presentation at Global Mindset conference, August 2015

1. Professor Sandra Wills
PVC (Student Learning)
Charles Sturt University
Australia
blending
open & free with
closed & for feeCC BY-NC-SA

2. regional university
40,000 students
70% distance education
all courses online
all courses connect with
indigenous concerns
all courses connect with
professional practice

5. CSU
Online
Learning
Model

7. Learning space for lectures

8. Learning space for professional practice

9. Learning space for developing learning resources,
learning communities & digital literacies
Co-created
Connected

10. Learning Commons:
for books or
for learning communities?

11. Fullwallprojectionofclassroomatcampus2
Full wall projection of individual off-campus students
Fullwallprojectionofclassroomatcampus3
Full wall projection of presentations
from teacher/s, pod or any student
Learning space for flipped and connected

12. Tele-presence

13. Tele-presence

14. Middle East Politics Simulation
Deakin, CSU and others

15. Heart Bot, Virtual Patient
Glasgow Caledonian University

16. Does virtual replace actual?
Simulations:
practising skills in professional situations
Role Plays:
ethical dilemmas of professional practice
virtual complements actual
by scaffolding
learner experiences
before and/or after actual
virtual connects off-campus
& on-campus

18. Not only aiming for learning resources to be co-created
and learning spaces to be connected…. but also
Open

21. Room for more partners –
watch this space!

23. Why offer open resources & courses?
ouse of tax payer money for closed purposes is a
social justice issue
olower cost of university education for
disadvantaged learners
oattract students not currently in reach, especially
international students

24. What is
Credit-by-Examination?
“What you know is more important than how
or where you learned it.”
 Credit-by-examination (aka credit by assessment)
allows students to prove their knowledge, regardless of
how that knowledge was gained, by taking an exam.
 Exams designed for credit test content equivalent to
common college-level courses and undergo rigorous
quality control.

25.  Developed and maintained by Excelsior
College since the 1970s.
 Administered at 4,000 Pearson Testing
Centers worldwide.
 Exam fees = $95 - $415, depending on
length and format (no separate seat fees).
Excelsior College Examinations
(ECEs) & UExcel Exams

26. Five Steps to Low Cost, High Quality
Bachelors Degrees
Identify
requirements
to be
completed
Match work
needed to
available forms
of assessment
Pass
assessments
using OER
study material
Complete
Capstone
course
online

27. Commonwealth of Learning http://www.col.org/resources/publications/Pages/detail.aspx?PID=458

28. Commonwealth of Learning http://www.col.org/resources/publications/Pages/detail.aspx?PID=458
Cost of Credit by Challenge Exam

29. Commonwealth of Learning http://www.col.org/resources/publications/Pages/detail.aspx?PID=458
Cost of Credit by RPL

30. Why use open resources & courses?
ocost efficiencies in course development by blending
local content with open content
ointernationalisation of course content
ointernationalisation of learning interaction

32. Stats from a recent Australian MOOC

33. blending
open & free students
with
closed & for fee students
mOOCs and micro-credentials

34. Commonwealth of Learning, 2013
unbundle
& blend

35. Acknowledgement:
Judith Murray, at the time Vice President, Open Learning
Thomson Rivers University, Canada

36. More questions than answers at this stage…
not only about developing MOOCs &
OERs
more about reuse of other’s MOOCs and
OERs within your courses
mostly about assessing & crediting
other’s MOOCs and OERs as pathways
into your degree
how far should we go?
Degree

37. CC BY-NC-SA
Blending:
 open subjects in a degree
 open resources in a subject
 open students in a class
 open platforms & institutional LMS

38. OpenEdOz