OER13 and the open-access landscape

Day 1 of Cambridge 2012 Conference

Day 1 of Cambridge 2012 Conference

Welcome to this first post of OER13: Evidence, Experience, Expectations, the official blog of the OER13 Conference. OER13, as the preceding conferences of this series, seeks to advance the impact of open educational resources and practice both globally and locally in the UK. OER13 will take place at University of Nottingham on 26 and 27th March 2013, and there is still time to book a place.

Looking about at the open-access landscape as OER13 looms before us, it is almost unbelievable to see where we are. Not many foresaw the mushrooming numbers of MOOCs (Massive Open Online Courses) being launched, including some fairly-spectacular MOOC meltdowns. Here in the UK, the Open University along with other universities launched the new FutureLearn MOOC platform just last December. And Minister for Universities and Science David Willetts’ announcement last year that publicly-funded research publication should be openly accessible is seen by some as a threat to academic freedom as much as it likely threatens current publishing models. Against this backdrop, OER13 will seek to examine and discuss the evidence, experience, and expectations of open educational practice in a way that will both enlighten and enable.

If you would like to join in blogging this event — either before or during, even a single post would be great– please reply to this post or tweet @OER13.

Terese Bird, Learning Technologist, University of Leicester

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About tbirdcymru

Educational Designer, School of Medicine, University of Leicester Research and implementation of innovative educational technology solutions at the higher education level since 1998. Currently working on curriculum design and mobile learning within the first UK Medical School to use iPads for learning at the undergraduate level. Recent funded research projects include EU-funded eMundus open educational practice project and evaluation of University of Leicester FutureLearn MOOCs, social media use by teachers and pupils, open education, open educational resources, e-books and e-readers, iTunes U in learning, webinars and multimedia. Particular interest in supporting researchers to digitally network and share their research, and in using VLE/LMS plus personal learning networks and social media to bridge the gap between students, and between student and tutor in distance learning contexts.

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