OpenCourseWare/Open Educational Resources & potential for higher

education in developing countries

Fred MulderOU/ UNESCO Chair in OER

Joost Groot KormelinkTU Delft

Presentation Nuffic

27 /3 / 2012

Part II: Examples of (linkages) OER/OCW in higher

education in developing countries

• India• Vietnam • TESSA• OER Health Africa• Bandung – Delft – Watermanagement• Voluntary Services around OCW

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India national policy

• Development of OER by selected institutes

• Accompanying measures: staff training etc.

Presentatie VU

Citation:

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Vietnam OCW in HE, cooperation with U.S.A (http://www.vocw.edu.vn/)

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Source: http://www.slideshare.net/OCWConsortium/history-of-the-vietnam-opencourseware

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Vietnam Cantho UniversitySource: www.slideshare.net/OCWConsortium/ocw-at-ctu-tran-thanh-dien

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Teacher Education Sub-Sahara Africa; http://www.tessafrica.net/ cooperation with Open University UK

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http://www.oerafrica.org/, cooperation with Michigan University

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TU Delft Drinking Water Engineering Education/Open CourseWare, step 1 (2007)

Objectives to participate in OCW pilot:

• Attract more (international) students

• Addition to existing lecturing program

• Lectures are available independent of time and place

Step 2: EVD-grant: cooperation with ITB - Bandung on the basis of OCW & study visits (2010)

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Step 3: Ambition for the future..

Presentatie VU Pagina 16

SP

Presentatie VU Pagina 17

On the basis of OCW- courses:

Idea: voluntary learning services around OCW (1)

• More and more initiatives from ‘OER to OEP’ (open educational practices), for examplehttp://mitx.mit.edu/

• Informal communities for learners around OER already exist, for example http://p2pu.org/nl/

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Next step: voluntary learning services around OCW= UNESCO action line

Model we propose (start: additional to ongoinglinkages?):

• Curricula of the Southern partner is leading. • The southern partner is responsible for grading and quality

assurance. • Selected courses which are part of the regular curricula are being

provided on the basis of OCW/OER by academic teaching community (North-South).

• The Northern expert does not receive a remuneration for his/her contribution to the provision of the course.

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Some challenges to be taken into consideration…..

Pagina 20

Part III: Discussions

Discussion: potential OCW/OER for capacity building programs Nuffic

- What are the opportunities?- What is required for OCW/OER in terms of capacity

building? - What should be the scale of the project?- What are the main challenges/problems to be solved?- Are Dutch institutes ready for this approach?- Can we add voluntary learning services to linkages?

The opposite of open is closedThe opposite of connected is isolated We can share and educate as never before

Thank you for your attention

fred.mulder@ou.nlj.b.j.grootkormelink@tudelft.nl