├── CODE_OF_CONDUCT.md
├── CONTRIBUTING.md
├── LICENSE_CONTENT.md
├── README.md
├── Reading Material_Open Educational Resources
├── Atenas and Havemann, 2015.pdf
├── Atenas et al., 2015.pdf
├── Camilleri et al., 2014.pdf
├── Caswell et al., 2008.pdf
├── Commonwealth of Learning, 2015.pdf
├── Conole, 2016.pdf
├── Czerniewicz et al., 2017.pdf
├── DeVries, 2013.pdf
├── Downes, 2007.pdf
├── European Commission, 2017.pdf
├── Goodova et al., 2015.pdf
├── Holotescu et al., 2015.pdf
├── Hylén, 2005.pdf
├── Islim et al., 2016.pdf
├── Kaosaiyaporn et al., 2015.pdf
├── Marcus-Quinn and Diggins, 2013.pdf
├── Meirani, 2015.pdf
├── Miao et al., 2016.pdf
├── Nail et al., 2015.pdf
├── OECD, 2007.pdf
├── Roeder et al., 2017.pdf
├── Salem Jr., 2017.pdf
├── Shelton et al., 2010.pdf
├── Shu-Hsiang et al., 2015.pdf
├── Weiland, 2015.pdf
└── Yuan and Recker, 2015.pdf
├── content_development
├── MAIN.md
└── README.md
├── key_elements.md
└── production_toolkit
├── .Rhistory
├── MODULE_DESIGN_PROTOCOL.md
├── MOOC_planning_template.md
├── README.md
├── Script_template.md
├── Video_management_protocol.md
└── Writing_a_script.md
/CODE_OF_CONDUCT.md:
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1 | # Contributor Covenant Code of Conduct
2 |
3 | ## Our Pledge
4 |
5 | In the interest of fostering an open and welcoming environment, we as
6 | contributors and maintainers pledge to making participation in our project and
7 | our community a harassment-free experience for everyone, regardless of age, body
8 | size, disability, ethnicity, gender identity and expression, level of experience,
9 | nationality, personal appearance, race, religion, or sexual identity and
10 | orientation.
11 |
12 | ## Our Standards
13 |
14 | Examples of behavior that contributes to creating a positive environment
15 | include:
16 |
17 | * Using welcoming and inclusive language
18 | * Being respectful of differing viewpoints and experiences
19 | * Gracefully accepting constructive criticism
20 | * Focusing on what is best for the community
21 | * Showing empathy towards other community members
22 |
23 | Examples of unacceptable behavior by participants include:
24 |
25 | * The use of sexualized language or imagery and unwelcome sexual attention or
26 | advances
27 | * Trolling, insulting/derogatory comments, and personal or political attacks
28 | * Public or private harassment
29 | * Publishing others' private information, such as a physical or electronic
30 | address, without explicit permission
31 | * Other conduct which could reasonably be considered inappropriate in a
32 | professional setting
33 |
34 | ## Our Responsibilities
35 |
36 | Project maintainers are responsible for clarifying the standards of acceptable
37 | behavior and are expected to take appropriate and fair corrective action in
38 | response to any instances of unacceptable behavior.
39 |
40 | Project maintainers have the right and responsibility to remove, edit, or
41 | reject comments, commits, code, wiki edits, issues, and other contributions
42 | that are not aligned to this Code of Conduct, or to ban temporarily or
43 | permanently any contributor for other behaviors that they deem inappropriate,
44 | threatening, offensive, or harmful.
45 |
46 | ## Scope
47 |
48 | This Code of Conduct applies both within project spaces and in public spaces
49 | when an individual is representing the project or its community. Examples of
50 | representing a project or community include using an official project e-mail
51 | address, posting via an official social media account, or acting as an appointed
52 | representative at an online or offline event. Representation of a project may be
53 | further defined and clarified by project maintainers.
54 |
55 | ## Enforcement
56 |
57 | Instances of abusive, harassing, or otherwise unacceptable behavior may be
58 | reported by contacting the project team at [chris@libscie.org](mailto:chris@libscie.org) or [bianca.kramer@gmail.com](mailto:bianca.kramer@gmail.com). All
59 | complaints will be reviewed and investigated and will result in a response that
60 | is deemed necessary and appropriate to the circumstances. The project team is
61 | obligated to maintain confidentiality with regard to the reporter of an incident.
62 | Further details of specific enforcement policies may be posted separately.
63 |
64 | Project maintainers who do not follow or enforce the Code of Conduct in good
65 | faith may face temporary or permanent repercussions as determined by other
66 | members of the project's leadership.
67 |
68 | ## Attribution
69 |
70 | This Code of Conduct is adapted from the [Contributor Covenant][homepage], version 1.4,
71 | available at [http://contributor-covenant.org/version/1/4][version]
72 |
73 | [homepage]: http://contributor-covenant.org
74 | [version]: http://contributor-covenant.org/version/1/4/gibbon.toolbox@gmail.com
75 |
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/CONTRIBUTING.md:
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1 | # Contribution Guidelines
2 | These are the main contributing guidelines for the development of this MOOC, and apply to each module within. The development structure for this is based on a combination of two things:
3 | 1. Invited experts as part of a core development team, led by one or two managers for each module.
4 | 1. Open participation, where anyone can contribute using the standard processes on GitHub.
5 |
6 | Feedback and contributions of any form are welcomed. Feel free also to [contact us](https://opensciencemooc.eu/contact-us/) to discuss anything further.
7 |
8 | At the present, development is in very early stages, as this is an entirely crowd-sourced and volunteer-led project. We are focusing inititally on [Module 5](https://github.com/OpenScienceMOOC/Module-5-Open-Research-Software-and-Open-Source) to run as a pilot for testing and receiving feedback. After this, the protocol and content will be revised, and then applied accordingly to the development of the remaining modules.
9 |
10 | ## Contact us
11 |
12 | If you want to contribute, add yourself to the [contributors list](https://docs.google.com/spreadsheets/d/1FEbnxBkmIQFDEViTgZDn0AJ0MSK6eDSBEgZuCkW_B5s/edit?usp=drive_web) and join our open [Slack channel](https://openmooc-ers-slackin.herokuapp.com/).
13 |
14 | If you have questions about the project, please [email us](info@opensciencemooc.eu) directly.
15 |
16 | Stay tuned on what's happening on Twitter with [@OpenSci_MOOC](https://twitter.com/OpenSci_MOOC).
17 |
18 | ## Getting started
19 | 1. [Forming a team for collaborative design](https://github.com/OpenScienceMOOC/Main/blob/master/Production_Files/MODULE_DESIGN_PROTOCOL.md#forming-a-team-for-collaborative-design).
20 | 1. [The development process](https://github.com/OpenScienceMOOC/Main/blob/master/Production_Files/MODULE_DESIGN_PROTOCOL.md#the-development-process).
21 | 1. Familiarise yourself with the [script writing guide](https://github.com/OpenScienceMOOC/Main/blob/master/Production_Files/Writing_a_script.md), the [script template](https://github.com/OpenScienceMOOC/Main/blob/master/Production_Files/Script_template.md) and the [video management protocol](https://github.com/OpenScienceMOOC/Main/blob/master/Production_Files/Video_management_protocol.md).
22 |
23 | Each team will adhere to the [MOOC planning template](https://github.com/OpenScienceMOOC/Main/blob/master/Production_Files/MOOC%20planning%20template.docx) to structure development in a systematic way.
24 |
25 |
26 | ## Reporting issues
27 |
28 | - **Search for existing issues.** Please check to see if someone else has reported the same issue.
29 | - **Share as much information as possible.** Include operating system and version, browser and version. Also, include steps to reproduce the bug.
30 |
31 | ## Project Setup
32 | Refer to the [README](README.md).
33 |
34 | ## Content style
35 | This is flexible to each module as required, and defined by each development team in advance as part of the protocol.
36 |
37 | ## Code style
38 | Flexible, as long as it is consistent. Ideally, all content would be drafted in markdown, for increasing re-use. This can be easily performed in R Studio, for example, which also has a GitHub interface to make collaborating on this project even simpler.
39 |
40 | Please read [this guide](https://support.rstudio.com/hc/en-us/articles/200532077-Version-Control-with-Git-and-SVN) to familiarise yourself with this process. Which in itself, is actually fairly powerful for Open Science!
41 |
42 | ## Pull requests
43 |
44 | Please refer to each project's style guidelines and guidelines for submitting patches and additions. In general, we follow the "fork-and-pull" Git workflow.
45 |
46 | - Fork the repo on GitHub
47 | - Clone the project to your own machine
48 | - Commit changes to your own branch
49 | - Push your work back up to your fork
50 | - Submit a Pull request so that we can review your changes
51 |
52 | NOTE: Be sure to merge the latest from "upstream" before making a pull request!
53 |
54 |
55 | - Try not to pollute your pull request with unintended changes – keep them simple and small. If possible, squash your commits.
56 | - Try to share how your code has been tested before submitting a pull request.
57 | - If your PR resolves an issue, include **closes #ISSUE_NUMBER** in your commit message (or a [synonym](https://help.github.com/articles/closing-issues-via-commit-messages)).
58 | - Review
59 | - If your PR is ready for review, another contributor will be assigned to review your PR
60 | - The reviewer will accept or comment on the PR.
61 | - If needed address the comments left by the reviewer. Once you're ready to continue the review, ping the reviewer in a comment.
62 | - Once accepted your code will be merged to `master`
63 |
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/LICENSE_CONTENT.md:
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/README.md:
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1 | # Module 9: Open Educational Resources
2 |
3 | ## Rationale
4 |
5 | Open Educational Resources (OER) "are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions." ([Hewlett Foundation](https://hewlett.org/strategy/open-educational-resources/); [UNESCO](https://en.unesco.org/themes/building-knowledge-societies/oer)) OER represent a paradigm shift compared to traditional methods of education. They are intrinsically related to developments in Open Science, due to the wider implications of access to knowledge in education in our global societies. This module will provide an understanding of the motivations behind OERs and how to develop your own.
6 |
7 | ## Learning outcomes
8 |
9 | 1. The researcher will be able to convey the motivations behind the OER movement, and the relationship that this has with Open Science.
10 | 1. The researcher will be able to identify and implement the steps to either prepare content for educational re-use purposes, or be able to design their own OER.
11 | 1. The researcher will be able to either identify relevant places where their research can be integrated into Wikipedia, or integrate it themselves if they are a user.
12 |
13 | ## Development team
14 | - [Jo Havemann](https://twitter.com/johave), #ResearchinAfrica Highlighter
15 | - [Tobias Steiner](https://twitter.com/cmplxtv_studies)
16 | - …
17 |
18 | ## Key documents
19 |
20 | - [Contributing](CONTRIBUTING.md)
21 | - [Module design protocol](https://github.com/OpenScienceMOOC/Module-9-Open-Educational-Resources/tree/master/production_toolkit/MODULE_DESIGN_PROTOCOL.md)
22 | - [Code of conduct](CODE_OF_CONDUCT.md)
23 | - [Key elements](key_elements.md)
24 |
25 | ## Code of conduct
26 |
27 | All modules of the Open Science MOOC are released with a [Contributor Code of Conduct](CODE_OF_CONDUCT.md). By participating in this project you agree to abide by its terms.
28 |
29 | ## Licenses
30 |
31 | ### Content
32 | MOOC content license: [](https://creativecommons.org/publicdomain/zero/1.0/)
33 |
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33 |
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/content_development/MAIN.md:
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1 | # Module 9: Open Educational Resources
2 | This module will provide an understanding of the motivations behind OERs and how to develop your own. Learning outcomes
3 | - The researcher will be able to convey the motivations behind the OER movement, and the relationship that this has with Open Science.
4 | - The researcher will be able to identify and implement the steps to either prepare content for educational re-use purposes, or be able to design their own OER.
5 | - The researcher will be able to either identify relevant places where their research can be integrated into Wikipedia, or integrate it themselves if they are a user.
6 |
7 | ## Content
8 | ### Introduction
9 | Open Educational Resources (OERs) are freely accessible, openly licensed materials for teaching and learning, and represent a paradigm shift compared to traditional methods of education. They are intrinsically related to developments in Open Science, due to the wider implications of access to knowledge in education in our global societies.
10 | …
11 |
12 | ### Types of OER
13 |
14 | ### benefits and drawback
15 |
16 | ### Discipline specific OERs
17 |
18 | ### Regional specificities
19 | - how doe OER differe by target group, region, ...
20 |
21 | ### decolonizing/democratizing OERa
22 | - not sure how elser to call this yet - wat I mean is that OER often have a eurocentic/western touch - how can we democratize that and balance across
23 |
24 |
25 | ###
26 |
27 |
28 | ## Resources to include
29 | - https://opensciencemooc.eu/resources/#nine
30 |
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/content_development/README.md:
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1 | # Module 9: Open Education Resources
2 |
3 | ## Rationale
4 |
5 | Open Educational Resources (OERs) are freely accessible, openly licensed materials for teaching and learning, and represent a paradigm shift compared to traditional methods of education. They are intrinsically related to developments in Open Science, due to the wider implications of access to knowledge in education in our global societies. This module will provide an understanding of the motivations behind OERs and how to develop your own.
6 |
7 |
8 |
9 | ## Learning outcomes
10 |
11 | 1. The researcher will be able to convey the motivations behind the OER movement, and the relationship that this has with Open Science.
12 | 1. The researcher will be able to identify and implement the steps to either prepare content for educational re-use purposes, or be able to design their own OER.
13 | 1. The researcher will be able to either identify relevant places where their research can be integrated into Wikipedia, or integrate it themselves if they are a user.
14 |
15 | ## Development team
16 | - [Jo Havemann](https://twitter.com/johave), #ResearchinAfrica Highlighter
17 | …
18 |
19 | ## Key documents
20 |
21 | - [Contributing](CONTRIBUTING.md)
22 | - [Module design protocol](https://github.com/OpenScienceMOOC/Module-9-Open-Educational-Resources/tree/master/production_toolkit/MODULE_DESIGN_PROTOCOL.md)
23 | - [Code of conduct](CODE_OF_CONDUCT.md)
24 | - [Key elements](key_elements.md)
25 |
26 |
27 | ## Licenses
28 |
29 | ### Content
30 | MOOC content license: [](https://creativecommons.org/publicdomain/zero/1.0/)
31 |
--------------------------------------------------------------------------------
/key_elements.md:
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1 | **Learning Objectives**:
2 |
3 | *LO9a: Understand the driving forces and motivation behind the OER movement (knowledge).*
4 |
5 | *LO9b: Be able to openly license your research to enable educational re-use, or create your own educational resources (task).*
6 |
7 | ### Key components:
8 |
9 | * Definition and scope of Open Educational Resources (OER), including aspects of resource licensing and re-use.
10 |
11 | * The ‘five Rs’ of OER: Retain, Re-use, Revise, Remix, Redistribute.
12 |
13 | * Motivations behind OER movement, including lower costs and increasing accessibility to education, and the role of institutional/organizational support.
14 |
15 | * OER repositories (national and others), and some of the major OER initiatives.
16 |
17 | * Principles of open pedagogy/andragogy.
18 |
19 | * The impact of OER on sustainable development, economic growth, social inclusion, and environmental conservation.
20 |
21 | * How OER can influence policy development at national and institutional levels through capacity building and social mobility.
22 |
23 | ### Who to involve:
24 |
25 | * Individuals: Rajiv Jhangiani, Beck Pitt, Nicole Allen, Dawn Bazely.
26 |
27 | * Organisations: [United Nations Educational, Scientific and Cultural Organization](https://en.unesco.org/) (UNESCO), [OER Commons](https://www.oercommons.org/), [Organization for Economic Co-operation and Development](http://www.oecd.org/) (OECD), [Commonwealth of Learning](https://www.col.org/), SPARC, [Wikimedia](https://wikimedia.de/)[ Deutschland](https://wikimedia.de/), [Núcleo REA](http://www.nucleorea.ei.udelar.edu.uy/) (Recursos Educativos Abiertos, Uruguay); [Go_GN](https://go-gn.net/) (Global OER Graduate Network); [Opening Up Slovenia](http://www.ouslovenia.net/); [OER Info](https://open-educational-resources.de/) (Germany); the [Open Education Working Group](https://education.okfn.org/) (OKI), [Polish Coalition for Open Education](http://koed.org.pl/pl/english/) (KOED).
28 |
29 | * Other: Lots and lots of librarians.
30 |
31 | ### Key resources:
32 |
33 | **Tools**
34 |
35 | * [Open Education Handbook](https://en.wikibooks.org/wiki/Open_Education_Handbook) (CC BY 4.0).
36 |
37 | * [Open Education Handsheet](https://sparcopen.org/wp-content/uploads/2017/04/Open-Education-Fact-Sheet_SPARC.11.10-2.pdf), SPARC.
38 |
39 | * [OER World Map](https://oerworldmap.org/).
40 |
41 | * [OER Commons](https://www.oercommons.org/), a public digital library of Open Educational Resources.
42 |
43 | * [OER Hub](http://oerhub.net/), researching the impact of Open Educational Resources.
44 |
45 | * [Temoa](http://www.temoa.info/), Open Educational Resources Portal.
46 |
47 | * Open education course directories:
48 |
49 | * [NovoEd](https://course.novoed.com/courses/), [Class Central](https://www.class-central.com/), [OpenLearn](http://www.open.edu/openlearn/), [OpenHPI](https://open.hpi.de/?locale=en), [OpenMed](http://openmedproject.eu/), [Open2Study](https://www.open2study.com/), [OpenClassrooms](https://openclassrooms.com/).
50 |
51 | **Research Articles and Reports**
52 |
53 | * [Open Educational Resources: Opportunities and challenges](http://www.oecd.org/education/ceri/37351085.pdf) (Hylén, 2005).
54 |
55 | * [Models for sustainable Open Educational Resources](https://www.learntechlib.org/p/44796/) (Downes, 2007).
56 |
57 | * [Giving knowledge for free: The emergence of Open Educational Resources](http://www.oecd.org/education/ceri/38654317.pdf) (OECD, 2007).
58 |
59 | * [Open content and Open Educational Resources: Enabling universal education](http://www.irrodl.org/index.php/irrodl/article/view/469) (Caswell et al., 2008).
60 |
61 | * [Linking open course wares and open education resources: creating an effective search and recommendation system](https://www.sciencedirect.com/science/article/pii/S187705091000325X) (Shelton et al., 2010).
62 |
63 | * Evaluating Open Educational Resources: Lessons learned (DeVries, 2013).
64 |
65 | * [Open Educational Resources](https://www.sciencedirect.com/science/article/pii/S1877042813032862) (Marcus-Quinn and Diggins, 2013).
66 |
67 | * [State of the art review of quality issues related to Open Educational Resources (OER)](http://www.pedocs.de/frontdoor.php?source_opus=9101) (Camilleri et al., 2014).
68 |
69 | * [Open Data as Open Educational Resources: Case studies of emerging practice](https://education.okfn.org/files/2015/11/Book-Open-Data-as-Open-Educational-Resources1.pdf) (Atenas and Havemann, 2015).
70 |
71 | * [Open data as Open Educational Resources: Towards transversal skills and global citizenship](http://www.openpraxis.org/~openprax/index.php/OpenPraxis/article/view/233) (Atenas et al., 2015).
72 |
73 | * [Multimedia resources as examples of polymorphic educational hypertexts in the post-literacy era](https://www.sciencedirect.com/science/article/pii/S1877042815060346) (Goodova et al., 2015).
74 |
75 | * [The Power of the Three Words and One Acronym: OER vs OER: Subtitle: I’m not an Ogre of the Enchanted Realm (of cyberspace). I’m an Omnipresent Educational Rescuer (because I use the OER!)](https://www.sciencedirect.com/science/article/pii/S1877042815027299), (Holotescu et al., 2015).
76 |
77 | * [Open Educational Resources development model for an inquiring cultural skill of Higher Education students](https://www.sciencedirect.com/science/article/pii/S1877042815009246) (Kaosaiyaporn et al., 2015).
78 |
79 | * [The use of Open Educational Resources in online learning: A study of students’ perception](https://eric.ed.gov/?id=EJ1092848) (Meirani, 2015).
80 |
81 | * T[he global information educational resources: Methodological issues](https://www.sciencedirect.com/science/article/pii/S1877042815028645) (Nail et al., 2015).
82 |
83 | * [From vision to action - A strategic planning process model for Open Educational Resources](https://www.sciencedirect.com/science/article/pii/S1877042815011623) (Shu-Hsiang et al., 2015).
84 |
85 | * [Open Educational Resources: American ideals, global questions](http://ger.mercy.edu/index.php/ger/article/view/128) (Weiland, 2015).
86 |
87 | * [Not all rubrics are equal: A review of rubrics for evaluating the quality of Open Educational Resources](http://www.irrodl.org/index.php/irrodl/article/view/2389) (Yuan and Recker, 2015).
88 |
89 | * [A Basic Guide to Open Educational Resources](http://oasis.col.org/handle/11599/36) (Commonwealth of Learning, 2015).
90 |
91 | * [MOOCs as disruptive technologies: Strategies for enhancing the learner experience and quality of MOOCs](http://www.um.es/ead/red/50/conole.pdf) (Conole, 2016).
92 |
93 | * [Use of Open Educational Resources: How, why and why not?](https://eric.ed.gov/?id=EJ1111136) (Islim et al., 2016).
94 |
95 | * [Open Educational Resources: Policy, costs and transformation](http://unesdoc.unesco.org/images/0024/002443/244365e.pdf) (Miao et al., 2016).
96 |
97 | * [OER in and as MOOCs](https://zenodo.org/record/161287#.WowNvoPwaM_) (Czerniewicz et al., 2017).
98 |
99 | * [Policy Approaches to Open Education - Case Studies from 28 EU Member States (OpenEdu Policies)](https://ec.europa.eu/jrc/en/publication/policy-approaches-open-education-case-studies-28-eu-member-states-openedu-policies), (European Commission, 2017).
100 |
101 | * [Open Educational Resources as a diver for manufacturing-related education for learning of sustainable development](https://www.sciencedirect.com/science/article/pii/S2351978917300148) (Roeder et al., 2017).
102 |
103 | * [Open pathways to student success: Academic library partnerships for Open Educational Resource and affordable content creation adoption](https://www.sciencedirect.com/science/article/pii/S0099133316301409) (Salem Jr., 2017).
104 |
105 | * [Barriers, incentives, and benefits of the open educational resources (OER) movements: An exploration into instructor perspectives](https://firstmonday.org/ojs/index.php/fm/article/view/9172) (Henderson and Ostashewski, 2018).
106 |
107 | **Key posts**
108 |
109 | * [Foundations for OER Strategy Development](http://www.oerstrategy.org/home/read-the-doc/) (Allen et al., 2015).
110 |
111 | * [What are Open Educational Resources](http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers/) (OERs)?, UNESCO.
112 |
113 | * [Open Educational Resources and Creative Commons](https://blog.eliademy.com/2015/03/16/oer/#.WoteXoPwaM8), Eliademy.
114 |
115 | **Other**
116 |
117 | * [Introduction to OER](https://pitt.libguides.com/openeducation), University of Pittsburgh.
118 |
119 | * [BC Campus OpenEd](https://open.bccampus.ca/).
120 |
121 | * [Wikimedia](https://www.wikimedia.org/), a global movements whose mission is to bring free educational content to the world.
122 |
123 | * [Discovering Open Educational Resources (OER): Home](http://guides.temple.edu/OER), Temple University.
124 |
125 | * [The Cape Town Open Education Declaration](http://www.capetowndeclaration.org/read-the-declaration): Unlocking the promise of Open Educational Resources.
126 |
127 | * The [2012 Paris OER Declaration](http://www.unesco.org/fileadmin/MULTIMEDIA/HQ/CI/WPFD2009/English_Declaration.html).
128 |
129 | * [Open Educational Resources](https://www.hewlett.org/strategy/open-educational-resources/), Hewlett Foundation.
130 |
131 | * [Open Educational Resources](https://web.archive.org/web/20130503135718/http://www.col.org/resources/crsMaterials/Pages/OCW-OER.aspx), Commonwealth of Learning.
132 |
133 | * [Global Report 2017](http://oasis.col.org/handle/11599/2788).
134 |
135 | * [Definition of OER](http://www.opencontent.org/definition/), OpenContent.
136 |
137 | * [MERLOT](https://www.merlot.org/merlot/index.htm), Multimedia Educational Resource for Learning and Online Teaching.
138 |
139 | * Open textbook initiatives:
140 |
141 | * [Unglue it](https://unglue.it/), [FreeBooks4Doctors](http://www.freebooks4doctors.com/), [InTech Open](https://www.intechopen.com/), [Bookboon](http://bookboon.com/), [BC Campus OpenEd](https://open.bccampus.ca/find-open-textbooks/), [E-books Directory](http://www.e-booksdirectory.com/), [Directory of Open Access Books](https://www.doabooks.org/), [Wikibooks](https://en.wikibooks.org/wiki/Main_Page/), [UCL Press books](http://www.ucl.ac.uk/ucl-press/browse-books/), [Saylor Academy Open Textbooks](https://www.saylor.org/books/), [Potto Project](http://www.potto.org/), [Open Library](https://openlibrary.org/) (Internet Archive), [Openstax](https://openstax.org/), [Open Textbooks](https://textbooks.opensuny.org/) (SUNY), [Open Textbook Library](http://www.open.umn.edu/opentextbooks/).
142 |
143 | * [LibreTexts](http://www.libretexts.org/).
144 |
145 | * [Biology](https://bio.libretexts.org/).
146 |
147 | * [Chemistry](https://chem.libretexts.org/).
148 |
149 | * [Geosciences](https://geo.libretexts.org/).
150 |
151 | * [Mathematics](https://math.libretexts.org/).
152 |
153 | ### Tasks:
154 |
155 | * Create a Wikipedia account.
156 |
157 | * Integrate one or more of your research articles (or someone else’s) into Wikipedia.
158 |
159 | * Make sure to link to an Open Access version if possible.
160 |
161 | * Make some of your research outputs or teaching materials openly available.
162 |
163 | * Remember to choose an appropriate repository.
164 |
165 | * Make sure the content is openly licensed and granted a DOI.
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/production_toolkit/.Rhistory:
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1 | install.packages("readxl")
2 | install.packages("tidyverse")
3 | install.packages("rmarkdown")
4 |
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/production_toolkit/MODULE_DESIGN_PROTOCOL.md:
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1 | # MOOC module design protocol
2 |
3 | This protocol will guide you through the the activities for developing modules for the Open Science MOOC.
4 |
5 | This is a collaborative, team-based effort. Each module has its own repo on GitHub:
6 |
7 | 1. [Open Principles](https://github.com/OpenScienceMOOC/Module-1-Open-Principles)
8 | 2. [Open Collaboration](https://github.com/OpenScienceMOOC/Module-2-Collaborative-Platforms)
9 | 3. [Reproducible Research and Data Analysis](https://github.com/OpenScienceMOOC/Module-3-Reproducible-Research-and-Data-Analysis)
10 | 4. [Open Research Data](https://github.com/OpenScienceMOOC/Module-4-Open-Research-Data)
11 | 5. [Open Research Software and Open Source](https://github.com/OpenScienceMOOC/Module-5-Open-Research-Software-and-Ope)
12 | 6. [Open Access to Research Papers](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Resea)
13 | 7. [Open Evaluation](https://github.com/OpenScienceMOOC/Module-7-Open-Evaluation)
14 | 8. [Public Engagement with Science](https://github.com/OpenScienceMOOC/Module-8-Public-Engagement-with-Science)
15 | 9. [Open Educational Resources](https://github.com/OpenScienceMOOC/Module-9-Open-Educational-Resources)
16 | 10. [Open Advocacy](https://github.com/OpenScienceMOOC/Module-10-Open-Advocacy)
17 |
18 |
19 | ## Forming a team for collaborative design
20 |
21 | 1. Hopefully, you've identified which module program to work on. It is probably best that you are already familiar with this topic. Building your core team is the next step. You will need a combination of:
22 | 1. Experts. These will be your bread and butter. This can comprise people from any background, including academics, librarians, journalists, policymakers, librarians and information specialists, advocates, and students.
23 | 2. It might also be useful to supplement this with learning designers, including those familiar with learning technologies.
24 | 3. Being a trainer, educator, or educational expert is not a prerequisite. However, it would not hurt to have someone familiar with this on your team.
25 | 2. Having an initial briefing meeting will be the second step. This will be in conjunction with either a member of the MOOC Steering Committee, or if you're really unlucky, Jon. In this meeting, the following will be covered:
26 | 1. An introduction to the MOOC, the managerial team, the core team, and an understanding of the requirements of each.
27 | 2. Expectations of what each will contribute and receive from taking part.
28 | 3. An explanation of time scales and commitments.
29 | 4. An exploration of the MOOC module, the design and development protocol, the knowledge that will be included, and what the challenges to be addressed are.
30 | 5. The core learning outcomes and mission objectives for the module. These are all defined in the [Proposed Modules](https://opensciencemooc.eu/proposed-modules/) section of the companion website for the MOOC.
31 | 3. Setting a timeline and action plan for development.
32 | 4. Acquiring team information. Each team member will be required to provide:
33 | 1. A profile picture.
34 | 2. A short bio.
35 | 3. Twitter handle (where appropriate).
36 | 4. Personal website (where appropriate).
37 | 5. Publicising the team to the MOOC companion website, [here](https://opensciencemooc.eu/about-us/production-team/).
38 |
39 | ## The development process
40 |
41 | For a checkbox version of this, see the [MOOC planning template](MOOC_planning_template.md). This is design to keep track of the development in a structured manner.
42 |
43 | 1. Initiate and plan
44 | 1. Define the target group
45 | 2. Refine the learning objectives and outcomes
46 | 3. Design the course outline
47 | 1. Combination of lectures, reading, and activities
48 | 4. Design the project plan and timeline
49 | 5. Identify promotion channels
50 | 2. Designing and scripting
51 | 1. Identify key resources (including those already gathered)
52 | 2. Design learner activities with clear instructions
53 | 3. Find resources (video, illustrations, screencasts, podcasts, assignments, quizzes, presentations)
54 | 4. Write concise, engaging video (and audio) scripts
55 | 5. Review all learning resources, adjusting as needed
56 | 6. Finalise all scripts
57 | 7. Copyright strategy
58 | 3. Recording and editing
59 | 1. Record either on location, online, or within studio
60 | 2. Preference to non-'floating head' styles
61 | 3. Edit all audio/visual material
62 | 4. Quizzes and assignments
63 | 1. First draft for feedback to instructional design
64 | 2. Follow up feedback
65 | 3. Define regularity of quizzes
66 | 4. Final examination
67 | 5. Review assignments
68 | 6. Other assignments (e.g., discussion prompts)
69 | 5. Internal reviewing
70 | 1. All members of team cross-review content
71 | 2. Checks from Steering Committee
72 | 6. External testing and review
73 | 1. All content via GitHub
74 | 2. Use existing channels from communication strategy
75 | 7. Internal reviewing and finalisation
76 | 1. All members of team cross-review content
77 | 2. Checks from Steering Committee
78 | 8. Implementation
79 | 1. Agreement on platform
80 | 2. Module logo (either designed or copyright free)
81 | 3. Module description and introduction
82 | 4. Instructor and guest lecturer agreement
83 | 5. Instructor and team member profiles
84 | 6. Course readings all acquired (copyright free)
85 | 7. Port all content to selected platform
86 | 8. Make sure all content is also deposited in the Open Science Framework
87 | 1. For future indexing via Zenodo
88 | 9. Promotion
89 | 1. Content and communication calendar/strategy/timeline
90 | 2. Identify relevant channels, including:
91 | 1. Mailing lists
92 | 2. Social media (including relevant hashtags)
93 | 3. Organisations
94 | 4. Individuals
95 | 5. Websites
96 | 6. Conferences
97 | 3. Images for use in social media
98 | 4. Course title marketing check
99 | 10. Launch
100 | 1. Publicity start
101 | 2. Open and free for all; continuous, self-paced learning; 100% online
102 | 3. Soft launch date
103 | 4. Course launch date
104 | 5. Monitor learner experiences and reactions
105 | 6. Prepare to provide additional information if required
106 | 11. Reviewing and optimisation
107 | 1. Collate and review learner feedback at regular intervals
108 | 2. Track any potential new information during course duration
109 | 3. Prepare evaluation report
110 | 4. Evaluation meeting
111 | 5. Optimise content where relevant
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/production_toolkit/MOOC_planning_template.md:
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1 | ---
2 | title: "Mooc planning template"
3 | author: "Jon Tennant"
4 | date: "11 May 2018"
5 | output: html_document
6 | ---
7 |
8 | # MOOC planning template
9 |
10 | ## How to use this template
11 |
12 | This is to provide a structured check list to track content development.
13 |
14 | - For the 'Delivered' column, a simple Yes/No Scheme should be used.
15 | - For the 'Status' column, please use one of the three symbols below.
16 | - For the 'Deadline' column, please use a traditional dating scheme: 2018/05/10.
17 | - For the 'Comments' column, insert any text as neccessary.
18 |
19 |
20 | Status traffic light scheme:
21 |
22 | Green: All looks good
23 |
24 | 
25 |
26 |
27 | Orange: Issues that can impact launch date
28 |
29 | 
30 |
31 |
32 | Red: Launch date in danger
33 |
34 | 
35 |
36 |
37 |
38 | | Design Phase | Delivered | Status badge | Deadline | Comments |
39 | | ------------------ | ------------ | ----------------- | ------------ | ------------- |
40 | | **Initiate and plan** | | | | |
41 | | Kick off | Yep |  | 2018/05/10 | Sprint success! |
42 | | Define target group | Nope |  | 2018/05/31 | |
43 | | Refine learning objectives/outcomes | Nope |  | 2018/05/31 | |
44 | | Design course outline | Nope |  | 2018/05/31 | |
45 | | Design project plan and timeline | Nope |  | 2018/05/31 | |
46 | | Identify promotion channels | Nope |  | 2018/05/31 | |
47 | | **Design and scripting** | | | | |
48 | | Identify key resources | | | | |
49 | | Design learner activities | | | | |
50 | | Find existing key resources | | | | |
51 | | Write audio/video scripts | | | | |
52 | | Review all learning resources | | | | |
53 | | Finalise all scripts | | | | |
54 | | Copyright strategy | | | | |
55 | | **Recording and editing** | | | | |
56 | | Record on location/in studio | | | | |
57 | | Edit all audio/visual material | | | | |
58 | | **Internal reviewing** | | | | |
59 | | Cross-check and review content | | | | |
60 | | Checks from Steering Committee | | | | |
61 | | **External testing and review** | | | | |
62 | | All reviewing conducted via GitHub | | | | |
63 | | Existing channels from communications strategy | | | | |
64 | | **Internal reviewing and finalisation** | | | | |
65 | | Cross-review and check content | | | | |
66 | | Final checks from Steering Committee | | | | |
67 | | **Implementation** | | | | |
68 | | Agreement on platform | | | | |
69 | | Module logo designed | | | | |
70 | | Module description and introduction | | | | |
71 | | Team member and guest lecturer agreements | | | | |
72 | | Team member and guest lecturer profiles | | | | |
73 | | Course readings acquired | | | | |
74 | | Port content to selected platform | | | | |
75 | | All content deposited in the Open Science Framework | | | | |
76 | | **Promotion** | | | | |
77 | | Content and communication calendar/strategy/timeline | | | | |
78 | | Identify relevant channels (mailing lists, social media and hashtags, organisations, individuals, websites, conferences) | | | | |
79 | | Images for use in social media | | | | |
80 | | Course title marketing check | | | | |
81 | | **Launch** | | | | |
82 | | Publicity start | | | | |
83 | | Open and free for all, continuous, self-paced learning, 100% online | | | | |
84 | | Soft launch | | | | |
85 | | Course launch | | | | |
86 | | Monitoring of learner experiences and reactions | | | | |
87 | | Prepare to provide additional information if required | | | | |
88 | | **Reviewing and optimisation** | | | | |
89 | | Collate and review learner feedback at regular intervals | | | | |
90 | | Track any new information during course duration | | | | |
91 | | Prepare evaluation report | | | | |
92 | | Evaluation meeting | | | | |
93 | | Optimise content where relevant | | | | |
94 |
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/production_toolkit/README.md:
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1 | # Production files
2 |
3 | This repo is aimed to provide the production files for content development and management for each MOOC module. Each MOOC repo has its own copy of these files, which can be customised for each module as needed.
4 |
5 | ## Table of contents
6 | - [MOOC planning template](MOOC_planning_template.md)
7 | - [Module design protocol](MODULE_DESIGN_PROTOCOL.md)
8 | - [Writing a script](Writing_a_script.md)
9 | - [Script template](Script_template.md)
10 | - [Video management protocol](Video_management_protocol.md)
11 |
12 | ## Licenses
13 |
14 | ### Content
15 | MOOC content license: [](https://creativecommons.org/publicdomain/zero/1.0/)
16 |
17 | ### Code and software
18 | Software associated with the MOOCs, or any code snippets contained in the MOOCs, carry the following default license: [](https://opensource.org/licenses/MIT). If needed a different [OSI approved software license](https://opensource.org/licenses) may be chosen.
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/production_toolkit/Script_template.md:
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1 | Script template
2 | ===============
3 |
4 | Course title:
5 |
6 | Module title:
7 |
8 | Video title:
9 |
10 | Introduction
11 | ------------
12 |
13 | - What has been learned in the module so far (where relevant)
14 |
15 | - What did we learn in the previous video (where relevant)
16 |
17 | - What is the purpose of this video
18 |
19 | - Why is this relevant
20 |
21 | - What is the key question to be addressed
22 |
23 | Middle (body)
24 | -------------
25 |
26 | - What are the key points and concepts
27 |
28 | - Make sure each part is interconnected
29 |
30 | - Link each part to the purpose of the video
31 |
32 | Conclusions
33 | -----------
34 |
35 | - Summarise key points
36 |
37 | - Relate conclusion to initial question
38 |
39 | - What will be learned in the next video (where relevant)
40 |
41 | - Mention any relevant quizzes or activities
42 |
43 | - End with key points in wider context of the module
44 |
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/production_toolkit/Video_management_protocol.md:
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1 | Video management protocol
2 | =========================
3 |
4 | Videos can be powerful tools for communication in education. They can
5 | range from lecture formats, to more informal chats and live
6 | demonstrations. Videos are designed to be engaging and deliver content
7 | in a more digestible way to help your learners achieve their objectives.
8 | They can also be used to help convey complex topics in a more insightful
9 | manner.
10 |
11 | Preparation
12 | -----------
13 |
14 | - Define learning goals for the video
15 |
16 | - Define the design of the video
17 |
18 | Design plan
19 | -----------
20 |
21 | 1. Find the right location
22 |
23 | a. Studio
24 |
25 | b. Office
26 |
27 | c. Lecture room
28 |
29 | d. Other (e.g., outdoors)
30 |
31 | 2. Presentation style
32 |
33 | e. Direct lecture to the camera
34 |
35 | f. Group discussion
36 |
37 | g. Interview
38 |
39 | h. Informal chat
40 |
41 | i. Monologue (selfie style)
42 |
43 | 3. Content visualisations
44 |
45 | j. Animations
46 |
47 | k. Whiteboard drawings
48 |
49 | l. Screen capture
50 |
51 | m. 3D models
52 |
53 | n. Live demonstration
54 |
55 | o. Laboratory/field visits
56 |
57 | 4. Format
58 |
59 | p. Presenter with empty screen
60 |
61 | q. Presenter with visuals on screen
62 |
63 | r. Informal setting empty screen
64 |
65 | s. Formal setting with slides/presentation
66 |
67 | t. Other (e.g., onsite location, natural environment)
68 |
69 | Sources for image and video
70 | ---------------------------
71 |
72 | You are allowed to design and use your own content, but please be aware
73 | that even then there might be some restrictions that apply:
74 |
75 | - If you are using some images or content that are someone else's
76 | property or copyright
77 |
78 | - Taking a picture or video of an image or media that is not your own
79 | work. This does not count as original work, unless you add a
80 | statement that states otherwise (or a relevant citation)
81 |
82 | - Your employer in some cases might own the rights to any content that
83 | you generate.
84 |
85 | If you would like to use your own content, please add a simple statement
86 | in the readme file (or a separate file) for each project repo stating:
87 |
88 | *I/we grant the Open Science MOOC the right to re-use the content that
89 | I/we provide for the project. Specifically, I/we give permission to:*
90 |
91 | - *Use the material for educational purposes for the project*
92 |
93 | - *Publish the educational videos to the MOOC platform, and share any
94 | relevant ones on social media*
95 |
96 | - *Release the content under a Creative Commons CC BY 4.0
97 | International license*
98 |
99 | Tips for presenters
100 | -------------------
101 |
102 | - Act naturally
103 |
104 | - Don't smile all the time
105 |
106 | - Don't freeze all the time
107 |
108 | - Avoid saying 'um' too much (and like, ah, uh, well etc.)
109 |
110 | - Act casual, and confident. You know your work, otherwise you
111 | wouldn't be the one in front of the camera
112 |
113 | - Use small gestures, some times
114 |
115 | - Speak at your natural pace
116 |
117 | - Speak clearly, but not monotonously
118 |
119 | - Project energy, but don't go wild
120 |
121 | - Try not to fidget
122 |
123 | - Are you passionate? Great, project it!
124 |
125 | - Try not to shift in your place too much
126 |
127 | - Enthusiasm is contagious
128 |
129 | - Strategic pausing
130 |
131 | - Especially after important points to provide focus
132 |
133 | - Useful after questions to help your audience pay attention
134 |
135 | - Downward inflexions
136 |
137 | - Makes sentences not sound like questions
138 |
139 | - Use upward inflexions only after questions
140 |
141 | - Memorise the script
142 |
143 | - But don't sound like a zombie or robot
144 |
145 | - Clothing
146 |
147 | - Try to wear plain clothes for contrast
148 |
149 | - Smart casual is best
150 |
151 | - Nothing that might be offensive
152 |
153 | - Avoid green, and anything too bright
154 |
155 | - Avoid anything distracting or too flashy (like huge jewellery)
156 |
157 | - Practice makes perfect!
158 |
159 | - It doesn't always happen on the first take
160 |
161 | - People make mistakes, and that's totally okay
162 |
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/production_toolkit/Writing_a_script.md:
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1 | Writing a script (audio or video)
2 | =================================
3 |
4 | The purpose of creating a script is to create a narrative or storyline for your media. It should have a clear flow, with a distinct beginning, middle, and ending for viewers. A strong main question or theme helps to provide focus and engage viewers.
5 |
6 | A standard script should have three parts:
7 |
8 | 1. A beginning or introduction
9 |
10 | a. What is the purpose of this video, and why is it relevant
11 |
12 | b. Can start with a misconception or key question
13 |
14 | c. Can even start with an answer to highlight what the video is for
15 |
16 | 2. A middle, the main part
17 |
18 | d. What are the key points and concepts
19 |
20 | e. Make sure each part is interconnected
21 |
22 | f. Link each part to the purpose of the video
23 |
24 | 3. An end, the conclusion
25 |
26 | g. Summarise the key points made
27 |
28 | h. Relate the conclusion to the initial question, the purpose of
29 | the video, and the wider context of the module
30 |
31 | Tips for script writing
32 | -----------------------
33 |
34 | - Keep it simple
35 |
36 | - No jargon
37 |
38 | - Concentrate on simpler concepts that are easier to grasp
39 |
40 | - If it needs to be complicated, be careful with language
41 |
42 | - Make sure words are easy to pronounce
43 |
44 | - Remember things sound differently in writing than orally
45 |
46 | - Use active language
47 |
48 | - In the present tense and familiar terminologies (where possible)
49 |
50 | - Keep sentences short to help flow
51 |
52 | - Address the audience
53 |
54 | - Use terms like 'we' or 'us' or 'together'
55 |
56 | - Ask questions directly to the audience
57 |
58 | - Length
59 |
60 | - Shorter videos are more engaging
61 |
62 | - Keep it short -- 5/6 minutes is a good target
63 |
64 | - At about 130 words/min, this means a script should comprise about 700-800 words
65 |
66 | - Segments
67 |
68 | - Break down stories into chunks to help guide the thinking process
69 |
70 | - Preparation
71 |
72 | - Let your speakers know enough information to understand the video beforehand
73 |
74 | - For example, by sharing details about the MOOC, your module, and this document
75 |
76 | - Get someone unfamiliar with the topic to review your script
77 |
78 |
79 | Visual aids
80 | -----------------------
81 |
82 | Think about any relevant visuals that can be used to support your text. For example, a powerpoint (or open source version) can be created with key images, bullets, and other content can be displayed alongside the audio presentation.
83 |
84 | Make sure that either you own the copyright to all visual material, including photos, animations, drawings, or other videos. Otherwise, only use copyright free material, or what which you have permission to use, for you presentations.
85 |
86 |
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