This blog is for educators, academicians, students and those who are interasted to integrate technology in class room.

Archive for the ‘Open Education’ Category

Upcoming Courses Open for Sign-Up

School of Open, Round 2: Courses open for sign-up:

The School of Open is offering its second round of facilitated courses! Starting today, you can sign up for 7 courses during a two week period; sign-up closes 4 August (Sunday) and courses start on or after 5 August (Monday). All courses are free to take and open to reuse under the CC BY-SA license.

The School of Open is a community of volunteers from around the world passionate about peer learning, openness, and the intersection of the two. These volunteers helped launch the School of Open in March. And now they invite you to join them in the following courses.

To sign up for any of these courses, simply go to the course page and click ‘Start Course’ under its left Navigation column.*

1. Copyright 4 Educators (AUS) (7 weeks) – This course is open to anyone in the world, but will focus on Australian copyright law as pertains to education. This course will equip Australian educators with the copyright knowledge to confidently use copyright material in the classroom. It will also introduce OER and teach you how to find and adapt free, useful resources for your classes. Facilitators: Delia Browne and Jessica Smith

2. Copyright 4 Educators (US) (6 weeks) – This course is open to anyone in the world, but will focus on US copyright law as pertains to education. The course is taught around practical case scenarios faced by teachers when using copyright material in their day-to-day teaching. Facilitator: Laura Quilter

3. Creative Commons for K-12 Educators (7 weeks) – This course will help K-12 educators find and adapt free, useful resources for their classes. It will also help them incorporate activities that teach their students digital world skills — such as finding, remixing, and sharing digital media and materials on the web. Facilitator: Jane Park

4. Designing Collaborative Workshops (4 weeks) – This course brings together case studies of some great collaborative workshops that have been run in the past with an open invitation for you to share your own experiences with either running or participating in a workshop that worked well (or didn’t). Facilitators: Mick Fuzz and Jane Park

5. Writing Wikipedia Articles: The Basics and Beyond (6 weeks) – If you can read Wikipedia, you can learn to build it! In this course, you will learn about the software, the rules, and the cultural values that drive and support this ubiquitous and community-built online encyclopedia. It will focus on articles about openness in education. Facilitators: Pete Forsyth and Sara Frank Bristow *This course runs on Wikipedia; follow instructions to sign up at the course page

6. Open Science: An Introduction (4 weeks) – This course is a collaborative learning environment meant to introduce the idea of Open Science to young scientists, academics, and makers of all kinds. Facilitator: Billy Meinke

7. Why Open? (3 weeks) – This course will facilitate discussion on the different meanings of openness, how openness applies to different domains, as well as participants’ views of what it means to do things openly. Participants will engage in open activities, and examine the benefits and potential issues with openness. Facilitators:Christina HendricksSimeon OrikoJeanette LeePete Forsyth, and Jane Park

Too busy to take a course this time around? Don’t worry, we’re around for a while. Sign up to be notified when we launch our next round of facilitated courses, or take a stand-alone course at your own pace, at anytime.

Don’t see a course you want to take but are full of good ideas? Help us build the courses you want to see with others.Join the School of Open discussion list and introduce yourself and your “open” interest.

Deakin Connect:

Humanitarian Responses To 21st Century Disasters

This 12-week course introduces you to the humanitarian sector and its role in disaster and emergency response. You will learn about the history of the humanitarian field, the principles and practices that inform humanitarian responses and the diverse organisations and individuals that make up the sector. You will be encouraged to explore opportunities to become involved in this rewarding field.

Commencing 29th July 2013

DeakinConnect is Deakin University’s open learning space.
Our first open course is Humanitarian Responses to 21st Century Disasters.

What is Humanitarian Responses to 21st Century Disastersabout?

Earthquake, flood, fire, famine and conflict – we seem to be hearing more about these things everyday, and they affect many communities all around the world. Fortunately, there are many organisations made up of dedicated people who are trained and ready to assist communities affected by disasters. This course explores topics such as history and trends in humanitarian action, key issues in the humanitarian sector and the transition from disaster response to development.

What will I learn in Humanitarian Responses to 21st Century Disasters?

On completion of this course your learning exhibits can demonstrate your achievements in:

Fire fighter attending a bushfire
  • Discipline specific global learning objective icon Discipline-specific knowledge and capabilities – the history of the humanitarian sector; the principles and practices that inform responses to natural and human induced disasters and emergencies; key humanitarian organisations, individuals and their roles; and the complexities and ethical challenges of disaster and emergency responses.
  • Communication skills global learning objective icon Communication skills – using oral, written and interpersonal communication to inform, motivate and effect change.
  • Critical thinking global learning objective icon Critical thinking – evaluating information using critical and analytical thinking and judgment.
  • Digital literacy global learning objective icon Digital literacy – using technologies to find, use and disseminate information.
  • Global citizenship global learning objective icon Global citizenship – engaging ethically and productively in the professional context and with diverse communities and cultures in a global context.

How will this happen in DeakinConnect?

You will be able to:

  • Learn by accessing resources such as expert commentary and interviews, and by testing response strategies in Lolesia, an imaginary country in South East Asia suffering from decades of economic stagnation and oppressive rule.
  • Engage by agreeing, challenging or questioning others’ ideas.
  • Network with humanitarians and peers from across the globe.
  • Evidence your understanding of the field and your capabilities in your online portfolio.
  • Credit – give and receive peer credit and feedback on others’ learning. In addition, up to 100 participants will be able to apply for entry and earn credit towards a Deakin University qualification in this field (fees apply).

Meet Dr Phil Connors, Course Leader

Phot of Dr Phil Connors

Dr Phil Connors has a background in community and participatory development and has taught in the Masters of International and Community Development for eight years, the last two as Course Director. Phil has over 20 years of working with communities in development and emergency response contexts. Over the last two years Phil has developed a strong partnership with Save the Children Australia and other partner organisations to develop a Graduate Certificate in Humanitarian Leadership. Phil is also taking a lead role in the development of the Master of Humanitarian Assistance which is proposed to commence at Deakin in November 2013. Phil’s current research focus is on the role of community-based participatory approaches in strengthening resilience of communities to cope with disasters, and to be involved in the transition phase to rebuilding as early as possible.


Quantum Mechanics and Quantum Computation

CS-191x: Quantum Mechanics and Quantum Computation
Quantum Mechanics and Quantum Computation

A simple conceptual introduction to quantum mechanics and quantum computation.


Quantum computation is a remarkable subject building on the great computational discovery that computers based on quantum mechanics are exponentially powerful. This course aims to make this cutting-edge material broadly accessible to undergraduate students, including computer science majors who do not have any prior exposure to quantum mechanics. The course starts with a simple introduction to the fundamental principles of quantum mechanics using the concepts of qubits (or quantum bits) and quantum gates. This treatment emphasizes the paradoxical nature of the subject, including entanglement, non-local correlations, the no-cloning theorem and quantum teleportation. The course covers the fundamentals of quantum algorithms, including the quantum fourier transform, period finding, Shor’s quantum algorithm for factoring integers, as well as the prospects for quantum algorithms for NP-complete problems. It also discusses the basic ideas behind the experimental realization of quantum computers, including the prospects for adiabatic quantum optimization and the D-Wave controversy.

How can you take this edX Course?


Umesh V. Vazirani
Umesh V. Vazirani

Umesh Vazirani is the Strauch Distinguished Professor of Electrical Engineering and Computer Science at University of California, Berkeley, and is the director of the Berkeley Quantum Information and Computation Center. Professor Vazirani has done foundational work on the computational foundations of randomness, algorithms and novel models of computation. His 1993 paper with Ethan Bernstein helped launch the field of quantum complexity theory. In 2007-08, he was appointed Keenan Visiting Professor for distinguished teaching at Princeton University. He is the author of two books An Introduction to Computational Learning Theory with Michael Kearns (MIT Press) and Algorithms with Sanjoy Dasgupta and Christos Papadimitriou (McGraw Hill).


Do I need a textbook for this class?

No. Notes will be posted each week. If you wish to consult other references, a list of related textbooks and online resources will be provided.

What is the estimated effort for course?

About 5-12 hrs/week.

Why is the work load range so wide?

How long you spend on the course depends upon your background and on the depth to which you wish to understand the material. The topics in this course are quite open ended, and will be presented so you can understand them at a high level or can try to follow it at a sophisticated level with the help of the posted notes.

How much does it cost to take the course?

Nothing! The course is free.

Will the text of the lectures be available?

Yes. All of our lectures will have transcripts synced to the videos.

Do I need to watch the lectures live?

No. You can watch the lectures at your leisure.


A strong background in basic linear algebra, including vectors, matrices, complex numbers, inner products, eigenvalues and eigenvectors (a simple diagnostic quiz will help you assess your background). Mathematical maturity and familiarity with ideas of computer science such as big-Oh notation, algorithms and how to bound the running time of an elementary algorithm.

Once you have registered, you can access our simple optional diagnostic quiz and based on your answers you will be pointed to online resources that you can use to brush up on your background knowledge.


Open Educational Resources (OERs):Locating, Creating, Licensing and Utilizing OERs,

Why Open Education (and resources!) matters

Open Educational Resources (OERs) are the future of education, and that learners and educators everywhere benefit from their proliferation and use.The goals of OERs include defining OERs, demonstrating how to create and interact with them, and exploring how to include them in the teaching and learning processes.These OERs are openly licensed for reuse, usually through a Creative Commons license, which allows them to be integrated into any type of learning environment, including being printed and bound.

Learning Objectives:

  1. Recognize the different types and formats of Open Educational Resources and determine which are appropriate for their own Open Educational Resource development.
  2. Apply an understanding of free and open-access materials and peer production to their own Open Educational Resource development.
  3. Efficiently locate existing Open Educational Resources.
  4. Integrate existing Open Educational Resources into their own Open Educational Resource development.
  5. Construct an Open Educational Resource that assures copyright laws and ADA have been addressed.
  6. Choose and apply a Creative Commons License to their Open Educational Resource and understand the philosophy of sharing content.
  7. Apply and/or publish an Open Educational Resource within a classroom environment and/or repository.
  8. Accurately tag and/or establish the metadata for an Open Educational Resource.

Learning Outcomes:

You will be able to locate, modify, and/or develop, and effectively tag Open Educational Resources that will be integrated into the classroom or submitted to an Open Educational Resource repository.

Module:1 What is Open?

Open education, including Open Educational Resources, Open Textbooks, Peer Production, and Open Universities

Learning Outcomes:

  • Describe what an open textbook is and how it can be used.
  • Describe the peer production process and how it contributes to openness.
  • Explore the concept of open universities and the various definitions of “open” in that context.

There is a lot of confusion over the differences between the terms “free” and “open,”when we use the term “free,” it means no financial exchange for the product or service. Some see “free” as in “freedom”; however, most people associate it with no charge, and this is usually the best interpretation of a service or resource that is labeled as “free.”

Open encompasses both “free” (as in no charge, as discussed above) AND free as in freedom to reuse, revise, remix, and redistribute (the four R’s).

Open Content definition from David Wiley found at Wiley refers to open content as meeting the “4R’s”
  1. Reuse – the right to reuse the content in its unaltered / verbatim form (e.g., make a backup copy of the content)
  2. Revise – the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
  3. Remix – the right to combine the original or revised content with other content to create something new (e.g., incorporate the content into a mashup)
  4. Redistribute – the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)

So, we can say  that free and open are really not one in the same, even though people will sometimes use them interchangeably.


Wiley, D.(n.d.). Defining the open in open content.Retrieved from

What is an Open Educational Resource? Why is the OER movement growing in popularity so quickly? Why would you want to use or create OER materials? How do you license OER materials?

In the first of this OER webinar series, Cathy Casserly, CEO of Creative Commons, will answer these questions and more in an interview by Mitchell Levy, CEO of Happy About. Cathy is formerly the Director of OER Initiatives at The William and Flora Hewlett Foundation. She was also Senior Partner and the Vice President for Innovation and Open Networks at the Carnegie Foundation. Several OER collections will be reviewed including College Open Textbooks, Connexions, MERLOT and SoftChalk CONNECT.

Open Textbooks: A Brief Overview

Module:2  Creative Commons and Copyright 

Learning Outcomes:

  • Develop an understanding of Copyright and Fair Use
  • Differentiate how and when to use the different types of CC licenses
  • Describe the decision making process related to selecting the “right” tool for the content and application
  • Discuss attribution and what needs to be considered when using work that has been licensed under CC
  • Use the CC license chooser when creating open content
  • Practice combining or “remixing” different types of open content

Copyright for Open Educational Resources

Creative Commons

Selecting the Correct Creative Commons License

Module:3 Locating and Evaluating Open Educational Resources

Learning Outcomes:

  • Explore how to locate open educational resources.
  • Explore the difference between an OER repository and a OER list.
  • Evaluate open educational resources.
  • Perform an OER search and share the results of his/her findings.

Finding and Using OER: The Where and the When

Where can you find quality OERs? Where are they distributed, and where and when should you use them? Are they easy to find? What kind of standards (quality, accessibility, licensing) are relevant and why are they important?

OER Repositories and Lists

Locating materials in the OER Commons, Part 1

Creative Commons License 
Locating materials in the OER Commons, Part 1 by Mark McBride is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at

Locating videos in the OER Commons, Part 2

Creative Commons License 
Locating materials in the OER Commons, Part 2 by Mark McBride is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at

Searching Florida’s Orange Grove

Creative Commons License 
Locating materials in the Orange Grove repository by Mark McBride is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at

Searching InTech 

Creative Commons License 
Searching through InTech by Mark McBride is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at

Some other tutorials and YouTube channels on searching OER repositories

OER Commons

Orange Grove Channel on YouTube

Creative Commons YouTube Channel

Reference list of commonly accessed OER repositories and lists.   Also browse this link to Wikieducator’s OER Handbook for Educators:

 Module:4 Creating Open Content

Learning Outcomes:

  • How to use  a variety of platforms to create open content
  • How to incorporate OER into your curriculum
  • The steps you need to follow when creating open content

Things to be consider,

Creating new open content vs. remixing content

Before you begin to create open educational resources, it is important to understand the difference between between licensing content you have created entirely on your own and licensing content that is a remix of other works (peer produced).

Creating your own content:

What are you creating?
Who are you creating it for?
How are you creating it?
How open will it be? (keep in mind the technology you use to create an OER)

Creating content that includes works from others (Remixing):

The biggest concern when remixing is making sure that the items you are mixing together are licensed in a way that is compatible with each other.

Questions to ask:

  1. Does the item you want to use have an open license (ie. creative commons, GNU)?
  2. Are all of your items licensed in a way that are compatible with each other?
  3. How will you license your new remix so that it is a legal license?

This takes a little practice to understand. For example, CC-BY-SA can’t be remixed with CC-BY-SA-NC. If you’re not sure why not, you may want to consider completing Pursuit 2: Copyright and Creative Commons before completing this pursuit. There you will find an OER Remix game developed by David Wiley that will allow you to practice your OER mixing skills.

Creating OER: The WHO and the HOW

These questions, and more, will be answered by Rob Abel from IMS Global and others. In addition we will discuss different models for developing OER materials and demonstrate various authoring tools for creating OER content.  Models for OER development will include work by the math department at the College of the Redwoods. You will also see how Jacqui Cain from Tacoma Community College, as part of a Bill and Melinda Gates foundation grant, re-purposed Sherlock Holmes stories to create a full online course in Remedial English.

The OER series is sponsored by College Open Textbooks,ConnexionsIMS GlobalMERLOT and SoftChalk

Who is developing OERs? Who should be? How are they doing it? How can standards allow OER content interoperability? How can standards assure quality? How can I get started? How can I find the tools for creating OER content?


Audio and Podcasts:


Audio resources are an excellent alternative (or complement) to text resources.  When integrated correctly, they enhance the learning experience by providing a quick reference for students and a personal touch to the subject matter.

Audio files are commonly referred to as podcasts.  The term ‘podcast’ is a hybrid of two words: iPod, referencing Apple’s mp3 player, and broadcast.  However, an iPod is not required to listen to a podcast.  A podcast is simply a broadcast of a digital recording that is made for downloading or streaming to a personal computer or portible electronic device (1). Typically, audio files prepared for delivery for podcasts are encoded (compressed) using the .mp3 compression algorithm.


Audio resources can either be created by the instructor or the instructor can choose to integrate existing open-licensed audio files into courses.

Creating Podcasts

There are many free services that allow users to easily create podcasts.  One of the most popular open source applications is audacity, which is used in tandem with the  LAME mp3 encoder.

Here is an excellent Youtube video that covers the installation process for Audacity:

Also, there are a number of other Audacity and LAME tutorials available on YouTube.(2)

Once created, audio files can be given a Creative Commons license and submitted to an OER repository.  Not sure what Creative Commons is?  Consider completing the ‘Creative Commons’ pursuit within this course and then using/producing CC licensed music files in/for your OER.

Creating Screencasts

screencast is a video recording of computer desktop activity that may also include narration. Narrated screencasts can be integrated into instruction to provide step-by-step procedural guidance in using software applications.(3)

A sampling of free screencasting software includes:

Searching For (and Integrating) Podcasts

Since these files can be quite large, it’s important to consider how they will be hosted.


“Hosted” means the location where the audio file will be stored.  When working within higher education, how audio files are hosted will vary by institution.  Some institutions have streaming servers for audio and video, while others provide alternative space for faculty to store files.  However, in most cases audio files should never be stored directly within a learning management system like ANGEL or Blackboard, as this inflates the size of the course and makes it difficult to work with.

A third option that is institution-agnostic is to host audio files within the cloud.  The “cloud” (or cloud computing) refers to the use of networked facilities for the storage and processing of data rather than a user’s local computer.  Access to files, data or services is typically done via the Internet. (4)  So, in short, audio files can be developed, stored, and accessed within applications that automatically host and stream the content.

Services that allow for the easy storage of MP3 podcasts include:

Ipadio is especially useful because it allows users to create broadcasts from their phones.  It also automatically transcribes the podcast, allowing users to post a transcript of the session (thereby ensuring accessibility for all).  Read more about audio, video and accessibility here.

iTunes isn’t listed above because it acts as a directory service, providing listing updates for podcasts, rather than actually hosting audio files. See the iTunes “making a podcast” documentation for more information on RSS feeds (XML files that the iTunes Store processes in order to create podcast listings)

(1) podcast, n. Third edition, September 2006; online version June 2012. <;

(2) Licensed for reuse by Wikiversity under the Creative Commons Attribution-ShareAlike 3.0 Unported License (“CC BY-SA”) Content created by Teemu Leinonen and Hans Poldoja in

(3) PC magazine. online version January 2012 <,2542,t=screencast&i=60127,00.asp&gt;

(4) cloud, n. Second edition, 1989; online version June 2012. <;; Earlier version first published in New English Dictionary, 1891.

Video and Images:

 A picture says a thousand words – Images as OERs

Many of the concepts in this section of the pursuit mirror those within the previous page (Audio and Podcasts).  The following resources are provided to assist you in producing the highest quality multimedia OERs as possible, as well as ensuring that they are accessible to all learners.

Applications (Images)

Searching for Images

There are a number of ways to locate high-quality images that are licensed for reuse.  The best way to start is with a Creative Commons search:

It is important to note, however, that is not a search engine, but rather offers convenient access to search services provided by other independent organizations. CC has no control over the results that are returned. Do not assume that the results displayed in this search portal are under a CC license. You should always verify that the work is actually under a CC license by following the link. Since there is no registration to use a CC license, CC has no way to determine what has and hasn’t been placed under the terms of a CC license. If you are in doubt you should contact the copyright holder directly, or try to contact the site where you found the content.

This content licensed by Creative Commons under a Creative Commons Attribution 3.0 License.

Flickr also has a portion of its site devoted to Creative Commons licensed images.  These images are sorted by license type, and are easily searchable.  Many are also editable using the tips provided below; just be sure to check the license before altering and re-licensing an image:

If you need help downloading a Creative Commons licensed image from Flickr, try this wikiHow article entitled, How to Find and Download Creative Commons Images from Flickr.   Content on wikiHow is shared under a Creative Commons License.

Finally, Google’s advanced search features will also allow you to isolate Creative Commons licensed images.  For a detailed tutorial on the three search types listed in this pursuit, view the video below:

Creating Images

Though this topic does not technically fall under the OER umbrella, you may find these tips on composition, display, etc. useful as you begin your journey creating OER images:

Once you have taken your photos or located your photos using the search tips provided above, you may want to edit your photos to better suit your needs before licensing or re-licensing.  Here are some suggestions for photo editing software (Please note that not all of these programs are free or open.  You will need to determine which is a proper fit for your needs).  

  • Adobe Photoshop Express – web-based image editing software
  • Gimp – powerful free image editor for Windows, Mac and Linux
  • GimpShop – GIMP modified with an interface similiar to PhotoShop
  • Paint.NET – image editor for Windows
  • Picasa – photo management and editing software by Google
  • Seashore – free image editor for Mac

Additional information on this topic can be found in the article “7 Image Editing Tools to Create Top-Rate Visual Content” by John Haydon, which is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported.

Once you’ve created your photos, you will want to license (or re-license) them using Creative Commons.  You may also want to share or redistribute them.  Here are some suggestions:

Websites for sharing photos under open licenses:

  • Wikimedia Commons – open photo and media database by Wikimedia Foundation
  • Flickr – popular photo sharing site owned by Yahoo, only part of the images are under Creative Commons licenses
  • CC Wiki – Featured Image Sites – image sites using Creative Commons licenses

This content licensed for reuse by Wikiversity under the Creative Commons Attribution-ShareAlike 3.0 Unported License (“CC BY-SA”)


–  (video) should be providing the visual counterpart of the literary essay, should arouse our dreams, satisfy our hunger for beauty, take us on journeys, enable us to participate in events, present great drama and music, explore the sea and the sky and the woods and the hills. It should be our Lyceum, our Chautauqua…and our Camelot. (E.B. White, 1966)

Locating video

Like images, there are many ways to locate quality video that is licensed under a Creative Commons license.  As with images, the best place to start is with a Creative Commons search of Youtube or Vimeo, two of the most popular sources for videos on the web:

Remember that search limitations apply (as discussed above in ‘Images’).  It is always the responsibility of the user to determine whether or not the desired content is available under a Creative Commons license that allows for reuse and/or adaptation.

In addition to a Creative Commons search, there are a number of video databases that contain video licensed for reuse and/or adaptation.  However, it is important to remember that not all the videos on these sites are usable in OER.

  • Video Lectures – Hundreds of on-demand video lectures, most of which are available under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 license
  • TeacherTube – Videos for teachers by teachers
  • – Click on the ‘Videos’ link for a database of older films sorted by topic.  Also offers an increasing number of newer films
  • Sutree – Aggregator of how-to videos from across the web
  • Scivee – Videos on publications and research across the sciences (Link to Brochure)

Licensed for reuse by Wikiversity under the Creative Commons Attribution-ShareAlike 3.0 Unported License (“CC BY-SA”)

Editing Video

Anyone can create a video using a digital recorder, camera, or phone and then upload it to Youtube or Vimeo, but open source video editing options are very limited at the moment.  Those services that do exist are very limited and often produce poor quality results.  We encourage members of the OER community to offer their experiences with using open source video editing software in the Community Area of the course (use the course menu to navigate to this area).  We will continue to update this section of the course as we obtain new information on the topic.

Creating Accessible Video and Audio

User accessibility must be considered when creating and licensing OER videos so that users all are able to access the information contained therein.  A brief overview of the basic principles of creating accessible audio and video can be found here.  The page also discusses a number of solutions for the closed captioning and/or transcription of audio and video.

You may also wish to explore the principles of Universal Design for Learning, which will assist you in creating fully accessible OER content.

Creating an Open Course:

If you are interested in creating an open course, you must first find a platform in which to place your content. A good place to start is wikieducator. They offer free workshops throughout the year related to the development of content in the wiki and the CC license. They have a large support network and will be there for you every step of the way.

You might also consider an open source or free Learning Management System, such as Blackboard’s Coursesites (the LMS used for this course), Canvas, or Moodle.  It is important to review the features of each of these systems to determine which would be important to you.  You can read more about our choice of Coursesites for this open coursehere.

By now you’ve realized it is easy to get overwhelmed. There is so much out there that you may suddenly feel you are drowning in information, resources and tools. Take your time, start simply and pick the resources and tools you feel comfortable with. When creating your course, start with the traditional steps. First, think about who your audience will be. Who do you expect to enroll in your course? Is it meant to be used within your college or will you open it up like a Massive Open Online Course (MOOC)?

Create a general outline of how you envision the course progressing, learning activities and what content you want to include. Then, slowly starting exploring what content is available and think about what tools you might want to use.

Another thing to keep in mind is the interest and demand for the development of OER as a way to make education more accessible. There are several grant opportunities available such as the Hewlett Foundations Grantseekers program.

Listen to this Google Hangout with Carol Yeager and Betty Hurley-Dasgupta from Empire State College as they discuss their experiences with developing and offering open courses and MOOCs:

Module:5 Open Access

Main source and references:

Massive open online course (MOOC) for Degree : A Virtual Reality

Free, Open Online Courses As A First Step Toward A Degree: A MOOC2Degree initiative

MOOC2Degree can help you achieve your academic goals, giving you the opportunity to try online learning for free. Academic Partnerships is collaborating with many of its 40 public university partners to launch the MOOC2Degree initiative which provides you with free, open online courses that lead to academic credit as a first step toward your degree.
The following universities are some of the early participants in Academic Partnerships’ MOOC2Degree initiative. Students who successfully complete a MOOC2Degree course earn academic credits toward a degree, based upon criteria established by participating universities. Additional university partners are joining the initiative in the months ahead as they work through the processes of providing MOOCs. Specific MOOC course listings will be coming soon.

Cleveland State University
Now you can discover a university that’s different, that’s all about you. Now you can shape your future with CSU’s engaged learning, which directly connects you with your professors, with real-world career opportunities, with future employers and with a rewarding life. Now is the time to explore CSU: We’re young, agile, smart, and on the rise, JUST LIKE YOU.

Lamar University
For over 90 years, Lamar University has focused on providing students with opportunities to grow their career through high-quality education. Named after Mirabeau B. Lamar, the founder of public education in Texas, Lamar remains deeply committed to providing undergraduate and graduate students with an outstanding education. At our university, your education is our commitment.

University of Arkansas System
Embracing and expanding the historic trust inherent in the land-grant philosophy, the University of Arkansas System provides communities in Arkansas with access to academic and professional opportunities, develops intellectual growth and cultural awareness in its students, and applies knowledge and research skills to an ever-changing human condition.

University of Cincinnati
Since its founding in 1819, the University of Cincinnati has been the source of many discoveries creating positive change for society. Today, UC is classified as a Research University (Very High Research Activity) by the Carnegie Commission, and is ranked as one of America’s top 25 public research universities by the National Science Foundation. U.S. News has ranked UC in the Top Tier of America’s Best Colleges.

University of Texas at Arlington College of Nursing
A leader in distance education, UT Arlington College of Nursing has received national recognition for its online course offerings. Within an environment of collegiality, faculty have embraced new technologies to enhance classroom and clinical teaching. We are committed to excellence in teaching, research, clinical practice, community service, collaboration and leadership.

University of West Florida
The University of West Florida has a central mission: empower each individual with the opportunity to responsibly and creatively contribute to a complex world. Founded in 1967, UWF is recognized for a commitment to academic success. Our students receive individualized assistance from a world-class faculty and our learning environment fosters creativity and empowerment.

Utah State University
No other place provides the complete package quite like USU: top-notch academics, nationally recognized research, Division I athletics, and more than 200 student clubs and organizations, all on the oldest residential campus in the state. In fact, USU is the #1 public university in the West (and top five in the nation) for lowest tuition on Forbes‘ list of America’s Best College Buys (2011).

Open Education: The World is Really Getting Open

The best Professors from the world’s leading Universities are coming together to teach onlineFOR FREE!

The Faculty Project brings academia’s most outstanding professors to the computers, tablets and smartphones of people all over the world.All courses will be free with open enrollment for anyone with an Internet connection.