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Game Changers: Education and IT are now accessing high-quality educational materials for a variety of reasons, creating impacts well beyond the envisioned sharing of materials among faculty. OCW content is freely and openly available and often hosted in multiple ways (on a university’s OCW server, in repositories, through content providers, etc.). This presents challenges to collecting information about who is using OCW. Voluntary surveys of users are now being conducted more regularly by OCW projects. These survey results present interesting snapshots of the global audience for OCW and the ways it is being used. For example, surveys conducted in 2011 by the OCW Consortium and Education-Portal.com show that a significant percentage of users are not currently involved in formal education as faculty or students (see Figures 1 and 2). An interesting difference in the audience for these surveys offers more information about general awareness of OER. The OCW Consortium site mainly attracts people who are looking for OER (see Figure 3), while the Education-Portal.com site attracts those who are looking for information on free courses. Responses on the use of OCW clearly show this difference, as a high percentage of respondents from the Education-Portal.com survey have never heard of OCW or have never used OCW (see Figure 4). Among those who have used OCW, more respondents said they use it to improve knowledge and skills for work than use it to help with formal studies. This could have interesting implications for workforce-development education. 2 A survey of users of translated OCW materials by researchers at the University of Illinois at Urbana–Champaign revealed similar results. The Opensource Opencourseware Prototype System (http://www.myoops.org) has coordinated the translation of over 1,600 OCW courses into traditional and simplified Chinese. When asked to select all reasons for using these materials, 68.2 percent of respondents selected “to extend my professional knowledge,” 62.8 percent selected “to increase knowledge of personal interests,” 31.4 percent responded “to answer questions related to my profession,” and 25.9 percent responded “for academic studies.” 3 Other surveys from OCW projects around the world show similar user profiles. 4 Impact of OCW OCW for Professional Development In California, teachers of single subjects at the middle- and high-school levels are required to show competency either by completing an approved preparation program or by passing the appropriate single-subject California 292
Case Study: OpenCourseWare Figure 1. Occupation of Survey Respondents—OCW Consortium Faculty/Teacher Self-‐Learner Working Professional Employer Other Student—Secondary or High School Student—University First Degree Student—University Advanced Degree Figure 2. Occupation of Survey Respondents—Education-Portal.com Faculty/Teacher Self-‐Learner Working Professional Employer Other Student—Secondary or High School Student—University First Degree Student—University Advanced Degree Subject Examination for Teachers (CSET). To assist practicing teachers in obtaining this credential, the University of California–Irvine (UCI) created preparation resources for CSET subject areas, available to anyone via its OCW site (http://ocw.uci.edu/collections/index.aspx). Beginning in October 2011, it 293
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Contents Foreword Molly Corbett Bro
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Foreword Among the many strengths o
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1 The Knowledge Economy: Challenges
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The Knowledge Economy The Imperativ
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12 Athabasca University: Canada’s
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case study 17 Stories in Our Classr
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Index Weiser, Mark, 134 Welcome to
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