Açık Ders Projelerinde Dünyadaki Son Durum
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The document discusses the current state of open course projects worldwide. It provides a brief history of open access movements including open source software in the 1980s, open access journals in the 1990s, and open educational resources from MIT in 2000. It then outlines various open courseware initiatives from institutions, organizations, and companies around the world and their goals of improving education through open sharing of knowledge and resources.
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Açık Ders Projelerinde Dünyadaki Son Durum
- 1. Açık Ders Projelerinde Dünyadaki Son Durum 26 Kasım 2010 Doç.Dr. Kürşat Çağıltay, ODTÜ
- 2. Tarihçe Küresel Etki Gelecek
- 4. “ The idea is simple, to publish our teaching material, our course content, online, on the Internet, and make it widely available to everyone who can use it, for free.” MIT- Vizyon — MIT Professor Dick Yue Chair, MIT Lifelong Learning Committee 2000
- 5. “ OCW expresses MIT's goal of advancing education around the world through a global community in which knowledge and ideas are shared openly for the benefit of all.” — Susan Hockfield, President of MIT MIT - Vizyon
- 6. Katılımcı Hareket • Lisans ve Yüksek Lisans/Doktora • 33 a kademik bölüm Gönüllü katkı : • % 78 MIT faculty • MIT camiasından 2,600 kişi • Toplam > 7,100 kişi ve kurum OCW was made possible through the generous support of: and
- 7. 2000 ders • 2000 Syllabi & reading lists • 17,531 lecture notes • 9,460 assignments • 980 exams • 705 projects Many include: • Audio/video (~60) • Online textbooks (~30) • Simulations/animations http://ocw.mit.edu
- 9. Liseler için Açık Ders • Organizes ~70 MIT introductory courses • Maps ~2,600 individual resources to US Advanced Placement (AP) curriculum • Other materials to inspire study of science and math
- 10. Tarihçe Küresel Etki Gelecek
- 11. Küresel Etki Diğer OCW ler • ~250 kurum • 100+ OCW sites i • ~13,000 ders
- 12. • Bağımsız, kar amacı gütmeyen organizasyon • En az 10 ders açarak üye olunmaktadır • TÜBA, ODTÜ ve Ankara Üniversitesi Üye http://ocwconsortium.org Küresel Etki OCW Konsorsiy um “ Institutions working together to advance education and empower people worldwide through opencourseware”
- 20. Tarihçe Küresel Etki Gelecek
- 21. Hedefler Farklı dersler arası etkileşim Web 2.0 araçları Zengin medya Dersleri kolay arama, bulma ve otomatik müfredat Yaşamboyu öğrenme Math Aero
- 23. “ If you put together a big enough and diverse enough group of people [.....] that group’s decisions will, over time, be intellectually superior to the isolated individual, no matter how smart or well-informed he is” ~ James Surowiecki http://thekaoseffect.com/ cc Steve Wheeler, University of Plymouth, 2010 Collective I ntelligence
- 24. O CW ve Web 2.0 Creative Commons Lisans, paylaşım , sahiplik , Fikri Mülkiyet İşbirliği blog lar , wiki ler , So syal ağlar İçerik RSS feeds, social bookmarking Web feed yaygınlaşma Açıklık cc Steve Wheeler, University of Plymouth, 2010
- 25. is learning simply about gaining knowledge...? cc Steve Wheeler, University of Plymouth, 2010 www.newmediamusings.com
- 26. ... or making connections? cc Steve Wheeler, University of Plymouth, 2010
- 27. “ It's not what you know that counts anymore. It's what you can learn.” cc Steve Wheeler, University of Plymouth, 2010 http://www.nationalpost.com ~ Don Tapscott “ It's not what you know that counts anymore. It's what you can share .” ~ Kürşat Çağıltay
- 28. TÜBA Açık Ders Malzemelerini Kullanmak İçin http:// acikders.org.tr Sorular/Yorumlar
Editor's Notes
- So on that note, let me turn now to what we know about how people are accessing and using our materials and what impacts we’ve seen OCW having around the world. We began an extensive evaluation program in 2003, and have collected web site statistics, conducted surveys ad interviews and collected feedback e-mails to help paint a picture of OCW’s impact.
- To take the hands-on residential approaches and materials we use on campus for our students and convert them into online materials applicable to a wide audience would be expensive, and distance learning was expected to be—and has proven to be—a competitive field with low profit margins. The faculty committee came to the conclusion that an MIT educational experience could not be cost-effectively delivered to the world over the Internet without sacrificing what the faculty considered crucial aspects of an MIT education. When charged by the president, you can’t just throw up your hands and say “We don’t know.” So after producing a report that was 10 inches thick that said there was no business model, the committee had to go back the drawing board, back to basics. They returned to the MIT mission statement, which reads in part “to advance knowledge in ways that will best serve the nation and the world” and thought about what MIT did best—residential education—and what the internet did best—distribute content widely and cheaply—and in the final hours of their deliberations it occurred to them, why not combine these strengths: Use the internet to give away the materials we were already creating for our campus based classes—the syllabi, lecture notes, assignments and exams—so that instructors and students at other universities could use them to improve their own teaching and learning? The committee came back to the President with a one-page memo proposing OpenCourseWare. The concept was simple – as stated here by the chair of the committee Prof Dick Yue…- President Vest immediately saw the potential of this idea and set about securing support early on from the Mellon and Hewlett Foundations to provide funds to launch the program.
- Our current president, Susan Hockfield, shares former President Vest’s enthusiasm for the project and believes it reflects the spirit of MIT because, as she says… To answer a question we were often asked – Why is MIT doing this? There has been a long history at MIT of open sharing among the faculty that translated well to the internet and the idea of opencoursewware. Open source, open content, open access are very compatible with MIT’s culture and the core beliefs of many of our faculty. MIT also likes to take positions and pursue programs that will have impact in the world.
- Through the generous support of the William and Flora Hewlett Foundation, the Andrew W. Mellon Foundation and the Ab Initio Corporation, MIT has published materials from virtually all MIT undergraduate and graduate courses on the OCW site, representing 33 academic disciplines. More than 75% of the MIT’s faculty and hundreds of other MIT community members voluntarily share their knowledge and teaching materials on OCW. Large numbers of individuals and organizations outside of MIT that have contributed materials to the site.
- OCW is now MIT’s largest web site with 1,970 courses now available from 33 academic departments. This, means 1,970 syllabi and reading lists, but also notes from 17,531 lectures, 9,460 assignments, 980 exams. About 50% of the exams include solutions, so you check your answers. And beyond the core teaching materials, we’ve included other kinds of enhanced materials, including video content from over 60 courses—over 30 of which have complete video lectures—and other courses with complete text books, animations and simulations. The materials cover all 33 of MITs academic disciplines at both the undergraduate and graduate level. We’re adding new material each week – approx 150-200 additional courses per year. The breadth of the course offerings in MIT OpenCourseWare is one if its great strengths. If you’re an educator you can look across the curriculum to see how MIT structures an entire degree program. If you’re a prospective student thinking of applying to MIT you can use OCW to look at what MIT will be like academically. If you’re a current MIT student you can use OCW to plan your studies.
- How many of you have visited the site? Used the materials on the site? Here’s a typical OCW course home page. We provide a common structure that makes it easy for users to navigate through the courses on the site. Although there is a wide variety in the comprehensive of materials across courses -- all courses have planning materials (syllabus and calendar), learning content (notes or reading lists), and learning activities (assignments or exams or projects). We allow people to easily share links to their favorite OCW courses with their friends through email, Facebook profile or other sites. And the materials of a course can be downloaded for off-line viewing which is very popular. This course happens to be one of 30 that have complete lecture videos. If we click on video lectures link here we come to a page where we can select one of 33 lectures in this course.
- In 2007 we launched a new portal on top of OCW and called it Highlights for High School. Highlights organizes and presents the content on OCW that is most appropriate for high school students and teachers. This site really does three things: It list the introductory courses on OCW that are most appropriate for the high school level; it maps over 2,600 individual resources within OCW to the AP physics, biology and calculus curriculum; and it pulls out cool stuff—the competitions, the demonstrations—that show how much fun MIT students have studying science, math and technology. The content is drawn from OCW courses but also includes material from other MIT programs including MIT student-taught classes for local public school children. We think this site is a good example of opportunities we see in the future for building new services on top of the OCW content. This is the first of other portals we would like to build on top of the OCW publication to address different audiences and to highlight different academic programs of MIT.
- So on that note, let me turn now to what we know about how people are accessing and using our materials and what impacts we’ve seen OCW having around the world. We began an extensive evaluation program in 2003, and have collected web site statistics, conducted surveys ad interviews and collected feedback e-mails to help paint a picture of OCW’s impact.
- If you remember back to the dual mission I described at the beginning of the presentation, the second half was to extend the reach and impact of the OCW concept, to inspire a broad movement. In this respect, we could never have imagined how successful we would turn out to be. Almost as soon as we launched the 500 courses, we began to get inquiries from other schools interested in creating their own OpenCourseWaresleading schools in the US like Johns Hopkins and Notre Dame, top schools in Japan, China and Europe. There are now more than 250 schools with projects in the works, and about 13,000 courses total already published. We’re 1,800 of those, so only about 15%, and we’re thrilled to be losing market share every day.
- There were so many other schools interested that it didn’t make sense for us to be at the center of every communication, so in 2005, the schools doing OCW came together as the OCW Consortium to help one another develop best practices and sustainable models. The Consortium is now an independent non-profit organization with its own governing body. Each member commits to publishing a minimum of ten courses. They also accept other organizations that do not publish courses but further Consortium goals, also participate in Consortium activities. This group meets once a year in April or May. This years meeting is being held in Hanoi on May 5-7. You can access all the Consortium courses through the Consortium’s portal site, shown here.
- So on that note, let me turn now to what we know about how people are accessing and using our materials and what impacts we’ve seen OCW having around the world. We began an extensive evaluation program in 2003, and have collected web site statistics, conducted surveys ad interviews and collected feedback e-mails to help paint a picture of OCW’s impact.