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OAPEN-UK's final report on open access monographs, OAPEN-UK final report: A five-year study into open access monograph publishing in the humanities and social sciences. "Many libraries will [...] be providing links to the open access copies of monographs through their discovery systems, but librarians are not always aware of this. A minority are also reluctant… 
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The LangOER project has released a report with the findings of its first study of Open Educational Resources (OER) in less used languages.It includes a separate
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According to a new report, a combination of factors have converged to make the use of open resources integral to campuses across the country.
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With ten million unique users each month and the financial backing of some of the world's wealthiest people, perhaps no education organization has more pressure to show results than Khan Academy.
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A new study on users raises big questions about effectiveness.
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The aim of this case study is to provide an overview of the development and internationalization of the OER module and endeavours to highlight the challenges, benefits and successes of the module team’s collaborative undertakings. Initially we outline our overall rationale and approach to developing the GD in HE OER module and our plans to encourage international partners to collaborate in the further development and delivery of the module. The second part will describe our strategy for the internationalisation of the module and lessons learnt. Finally we will outline our recommendations for colleagues undertaking similar OER initiatives.
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The OAPEN-UK matched pairs pilot: final repot outlines the main findings of the pilot which ran from September 2011 – August 2014 and attempted to understand – broadly speaking – what happens when you make a book available in open access.
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Why are MOOCs innovative? They provide alternative ways for students to gain new knowledge according to a given curriculum. MOOCs can also enhance learners’ ability to think creatively to select and adapt a paradigm to solve the problem at hand. These are the main findings of a case study on the Discrete Optimization MOOC on Coursera.
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I see that FutureLearn have published some preliminary data on participation on the first eight of their MOOCs. They've attracted a fair bit of interest with high enrollment rates. I was struck by...
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This theoretical paper attempts to clarify design issues that the field of education has encountered in the context of OER (Open Educational Resources), Massive Open Online Courses (MOOCs) and increased emphasis on informal learning, as examined through the lens of the Interaction Equivalency Theorem. An overview of the core concepts of the Interaction Equivalency Theorem (the EQuiv) is provided and an explanation of how the EQuiv framework can be used to analyze interaction designs for online and distance education. The paper applies EQuiv ideas to categorize three variants of MOOCs (xMOOCs, sMOOCs and cMOOCs), from the perspective of interaction design so as to elucidate the major design differences. In conclusion, this paper explores the changing role of formal education in an era of learning opportunity where online educational resources and opportunities are readily accessible and in many cases completely free of cost to the learner.
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