding and sharing materials was much more difficult. Teachers relied on textbooks as the primary resource because that’s all there was. And, as a new teacher juggling classes that spanned sixth through 12th grade, Langhorst didn’t feel confident enough to build his own curriculum. But now, 22 years into his career, he says he would never teach with a textbook again.\u003c/p>\n\u003cp>The Liberty Public Schools district sees Langhorst and his colleague as front-runners in an important shift toward open educational resources (OER). The district has joined the \u003ca href=\"http://tech.ed.gov/open-education/\" target=\"_blank\" rel=\"noopener\">#GoOpen movement\u003c/a> -- a Department of Education campaign to raise awareness about OER -- and has \u003ca href=\"http://tech.ed.gov/stories/liberty/?back=%2Fstories%2Fstate%2Fmissouri%2F\" target=\"_blank\" rel=\"noopener\">committed to ditching the textbook for at least one class\u003c/a>, using open and adaptable online resources instead.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/QqaPWn6QPxM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Keeping information fresh and up to date in a quickly moving world is one of the biggest reasons districts are starting to get more serious about the power of teacher-created open resources. Districts typically adopt new textbooks on a five-year cycle. At that point, some of the information is outdated.\u003c/p>\n\u003cp>Another reason teachers like Langhorst are excited about this movement is the ability to adapt resources for their own use. If a teacher believes a lesson plan found online isn’t completely aligned with the standards taught in his state, he can modify it until he’s comfortable with it. And, textbook companies often tailor their content to the legislative priorities of big states like Texas and California -- where there are lots of schools -- essentially forcing teachers in other states to accept language around some ideas, like climate change and the characterization of different ethnic groups, that were approved by those state legislatures.\u003c/p>\n\u003cp>But many teachers still have big questions about OER that will determine how many of them choose to adopt this approach to teaching and curriculum. Teachers are familiar with the amount of time and energy it takes to create good learning materials because many already curate and remix lessons. As the infrastructure to search and share those lesson plans becomes more robust, some teachers wonder whether they should share lessons they created with the world when they were never compensated for the time they put into making them. Others worry about issues of intellectual copyright.\u003c/p>\n\u003cp>“You’ve got this potentially great lesson that you’ve created and you want to share it, but it’s not a book or a song, something that traditionally has an author,” Langhorst said. Instead, lesson plans are often mashups of articles, videos, photos and other media. Teachers are hesitant to share those lessons with their names attached because they know they don’t actually own all the elements within it.\u003c/p>\n\u003cp>“I can’t think of many things I do in the classroom that I can solely say I created or that I thought of,” Langhorst said. He’s also worried that some districts will pull back from textbooks as a way to save money (a lot of money), but won’t reinvest those savings into the teachers creating curriculum or into professional development to help them use the new resources well.\u003c/p>\n\u003cp>\u003cstrong>GOING OPEN BY FOCUSING ON PROJECTS\u003c/strong>\u003c/p>\n\u003cp>Vista Unified School District, just north of San Diego, has been quietly transitioning to open educational resources through its \u003ca href=\"http://tech.ed.gov/stories/vista/?back=%2Fstories%2Fstate%2Fcalifornia%2F\" target=\"_blank\" rel=\"noopener\">focus on providing alternative paths \u003c/a>to learning for students. For example, \u003ca href=\"http://vva.vistausd.org/\" target=\"_blank\" rel=\"noopener\">Vista Visions Academy\u003c/a> allows K-12 students to attend school only half the time, while pursuing independent study at home through online programs.\u003c/p>\n\u003cp>In middle school, students come to a school building only three days a week. They get help from their teacher or peers, have advisory and complete lab classes. The other two days a week are done online. High school students take 90 percent of their classes online. Because of the unique structure at Vista Visions, teachers there have been using digital resources they curated for several years.\u003c/p>\n\u003cp>District leaders are also trying to support teachers to move more toward a project-based learning approach to teaching and away from traditional, textbook-bound instruction. As part of the process they are training teachers to curate and remix engaging lessons, paying them for their time while they’re doing it. “We’re trying to teach teachers to be discerning about what they’re bringing to kids,” said Erin English, Vista’s director of blended and online learning.\u003c/p>\n\u003cp>She says this shift in professional development has translated to a change of instruction. A few years ago most teachers in a typical Vista Unified classroom were following a textbook, assigning a worksheet to practice a skill, and then doing an activity or writing assignment based on that lesson. Now, teachers who have had extra training are asking students to find their own information and use it to display their knowledge of the subject. Sometimes teachers will tell students where to find that information, but they are also trying to help students analyze their sources.\u003c/p>\n\u003cp>“It’s getting teachers to understand that all students learn differently,” English said. “We’ve been standardizing our instruction for years, but we haven’t been very successful.”\u003c/p>\n\u003cp>English said one big point of pushback from her teachers revolves around the time it takes to create materials this way. She understands it’s a huge workload, which is why she’s committed to paying teachers in her district who are working to create open educational resources.\u003c/p>\n\u003cp>“It’s about giving kids current, relevant and timely material,” English said. She contends that teachers can’t teach their students to think critically about the world and the information presented to them if they learn from only one source while in school. Open educational resources can help drive home the point that there’s always another opinion or a different perspective.\u003c/p>\n\u003cp>“We need to give [students] problems for them to solve themselves,” English said. That’s why she’s so excited about a collaborative project Vista teachers created \u003ca href=\"http://thevistapress.com/working-with-students-from-other-states-a-win-for-vista-schools/\" target=\"_blank\" rel=\"noopener\">with teachers in Ohio and Wisconsin\u003c/a> about how the earth affects people and how people affect the earth. The seventh-grade teachers at middle schools in all three states collaborated to build a unit of study that students in each class would do over three months. Students also collaborated with one another across state lines to give feedback, eventually presenting their final projects to one another through Google Hangouts.\u003c/p>\n\u003cp>“Students chose how they were going to display how they were going to master those standards through projects,” English said. In the final products, students demonstrated their learning with everything from coding to making videos. One girl built her own smoke machine to simulate smog. English said the cross-state collaboration was particularly fun because students in different parts of the country had a lot of misconceptions about one another. Connecting over their projects helped them learn about different regions of the country.\u003c/p>\n\u003cp>“We have not done competency-based education, nor have we done a lot of open materials in our classrooms in a typical school,” English said. Teachers involved in the collaboration were dipping their toes into a lot of new areas, but they felt safe doing so because the teachers in Ohio had much more experience with both project-based learning and competency-based education.\u003c/p>\n\u003cp>“For our teachers it was enlightening,” English said. While the collaboration impacted relatively few teachers and students, the exhibition of the projects sparked excitement in other teachers to try something similar. The use of open resources trickled down into other classes that are now trying to use digital content they’ve curated as supplements to textbooks.\u003c/p>\n\u003cp>“Most teachers have been doing this for a really long time without publicizing it,” English said. California teachers often feel particularly hamstrung by textbooks because of a court ruling in the Williams case that every child must have access to a textbook. The law came out of a class-action lawsuit meant to ensure equal access to clean and safe facilities and up-to-date learning materials for all California students. Practically, that means many district leaders feel they must spend huge portions of slim budgets on textbooks.\u003c/p>\n\u003cp>“Very few people haven’t realized the gold mine of the internet,” English said. That’s why she’s grateful the Office of Educational Technology at the Department of Education has been supportive of open educational resources through its #GoOpen push.\u003c/p>\n\u003cp>The Office of Ed Tech is supporting districts to #GoOpen in a few ways. First, staff members are trying to ensure that there is infrastructure in place to make teacher-created materials more discoverable. Amazon has brought its recommending and search prowess to the project with Inspire, a platform where teachers can upload their lessons, tag them and make them freely available to other teachers around the country. \u003ca href=\"https://www.amazoninspire.com/\" target=\"_blank\" rel=\"noopener\">Inspire is still in beta\u003c/a>, with several district around the country testing its functionality. The plan is for the Inspire platform to be compatible with third-party learning management systems that many schools already use, so teachers can search the \u003ca href=\"http://learningregistry.org/\" target=\"_blank\" rel=\"noopener\">learning registry\u003c/a> from within their school’s platform.\u003c/p>\n\u003cp>Another part of the #GoOpen initiative is to \u003ca href=\"http://tech.ed.gov/open-education/go-open-districts/\" target=\"_blank\" rel=\"noopener\">connect districts doing this work\u003c/a> and encourage more to join. DOE staff have paired “Ambassador” districts with “launch” districts, like Liberty and Vista, so educators involved in this work can \u003ca href=\"http://tech.ed.gov/stories/\" target=\"_blank\" rel=\"noopener\">share information, best practices and learnings\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lastly, the DOE recognizes that for many K-12 educators the OER space is new and a little daunting. Staff members are working to offer districts some guidance as they think about beginning to work more teacher-created and curated resources into their curricula.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45544/how-teacher-created-free-online-resources-are-changing-the-classroom","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_21006","mindshift_29","mindshift_20784","mindshift_1040","mindshift_458","mindshift_452"],"featImg":"mindshift_45770","label":"mindshift"},"mindshift_11301":{"type":"posts","id":"mindshift_11301","meta":{"index":"posts_1591205157","site":"mindshift","id":"11301","score":null,"sort":[1304629878000]},"guestAuthors":[],"slug":"10-open-education-resources-you-may-not-know-about-but-should","title":"10 Open Education Resources You May Not Know About (But Should)","publishDate":1304629878,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_11302\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/hardcover-book-gutter-and-pages/\" rel=\"attachment wp-att-11302\">\u003cimg class=\"size-medium wp-image-11302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4268896468_9befb04ca0-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>This week, the \u003ca href=\"http://www.ocwconsortium.org/\">OCW Consortium\u003c/a> is holding its annual meeting, celebrating \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">10 years of OpenCourseWare\u003c/a>. The movement to make university-level content freely and openly available online began a decade ago, when the faculty at MIT agreed to put the materials from all 2,000 of the university's courses on the Web.\u003c/p>\n\u003cp>With that gesture, \u003ca href=\"http://ocw.mit.edu\">MIT OpenCourseWare\u003c/a> helped launch an important educational movement, one that MIT President Susan Hockfield described in her opening remarks at yesterday's meeting as both the child of technology and of a far more ancient academic tradition: \"the tradition of the global intellectual commons.\"\u003c/p>\n\u003cp>We have looked here before at how \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">OCW has shaped education\u003c/a> in the last ten years, but in many ways much of the content that has been posted online remains very much \"Web 1.0.\" That is, while universities have posted their syllabi, handouts, and quizzes online, there has not been -- until recently -- much \"Web 2.0\" OCW resources -- little opportunity for interaction and engagement with the material.\u003c/p>\n\u003cp>But as open educational resources and OCW increase in popularity and usage, there are a number of new resources out there that do offer just that. You probably already know about: \u003ca href=\"http://www.khanacademy.org\">Khan Academy\u003c/a> and \u003ca href=\"http://www.wikipedia.org\">Wikipedia\u003c/a>, for example. But in the spirit of 10 years of OCW, here's a list of 10 cool OER and OCW resources that you might not know about, but should know:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003ca href=\"http://p2pu.org/\">P2PU\u003c/a>:\u003c/strong> The Peer 2 Peer University is a grassroots open education project in which anyone can participate. Volunteers facilitate the courses, but the learners are in charge. P2PU leverages both open content and the open social web, with a model for lifelong learning.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://openstudy.com\">OpenStudy\u003c/a>\u003c/strong>: OpenStudy is a social learning network where independent learners and traditional students can come together in a massively-multiplayer study group. Through OpenStudy, learners can find other working in similar content areas in order to support each other and answer each others’ questions. OpenStudy supports a number of study groups, including those focused on several MIT OCW courses.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nixty.com/\">NITXY\u003c/a>:\u003c/strong> NIXTY is building a learning management platform that supports open education resources. Rather than an LMS that closes off both academic resources and academic progress, NIXTY is designed to support open courses so that schools, teachers, and students' work is not necessarily closed off from the rest of the Web.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.oerglue.com/\">OER Glue\u003c/a>:\u003c/strong> Still under development, OER Glue will be a site to watch. The Utah-based startup is building a browser-based tool that will allow students and teachers to \"glue\" together OER resources online. Rather than having to copy-and-paste resources into a new setting, OER Glue will reuse and integrate resources.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://iuniv.tv/\">iUniv\u003c/a>:\u003c/strong> iUniv is a Japanese startup that is building web and mobile apps to support and make social video and audio OCW content. Resources can be shared to Twitter, Facebook, and Evernote so that students can actively engage in discussions around OCW content.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.ocwsearch.com/\">OCWSearch\u003c/a>:\u003c/strong> OCW Search is a search engine dedicated, as the name suggests, to helping learners find OCW content. The project is, unfortunately, no longer under development, but it does index ten universities' OCW content, including MIT, Notre Dame, and The Open University UK.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://smarthistory.org/\">Smarthistory\u003c/a>:\u003c/strong> Smarthistory is a free and open multimedia website that demonstrates how very heavy, pricey, and obsolete the traditional art history textbook is.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.ck12.org/\">CK-12\u003c/a>:\u003c/strong> The CK-12 Foundation's Flexbook platform provides free, collaboratively-built and openly-licensed digital textbooks for K-12. Much of the content is standards based.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.flatworldknowledge.com\">Flat World Knowledge\u003c/a>:\u003c/strong> This is a college textbook publisher whose books are published under an open license. This allows professors to customize the books they order – edit, add to, mix-up – or use as-is. Students can access the books online for free or can pay for print-on-demand and audiobook versions.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.cnx.org\">Connextions\u003c/a>:\u003c/strong> Connextions is a repository of educational content, containing over 17,000 openly licensed learning modules.\u003c/li>\n\u003c/ol>\n\u003cp>If you know of any other great OER and OCW resources, please let us know in the comments!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1387473328,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":668},"headData":{"title":"10 Open Education Resources You May Not Know About (But Should) | KQED","description":"This week, the OCW Consortium is holding its annual meeting, celebrating 10 years of OpenCourseWare. The movement to make university-level content freely and openly available online began a decade ago, when the faculty at MIT agreed to put the materials from all 2,000 of the university's courses on the Web. With that gesture, MIT OpenCourseWare","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11301 http://blogs.kqed.org/mindshift/?p=11301","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/05/10-open-education-resources-you-may-not-know-about-but-should/","disqusTitle":"10 Open Education Resources You May Not Know About (But Should)","path":"/mindshift/11301/10-open-education-resources-you-may-not-know-about-but-should","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_11302\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/hardcover-book-gutter-and-pages/\" rel=\"attachment wp-att-11302\">\u003cimg class=\"size-medium wp-image-11302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4268896468_9befb04ca0-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>This week, the \u003ca href=\"http://www.ocwconsortium.org/\">OCW Consortium\u003c/a> is holding its annual meeting, celebrating \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">10 years of OpenCourseWare\u003c/a>. The movement to make university-level content freely and openly available online began a decade ago, when the faculty at MIT agreed to put the materials from all 2,000 of the university's courses on the Web.\u003c/p>\n\u003cp>With that gesture, \u003ca href=\"http://ocw.mit.edu\">MIT OpenCourseWare\u003c/a> helped launch an important educational movement, one that MIT President Susan Hockfield described in her opening remarks at yesterday's meeting as both the child of technology and of a far more ancient academic tradition: \"the tradition of the global intellectual commons.\"\u003c/p>\n\u003cp>We have looked here before at how \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">OCW has shaped education\u003c/a> in the last ten years, but in many ways much of the content that has been posted online remains very much \"Web 1.0.\" That is, while universities have posted their syllabi, handouts, and quizzes online, there has not been -- until recently -- much \"Web 2.0\" OCW resources -- little opportunity for interaction and engagement with the material.\u003c/p>\n\u003cp>But as open educational resources and OCW increase in popularity and usage, there are a number of new resources out there that do offer just that. You probably already know about: \u003ca href=\"http://www.khanacademy.org\">Khan Academy\u003c/a> and \u003ca href=\"http://www.wikipedia.org\">Wikipedia\u003c/a>, for example. But in the spirit of 10 years of OCW, here's a list of 10 cool OER and OCW resources that you might not know about, but should know:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003ca href=\"http://p2pu.org/\">P2PU\u003c/a>:\u003c/strong> The Peer 2 Peer University is a grassroots open education project in which anyone can participate. Volunteers facilitate the courses, but the learners are in charge. P2PU leverages both open content and the open social web, with a model for lifelong learning.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://openstudy.com\">OpenStudy\u003c/a>\u003c/strong>: OpenStudy is a social learning network where independent learners and traditional students can come together in a massively-multiplayer study group. Through OpenStudy, learners can find other working in similar content areas in order to support each other and answer each others’ questions. OpenStudy supports a number of study groups, including those focused on several MIT OCW courses.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nixty.com/\">NITXY\u003c/a>:\u003c/strong> NIXTY is building a learning management platform that supports open education resources. Rather than an LMS that closes off both academic resources and academic progress, NIXTY is designed to support open courses so that schools, teachers, and students' work is not necessarily closed off from the rest of the Web.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.oerglue.com/\">OER Glue\u003c/a>:\u003c/strong> Still under development, OER Glue will be a site to watch. The Utah-based startup is building a browser-based tool that will allow students and teachers to \"glue\" together OER resources online. Rather than having to copy-and-paste resources into a new setting, OER Glue will reuse and integrate resources.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://iuniv.tv/\">iUniv\u003c/a>:\u003c/strong> iUniv is a Japanese startup that is building web and mobile apps to support and make social video and audio OCW content. Resources can be shared to Twitter, Facebook, and Evernote so that students can actively engage in discussions around OCW content.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.ocwsearch.com/\">OCWSearch\u003c/a>:\u003c/strong> OCW Search is a search engine dedicated, as the name suggests, to helping learners find OCW content. The project is, unfortunately, no longer under development, but it does index ten universities' OCW content, including MIT, Notre Dame, and The Open University UK.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://smarthistory.org/\">Smarthistory\u003c/a>:\u003c/strong> Smarthistory is a free and open multimedia website that demonstrates how very heavy, pricey, and obsolete the traditional art history textbook is.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.ck12.org/\">CK-12\u003c/a>:\u003c/strong> The CK-12 Foundation's Flexbook platform provides free, collaboratively-built and openly-licensed digital textbooks for K-12. Much of the content is standards based.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.flatworldknowledge.com\">Flat World Knowledge\u003c/a>:\u003c/strong> This is a college textbook publisher whose books are published under an open license. This allows professors to customize the books they order – edit, add to, mix-up – or use as-is. Students can access the books online for free or can pay for print-on-demand and audiobook versions.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.cnx.org\">Connextions\u003c/a>:\u003c/strong> Connextions is a repository of educational content, containing over 17,000 openly licensed learning modules.\u003c/li>\n\u003c/ol>\n\u003cp>If you know of any other great OER and OCW resources, please let us know in the comments!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11301/10-open-education-resources-you-may-not-know-about-but-should","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_346","mindshift_488","mindshift_452"],"featImg":"mindshift_11302","label":"mindshift"},"mindshift_10582":{"type":"posts","id":"mindshift_10582","meta":{"index":"posts_1591205157","site":"mindshift","id":"10582","score":null,"sort":[1303138858000]},"guestAuthors":[],"slug":"10-ways-open-courseware-has-freed-education","title":"10 Ways OpenCourseWare Has Freed Education","publishDate":1303138858,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_10634\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 406px\">\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-10634\" title=\"CriCristina\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/CriCristina.jpg\" alt=\"\" width=\"406\" height=\"271\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/CriCristina.jpg 406w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/CriCristina-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/CriCristina-320x214.jpg 320w\" sizes=\"(max-width: 406px) 100vw, 406px\">\u003c/a>\n\u003cp class=\"credit\">Flickr:CriCristina\u003c/p>\n\u003c/div>\n\u003cp>This month marks the \u003ca href=\"http://ocw.mit.edu/about/next-decade/\">tenth anniversary\u003c/a> of \u003ca href=\"http://ocw.mit.edu/index.htm\">MIT OpenCourseWare\u003c/a>, the university's initiative to provide free and open access to its core academic content -- the syllabi, lecture notes, problem sets and solutions, exams, reading lists, and event video lectures from over 2000 MIT course.\u003c/p>\n\u003cp>The decision by the MIT faculty in 2001 to allow anyone to use their course content was a seminal move, one that had a profound effect on democratizing education. (You can read the original New York Times story \u003ca href=\"http://query.nytimes.com/gst/fullpage.html?res=9E07E0DD163EF937A35757C0A9679C8B63&sec=technology&spon=&partner=permalink&exprod=permalink\">here\u003c/a>.) Since then, over 100 million people have accessed MIT's materials.\u003c/p>\n\u003cp>In honor of ten years of MIT OCW, here are 10 ways in which this important Open CourseWare initiative has changed education.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>CREATING THE MOLD\u003c/strong>. While MIT OpenCourseWare remains the flagship institution and initiative, it has been joined by multiple other colleges and universities that now make their course content available for learners. These include Brigham Young University, Carnegie Mellon University, UC Berkeley, Notre Dame and UC Irvine -- and that's just in the United States.\u003c/li>\n\u003cli>\u003cstrong>GOING GLOBAL\u003c/strong>. In addition to American universities that now make their course content available, universities all over the world follow suit. But just as importantly, learners all over the world have access to this content. \u003ca href=\"http://www.readwriteweb.com/archives/year-end_stats_from_mit_point_to_increasing_popula.php\">Statistics\u003c/a> from MIT's program show that less than 1% of those who access the university's content are actually doing so from MIT. And almost 60% of those visitors to the site are outside the U.S.\u003c/li>\n\u003cli>\u003cstrong>DEMOCRATIZING HIGH-QUALITY EDUCATION\u003c/strong>. The idea of making content available online means that the sorts of information that are part of a university education can be accessed by anyone with an Internet connection. Despite the hoops and hurdles necessary for gaining admission to a school like MIT, the course content is actually accessible to anyone.\u003c/li>\n\u003cli>\u003cstrong>ALLOWING CUSTOMIZATION\u003c/strong>. MIT OCW is licensed under a \u003ca href=\"http://ocw.mit.edu/terms/#cc\">Creative Commons\u003c/a> Attribution-Share Alike-Non-Commercial License. That means that teachers and learners are able to share and remix the content that's available.\u003c/li>\n\u003cli>\u003cstrong>ENCOURAGING SHARING\u003c/strong>. Do educators have an \u003ca href=\"http://educon23.org/conversations/The_Ethical_Obligation_to_Teach-_Learn_-_Share_Globally\">ethical responsibility\u003c/a> to share? Open CourseWare reminds us that a large part of our role as educators is to share knowledge, and we should work to remove the barriers that make that possible.\u003c/li>\n\u003cli>\u003cstrong>EMPOWERING EDUCATORS\u003c/strong>. Even with the best of intentions, sharing content isn't possible without the framework in place to make that happen. Open CourseWare efforts give educators the tools necessary to spread their teaching materials globally.\u003c/li>\n\u003cli>\u003cstrong>PROVIDING VALUABLE CONTENT\u003c/strong>. Want to learn about a particular topic? Want to see what the professors at the premier institutions in the world include in a class on astrophysics, calculus, engineering? Open CourseWare means that learners are able to follow their intellectual pursuits, without having to worry about college applications, tuition, course requirements, and the like.\u003c/li>\n\u003cli>\u003cstrong>ENABLING LIFELONG LEARNING\u003c/strong>. Most of those who take advantage of Open CourseWare aren't enrolled in college. These are independent learners who are not working towards a particular degree, but are committed to lifelong learning.\u003c/li>\n\u003cli>\u003cstrong>REINFORCING THE COLLEGE EXPERIENCE\u003c/strong>. Open CourseWare doesn't negate the college degree necessarily. But it does show that universities can post their content online with the assurance that the college campus experience is, in fact, worth paying for. That you can access MIT course content online has done nothing at all to diminish the value of an MIT degree.\u003c/li>\n\u003cli>\u003cstrong>DEMONSTRATING THE NEED FOR MORE\u003c/strong>. Despite the massive amount of content that's available online, it isn't really enough. In the past ten years, we've seen a number of other efforts grow up alongside open courseware, aiming to establish a community of learners who are all working through these same topics -- whether they're students or independent learners. Examples include \u003ca href=\"http://www.openstudy.com\">OpenStudy\u003c/a>, a project that grew out of Georgia Tech and Emory University and now runs a social learning network that supports Open CourseWare and open educational resources. Learning isn't a solitary act.\u003c/li>\n\u003c/ol>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1346966309,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":656},"headData":{"title":"10 Ways OpenCourseWare Has Freed Education | KQED","description":"Flickr:CriCristina This month marks the tenth anniversary of MIT OpenCourseWare, the university's initiative to provide free and open access to its core academic content -- the syllabi, lecture notes, problem sets and solutions, exams, reading lists, and event video lectures from over 2000 MIT course. The decision by the MIT faculty in 2001 to allow","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"10582 http://blogs.kqed.org/mindshift/?p=10582","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/18/10-ways-open-courseware-has-freed-education/","disqusTitle":"10 Ways OpenCourseWare Has Freed Education","path":"/mindshift/10582/10-ways-open-courseware-has-freed-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_10634\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 406px\">\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-10634\" title=\"CriCristina\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/CriCristina.jpg\" alt=\"\" width=\"406\" height=\"271\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/CriCristina.jpg 406w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/CriCristina-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/CriCristina-320x214.jpg 320w\" sizes=\"(max-width: 406px) 100vw, 406px\">\u003c/a>\n\u003cp class=\"credit\">Flickr:CriCristina\u003c/p>\n\u003c/div>\n\u003cp>This month marks the \u003ca href=\"http://ocw.mit.edu/about/next-decade/\">tenth anniversary\u003c/a> of \u003ca href=\"http://ocw.mit.edu/index.htm\">MIT OpenCourseWare\u003c/a>, the university's initiative to provide free and open access to its core academic content -- the syllabi, lecture notes, problem sets and solutions, exams, reading lists, and event video lectures from over 2000 MIT course.\u003c/p>\n\u003cp>The decision by the MIT faculty in 2001 to allow anyone to use their course content was a seminal move, one that had a profound effect on democratizing education. (You can read the original New York Times story \u003ca href=\"http://query.nytimes.com/gst/fullpage.html?res=9E07E0DD163EF937A35757C0A9679C8B63&sec=technology&spon=&partner=permalink&exprod=permalink\">here\u003c/a>.) Since then, over 100 million people have accessed MIT's materials.\u003c/p>\n\u003cp>In honor of ten years of MIT OCW, here are 10 ways in which this important Open CourseWare initiative has changed education.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>CREATING THE MOLD\u003c/strong>. While MIT OpenCourseWare remains the flagship institution and initiative, it has been joined by multiple other colleges and universities that now make their course content available for learners. These include Brigham Young University, Carnegie Mellon University, UC Berkeley, Notre Dame and UC Irvine -- and that's just in the United States.\u003c/li>\n\u003cli>\u003cstrong>GOING GLOBAL\u003c/strong>. In addition to American universities that now make their course content available, universities all over the world follow suit. But just as importantly, learners all over the world have access to this content. \u003ca href=\"http://www.readwriteweb.com/archives/year-end_stats_from_mit_point_to_increasing_popula.php\">Statistics\u003c/a> from MIT's program show that less than 1% of those who access the university's content are actually doing so from MIT. And almost 60% of those visitors to the site are outside the U.S.\u003c/li>\n\u003cli>\u003cstrong>DEMOCRATIZING HIGH-QUALITY EDUCATION\u003c/strong>. The idea of making content available online means that the sorts of information that are part of a university education can be accessed by anyone with an Internet connection. Despite the hoops and hurdles necessary for gaining admission to a school like MIT, the course content is actually accessible to anyone.\u003c/li>\n\u003cli>\u003cstrong>ALLOWING CUSTOMIZATION\u003c/strong>. MIT OCW is licensed under a \u003ca href=\"http://ocw.mit.edu/terms/#cc\">Creative Commons\u003c/a> Attribution-Share Alike-Non-Commercial License. That means that teachers and learners are able to share and remix the content that's available.\u003c/li>\n\u003cli>\u003cstrong>ENCOURAGING SHARING\u003c/strong>. Do educators have an \u003ca href=\"http://educon23.org/conversations/The_Ethical_Obligation_to_Teach-_Learn_-_Share_Globally\">ethical responsibility\u003c/a> to share? Open CourseWare reminds us that a large part of our role as educators is to share knowledge, and we should work to remove the barriers that make that possible.\u003c/li>\n\u003cli>\u003cstrong>EMPOWERING EDUCATORS\u003c/strong>. Even with the best of intentions, sharing content isn't possible without the framework in place to make that happen. Open CourseWare efforts give educators the tools necessary to spread their teaching materials globally.\u003c/li>\n\u003cli>\u003cstrong>PROVIDING VALUABLE CONTENT\u003c/strong>. Want to learn about a particular topic? Want to see what the professors at the premier institutions in the world include in a class on astrophysics, calculus, engineering? Open CourseWare means that learners are able to follow their intellectual pursuits, without having to worry about college applications, tuition, course requirements, and the like.\u003c/li>\n\u003cli>\u003cstrong>ENABLING LIFELONG LEARNING\u003c/strong>. Most of those who take advantage of Open CourseWare aren't enrolled in college. These are independent learners who are not working towards a particular degree, but are committed to lifelong learning.\u003c/li>\n\u003cli>\u003cstrong>REINFORCING THE COLLEGE EXPERIENCE\u003c/strong>. Open CourseWare doesn't negate the college degree necessarily. But it does show that universities can post their content online with the assurance that the college campus experience is, in fact, worth paying for. That you can access MIT course content online has done nothing at all to diminish the value of an MIT degree.\u003c/li>\n\u003cli>\u003cstrong>DEMONSTRATING THE NEED FOR MORE\u003c/strong>. Despite the massive amount of content that's available online, it isn't really enough. In the past ten years, we've seen a number of other efforts grow up alongside open courseware, aiming to establish a community of learners who are all working through these same topics -- whether they're students or independent learners. Examples include \u003ca href=\"http://www.openstudy.com\">OpenStudy\u003c/a>, a project that grew out of Georgia Tech and Emory University and now runs a social learning network that supports Open CourseWare and open educational resources. Learning isn't a solitary act.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/10582/10-ways-open-courseware-has-freed-education","authors":["4352"],"categories":["mindshift_193"],"tags":["mindshift_346","mindshift_451","mindshift_452","mindshift_76"],"featImg":"mindshift_10634","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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