Management Class

Open Educational Resources and Learning Centres

Management Class Product Groups:

1. Open Educational Resources are customizable MOOCs-like pre-university level courses which offer education and training at all levels throughout the world, Read more and feel free to join Management Class Global Group.

2. Learning Centres  using Management Class' customizable pubic programmes, courses and modules introduce, publish and share our institutional and organizational partners' degree or higher vocational qualifications level programmes and courses to international clients for online and/or campus-based delivery.

Streamed live on Jan 28, 2014

Join CK-12 member, Arjan Harjani, as he discusses how to use open educational resources (OER) to create a more customized and engaged class.

Teachers’ Perception of Open Educational 

Teachers’ Perception of Open Educational Resources: Data Collection through Workshops (ROER4D)


Open Education Consortium 

(45 SlideShares)

Published on Oct 28, 2013

2013 WISE Awards winner ALISON is transforming global online learning through its free interactive multimedia basic education and workplace skills training courses with certification. ALISON is a for-profit social enterprise and one of the world's most popular free learning websites providing over 500 courses to two million registered learners across every country. 

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MOOCs – The Future Is Getting Clearer

Charles Severance 

(72 SlideShares) , Professor and Software Developer at Univ. of Michigan


MOOC Around the World  Our Global List of Open Online Classes

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Follow us: @MOOCNewsReviews on Twitter

Ready for the next leg of our around the world MOOC tour?

If you’re just joining us, so far we’ve stopped in on as many MOOCs as we could find in Germany, England and Ireland and then, after a rest stop there, made a few thorough laps around the rest of Europe. But there are more open online classes out there. It’s a big world, after all.

NASA Goddard Space Flight Center

Our next destination would be a long trip in real life, but online we’ll get there in a snap. All aboard for . . .


Open Universities Australia (OUA), a private distance and online education organization, launched a new free online education platform called Open2Study last March. They’re starting with 10 courses including nursing, anthropology, financial planning and management. OUA expects to offer 40 to 50 subjects by the end of 2013. Like the FutureLearn initiative in the U.K., Open2Study is a collaboration of many different institutions, including Macquarie University, RMIT University and the Central Institute of Technology.

Open2Study has a very particular model. Each course takes four weeks, with 10 intakes per year. Most classes have an emphasis on career exploration and vocational and life skills. The free courses from Open2Study are taught as “starters” that let students taste what is available at OUA.

Like with many open online courses, the materials include recorded lectures, animations, simulations and quizzes. The course subjects are free to everyone, regardless of educational achievement. You just need to register an account and enroll. You do not, however, need to register to participate in the community forum, which allows prospective and current students to ask questions.

To receive a certificate of achievement, students need to complete at least three of the four multiple choice tests by the deadline with an average mark of at least 60% to pass. Be aware that your total score is divided by the number of modules in the courses. Additionally, Open2Study rewards learning and helping other students with different categories of badges, which are used as an incentive in a game-based approach. The more points and badges you earn the higher you move up the high score list.

Rozalia Zeibeki and other writers for MOOCs News & Reviews are just now finishing up their first classes on Open2Study, so watch the reviews page for their take on how the gamified approach is working. In the meantime, you might be also interested in Debbie Morrison’s  write up on her site, Online Learning Insights., a project from the University of New South Wales in Sydney, started November 2012. At the moment, about 13 courses are available, including Computing – the Art of Programming, Service Marketing, Small Engine Repair and Peace Game, a course that uses conflict and peace studies to explore critical thinking. If you look closely at the list of courses, you’ll even see an Arabic-Language MOOC on teaching online. Courses are generally 3 to 12 weeks long.

OpenLearning follows a similar approach as Open2Study with their focus on building a community around a course to foster collaboration and communication. OpenLearning believes student’s learn best when they are self-motivated, engaged and interested in learning. However, at first glance, the OpenLearning platform appears less sophisticated than Open2Study’s.

The University of Western Australia offers currently offers four open online classes. They are unique in that they use Stanford’s open-source online platform, Class2Go which is in the process of merging with the edX platform and which is converting to open source. Also worth mentioning is the fact that online courses at the University of Western Australia are accessible through mobile devices. Perhaps that means the mobile app will then be available for use by Stanford – and anyone else.

The University of New England in New South Wales offers several free online courses through a program called uneOpen. The classes potentially will count for credit for students who apply for admission there and enroll. Many classes include self assessment, but many use exams that charge fees. They also offer “premium services” such as one-on-one and group tutoring for fees.

Well, there’s plenty to see in Australian MOOCs, but it’s time to be moving on.

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Open Educational Resources: Reflections from Global Perspectives


  • 1. Open Educational Resources: Reflections from Global Perspectives
  • 2. Teacher Education in Sub-Saharan Africa (TESSA)
  • 3. TESSA: five distinct characteristics • it is a global consortium, including organisations like the – BBC World Service Trust – the Commonwealth of Learning – the South African Institute for Distance Education (SAIDE) • Focusses on the needs of teacher education in nine African countries.
  • 4. Audience-specific OERs • audience-specific OERs • Teacher educator: centre of the initiative {vast majority of the OER's have been created collaboratively by teacher educators from across Africa}
  • 5. Different formats • creatively exploring the use of OER audio content. • different formats - drama, interviews, features - and modes of delivery including radio, CD and use of mobile phones.
  • 6. Implementation and use of the resources • Significant time and resources is being put into the implementation and use of the resources, an aspect given insufficient attention in many OER initiatives (Atkins et al 2007). • Project design: stress on issues such as – adoption of the resources for different environments and – how best 'users' can be supported in understanding ways of integrating the materials into ‘learning pathways'. Atkins, D. E., Brown, J. E. and Hammond, A. L. (2007) A review of the Open Educational resources (OER) Movement: Achievement, Challenges and New Opportunities. Report to the William and Flora Hewlett Foundation.
  • 7. Open Educational Quality (OPAL) Initiative
  • 8. Why is OPAL Innovative? • It extends the model of OER with the concepts of quality and innovation into the concept of open educational practices (OEP) where OER are used in innovative educational scenarios to raise quality for higher education (HE) and adult education (AE)
  • 9. OPAL: innovation and quality It focuses on innovation and quality through OEP and thus aims at impact of OER use in the field of HE and AE. Existing approaches for fostering the use of OER have made achievements by focussing on building access to resources (e.g. MERLOT, MIT OCW, Stanford iTunes, Openlearn, Rice University, Opentrain UNESCO, OER WIKI UNESCO etc.) and licence models (e.g.
  • 10. OPAL: multi-stakeholder environment • It is building a multi-stakeholder environment which is taking into consideration the OEP governance community in order to root quality and innovation in a deep consensus, concert activities and provide a European interface to international initiatives.
  • 12. VUSSC • Free Online Materials • The Virtual University of Small States of the Commonwealth makes available a number of free online course materials. They are aimed at students who have completed their ‘A’ levels and who are at the first-year college level. • Find free course materials that suit your needs. • Online Courses by Subject • Business Gain the knowledge you need to take your business career to the next level. • Education Improve your online teaching skills for a successful career in distance education. • Public Service Learn public service strategies to help others in your community. • Technology Acquire technical skills for a challenging career in the IT sector. • Tourism Develop skills that create opportunities in the expanding service sector.
  • 13. Growing an institutional health OER initiative: A case study of the University of Ghana
  • 14. OER Based ODL Course Material
  • 15. The OpenCourseWare Consortium, APIKOM, the Ministry of Communication and Informatics of Indonesia
  • 16. OCWC Global Conference 2013
  • 17. Japan Opencourseware Consortium (JOCW)
  • 18. OER in Thailand
  • 19. Thailand Cyber University Open Courseware
  • 20. OER in Pakistan
  • 21. Sri Lanka
  • 22. OER Repository
  • 23. OER in Thailand
  • 24. Creative Commons Korea
  • 25. KOCW
  • 26. WizIQ: Open Tutorials
  • 27. Open Course materials

Video Tour of Alison: Free Certified Learning

Published on Jun 4, 2013

[This video presented by Mike Greer, The Best Free Training website: ]
This is a video tour of "Alison: A New World of Free Certified Learning." Alison is simply amazing! It provides 500 free courses, 60 million free lessons, over 4 million hours of study, as well as diplomas, certifications, teacher/supervisor tracking tools, and more. 

From the website: "ALISON is the world's leading free online learning resource for basic and essential workplace skills. ALISON provides high-quality, engaging, interactive multimedia courseware for certification and standards-based learning.... The mission of ALISON is to enable anyone, anywhere, to educate themselves for free via interactive, self-paced multimedia. It is our belief that through ALISON, the cost of access to high-quality education can be removed....Through the ALISON learning platform we can assist people around the world in educating themselves, thereby creating a more equitable and sustainable global society."
(For more reviews of great free training and education resources, visit The Best Free Training website, or watch the YouTube Tour here: ) -- Or visit Mike Greer's WORTH SHARING at

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The Supply and Demand of MOOCs Infographic

Massive Open Online Courses (MOOCs) have opened new doors for free online learning that lends itself well to ICT-related subjects. Meanwhile, employers seek candidates with relevant web skills. The Supply and Demand of MOOCs Infographic shows what skills are most in demand and what MOOCs are available that teach those skills, based on the results of a study conducted by the European Commission.

Top skills employers are looking for:

  • Web and app design
  • Domain-specific skills
  • Programming languages
  • Android
  • iOS

Top skills students want to learn:

  • Web design
  • HTML5
  • Android
  • Javascript
  • CSS


Open Education

Babson Survey Research Group (BSRG) and Pearson Faculty Survey Finds Awareness of Open Educational Resources Low

WELLESLEY, Mass.Oct. 29, 2014 /PRNewswire-USNewswire/ -- Teaching faculty at institutions of higher education remain largely unaware of open educational resources (OER), but the potential exists for much wider adoption, according to a new report from Babson Survey Research Group (BSRG) and Pearson.

The project, funded by a grant from The William and Flora Hewlett Foundation, surveyed a national sample of over 2,000 faculty members and found that OER status is not yet a driving force in adoption decisions for educational material.

Key findings from the report include:

  • Similar to BSRG's previous findings for Chief Academic Officers, faculty have little awareness of open educational resources. Depending on the strictness of the awareness measure, between two-thirds and three quarters of faculty classify themselves as unaware of OER.
  • Faculty appreciate the concepts of OER. When presented with the concept of OER most state they are willing to give it a try.
  • Awareness of OER is not a requirement for adoption of OER. Resource adoption, including OER materials, is often made without any awareness of the specific licensing of the material or its OER status.
  • Faculty judge the quality of OER to be roughly equivalent to that of traditional educational resources.
  • The most significant barrier to wider adoption of OER remains a faculty perception of the time and effort required to find and evaluate it.
  • Faculty are the key decision-makers in the OER adoption process.

Dr. Jeff Seaman, Co-Director of the Babson Survey Research Group, said, "While awareness of OER remains low among teaching faculty, it is not the critical barrier to wider adoption.  The time and effort required to find, evaluate, and adopt these materials is the critical factor for faculty."

John Tweeddale, SVP of Efficacy & Quality, Pearson, said, "With increasing demand for effective course content that keeps students engaged and improves learner outcomes, it's anticipated that more educators will require proven OER material that demonstrates measurable results."

The complete report, Opening the Curriculum: Open Educational Resources in Higher Education, 2014 is released under a Creative Commons BY license and is available for download at  An infographic of the report's findings is available at

About Pearson 
Pearson is the world's leading learning company, with 40,000 employees in more than 80 countries working to help people of all ages to make measurable progress in their lives through learning. For more information about Pearson, visit

About Babson Survey Research Group 
The Babson Survey Research Group at Babson College ( conducts regional, national, and international research projects, including survey design, sampling methodology, data integrity, statistical analyses and reporting.

Photo -

SOURCE: Babson Survey Research Group


The Old Way Vs. The New Way infographic

Welcome to the age of hyper-parenting and pressurized schools. What can we do to return the child to childhood? The Old Way Vs. The New Way infographic explores how the common core might be affecting childrens’ learning in a negative way.

The New Way: Parenting as product development

  • Micromanagement impedes a child’s ability to learn on their own.
  • Hyper-parenting involves wanting to give our children “perfect” childhoods.
  • The goal is to be the best. But we’re sacrificing depth for breadth.


Consumerism: We want perfect teeth, perfect vacations, a perfect home, and perfect kids.
Lack of Confidence: Less Children + At an older age = Less Chances to Parent
Competition: Globalization means you have to be top notch to get ahead.

Slow parenting doesn’t have to mean slower development, it’s just proceeding at a natural pace. Children need time to :

  • Read
  • Write
  • Think
  • Dream
  • Draw
  • Build
  • Create
  • Pretend
  • Play = the most natural way to learn…

Old Way Vs. New Way

Even when you take steps to de-stress your kid’s life at home, common core threatens to destroy your kid’s childhood at school.

1. Kindergarten lesson on Frog and Toad Together

  • Old Student Task:
    – Retell the story’s events (beginning, middle, and end)
    – Identify characters and setting
  • Common Core Task:
    – Compare and contrast Frog and Toad’s adventures and experiences.
    – Collaborate with classmates to determine comparisons.

2. 2nd and 3rd grade lesson on Charlotte’s Web

  • Old Student Task:
    – Who is telling the story?
    – How does Charlotte feel at the end?
    – How do you know?
  • Common Core Task:
    – What is your point of view about Wilbur?
    – How is it different from Fern’s point of view about Wilbur?
    – How is it different from the narrator’s point of view?

3. 2nd and 3rd grade lesson on Apollo 11 (spaceship):

  • Old Student Task:
    – What is the spacecraft called?
    – What are the names of the three astronauts?
  • Common Core Task:
    What is the author trying to convey when he says,”these men are dressed for colder, stranger places. They walk with stiff awkward steps…?”
    What makes the voyage an important historical event?

Common Core was meant to elevate higher level thinking, but simply raising the bar doesn’t help more kids succeed. By forcing a harder curriculum: Many students fall even farther behind –> Get discouraged –> And drop out

The aim of common core is to increase STEM proficiencies and higher level thinking. Then why do many of America’s most well-educated parents:

  • Home school
  • Send kids to Waldorf schools
  • Send kids to Montessori schools

where there is ample time to play, and flexibility for children’s developmental differences?


A Framework for Global Competence

Educational approaches sensitive to our changing world infuse global awareness and cultural understanding into everyday classroom practices while utilizing the technological resources and pedagogical approaches critical for innovation in the 21st century.


K-12 OER Collaborative launches RFP for math and English

K12oercollaovrative org

The newly founded K-12 OER Collaborative has released an RFP for the creation of open educational resources (OER) in mathematics and English language arts and literacy. As all content developed under this RFP will be openly licensed under CC BY 4.0, U.S. states, territories and school districts (and anyone else in the world) may freely reuse, revise, remix, redistribute and retain these educational resources.

Forty-three US States + Washington DC + Guam + American Samoan Islands + US Virgin Islands + Northern Mariana Islands (map) have adopted the Common Core State Standards (CCSS)… and they all need current, high quality, affordable, CCSS-aligned educational resources for their students, teachers, parents and districts.

Will these US States and territories have the public funds necessary to update educational resources (including textbooks) for these two subjects?

According to the Association of American Publishers school districts across the U.S. spend over $8 billion on instructional materials every year. Textbooks quickly fall into disrepair, students are not allowed to write in or keep their books as they graduate each grade, and teachers are not legally and technically empowered to update outdated educational resources. In addition, much of this spending is on costly, yearly subscription fees for digital content which school districts merely lease (not own).

This aggregate demand represented by the nationwide need for new CCSS-aligned educational materials creates a unique opportunity for states to acquire higher quality, more effective content in a smarter, far less expensive, and far more flexible manner, and make these resources available to teachers, parents and districts. Specifically, states and districts can transition from expensive and rigidly controlled materials to OER.

The RFP specifically seeks complete courses for the following grades and subjects:

  • K–2 English Language Arts/Literacy
  • 3–5 English Language Arts/Literacy
  • 6–8 English Language Arts/Literacy
  • 9–12 English Language Arts/Literacy
  • K–5 Mathematics
  • 6–8 Mathematics
  • 9–12 Mathematics — Integrated/International Pathway (Secondary Mathematics I, II, III)
  • 9–12 Mathematics — Traditional Pathway (Algebra 1, Geometry, Algebra 2)

Courses will be designed to meet Common Core State Standards, accessibility standards, technical specifications, and an open licensing requirement of CC BY 4.0 on all new content produced. For details on the development process, see the complete RFP.

An informational webinar will take place next week on December 3, 2014 at 10:00 AM PST for those interested. RSVP at

The deadline for an initial Letter of Intent is January 9, 2015 by 5:00 PM PST.

About the K-12 OER Collaborative

The K-12 OER Collaborative is a coalition of eleven U.S. states and eight organizations, including Creative Commons. Together we are working to make quality K-12 educational resources aligned to state standards and accessible under the most open Creative Commons license, CC BY, so that we can drive down the cost of K-12 education for everyone. Learn more about the collaborative at

Tags: cable greenCC BYK12k12 oer collaborativeOERopen education

Online PD and Curriculum Resource Library to Help K-12 Teachers

During Open Steps’s journey around the world discovering Open Knowledge initiatives, the existence of a global community of like-minded individuals and groups became clear. Across the 24 countries we visited, we could meet people working on Open Knowledge related projects in every single one of them. Currently, and thanks to social networks, blogs, discussion groups and newsletters, this community manages to stay connected and get organized across borders. However, getting to meet the right people can result a difficult task for somebody without the overview or who is who and doing what, specially in a foreign country.

Me and my travel companion, Margo Thierry, started building a contact list as we met new amazing people during this great journey and finally realized that sharing this information would have a positive impact. That’s how the Open Knowledge directory came to life, with its aim of increasing the visibility of Open Knowledge projects and help forging collaborations between individuals and organizations across borders.

After some iterations we are now releasing a new version which not only features a new user interface with better usability and sets a base for a continuous development that aims to fulfill the goal of connecting people, monitor the status of Open Knowledge worldwide and raise awareness about relevant projects and initiatives worth to discover.

One of the main features of this version is the implementation of the Portable Linked Profiles, short PLP. In case you did not read the article I wrote about the inspiring GET-D conference last month where I spoke about it for the first time, you would like to know that PLP allows you to create a profile with your basic contact information that you can use and share. With basic contact information I mean the kind of information you are used to type in dozens of online forms, from registering on social networks, accessing web services or leaving your feedback in forums, it is always the same information: Name, Email, Address, Website, Facebook, Twitter, etc… PLP tries to address this issue but also, and most important, allows you to own your data and decide where you want it to be stored.

By implementing PLP, this directory does not make use anymore of the old Google Form and now allow users to edit their data and keep it up-to-date easily. For the sake of re-usability and interoperability, it makes listing your profile in another directory so easy as just pasting the URI of your profile on it, listo! If you want to know more about PLP, kindly head to the home page or to the github repository with the documentation.PLP is Open Source software and is based on Open Web Standards and Common Vocabularies.

We invite you now to register on our Open Knowledge directory if you are not there yet or update your information if you are. This directory is meant to be continuously improved so please drop us a line if you have any feedback, we’ll appreciate it.

Open data in Education

Talk given at LTI NetworkED Seminar series at LSE, London, Wednesday 26 November 5:00pm – 7pm 2014.

Published in: Education

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