From Open Content to Open Course Models

Enabling global participation in higher

education

Tannis MorganBritish Columbia Institute of Technology, Canada

Stephen CareyUniversity of British Columbia, Canada

Perspectives

• Convergence of open access movement and distance education

• Growing internationalisation agenda at Canadian institutions

Where are we now?

• Course-based paradigm• Focus on content, and content distribution• What happens when the money runs out?• How do you sustain open teaching?

Where do we need to go?

• Pay closer attention to recognizing education (in particular in English) as social/cultural capital

• Importance of credits/accreditation

Benefits

Possible to maintain specific course requirements and course credits within each course and institution while allowing international collaboration of students and professors

Benefits

Students had access to more professors with different cultural, research and academic expertise

Benefits

Being in contact with a range of students with varied backgrounds and training as well as educational and professional experience presented an expanded learning opportunity.

Benefits

The flexibility allowed for professors from different geopolitical co-ordinates to be recruited for successive academic terms or years in an academic program.

Thank You!

Tannis Morgan http://homonym.wordpress.com

Stephen Careyhttp://www.lled.educ.ubc.ca/faculty/carey.htm