Dr. Ramesh C. Sharma Dr. Ramesh C. Sharma


28 Jul 2013

9 Weeks

Course started: 28 Jul 2013

This course runs for 9 Weeks




Almost everyone in India is conscious of the importance and urgency of the Challenges in Education and these are reflected in several other parts of the world as well. Some of these are the challenge of numbers, of relevance, of Quality, of access, of costs and of speed.

There is sometimes a sense of paralysis at the enormity of the challenge and the apparent impossibility of managing conflicting expectations. But we need a change in direction, as suggested in the scenario painted by Edward de Bono.

“Imagine a ship at sea that is in trouble. The lights keep going out. The engine is faltering. The rudder is unreliable. The first mate is drunk. The crew is very demoralised. The service is appalling. The passengers on the ship are very dissatisfied. Then a new captain and first mate are brought in by helicopter. Very quickly everything changes. The morale of the crew is lifted. Service improves. The engine is fixed. The rudder is fixed. The lights stay on. Everything is fine.

But the ship is still heading in the wrong direction.

The solution to these multiple challenges probably lies in a number of disruptive innovative solutions. These include inculcating self-learning (building on meta-cognition), measuring learning, collaborative and co-operative learning, personalisation of learning and learning analytics.

However, in addition to new systems or technologies, we need a fundamental change of perspective. Education is seen as the responsibility of the State and the system is based on authority and licenses and permissions to allow education to be transacted in modern times this is unlikely to work. As Henry Maine had said ' as society progresses, it moves from status to contract'. So must the educational system build contractual relationships between the learner and providers of learning as more important than statutory authority.

A very promising technological and pedagogical model that has received a lot of attention during the last few years and adoption by Stanford, Harvard, Duke and almost 100 of the world's top ranking Universities to teach millions of learners is that of the MOOC. The MOOC is considered on the one hand as a panacea for education and on the other as a defilement of the sanctity of the higher education tradition. The truth will probably lie somewhere in between and we must explore the potential of MOOCs to create a model of simultaneously teaching on-site and off-site learners, using synchronous and a-synchronous teacher learner interactions to deliver high quality learning to large numbers , maybe evolve a model for a classroom of 10,000 learners.

This event is a step in that direction.

 - Prof. M M Pant

Learn about the OER MOOC The Open Education Resources is a 4 week online program designed to enhance knowledge about OERs and to equip for effective use and adopt OERs in ones programs as well as to be able to create your own OERs and contribute to the pool of OER resources. The nominal duration for completing this course is 4 weeks. However, because of the nature of this program which allows flexibility and personalisation, participants may take another 2 weeks if they so wish to complete the course. This MOOC is designed to help impart the knowledge and develop the skills needed to be successful in learning from OERs or teaching the chosen subject to post secondary students and life-long learners using OERs. MOOC after OER include access to colleagues and discussion forums with other MOOC participants centered upon common interests and pursuits.

Learning Outcomes LO1: Become informed of the various OERs, their different sources and the skills of searching and inclusion of OERs in educational programs.
LO2: Able to search for open licensed materials and create OERs.
LO3: Appreciate the significance of OERs Open Licenses in the evolution of copyright law and how new licensing regimes such as 'creative commons' become a game changer in education.
LO4: Will be able to develop a sample OER related to his/her field of expertise.

What do we expect of the learners In order to receive the maximum benefits from this course, participants should....
• dedicate focused time towards learning
• participate in discussions
• be active learners
• share their ideas and experiences

Course Overview ‘The OER MOOC’ comprises 4 modules. All these modules have a nominal duration of one week, each module being structured as 5 sessions, which may be seen as a daily action plan for systematic and regular participation in learning and have similar components including:
• Introductory Text based materials
• Introductory Video
• Lecture Presentations
• Blog posts for learning materials
• Tweets from time to time
• A resource base of links to relevant resources

Each module takes approximately 4-5 hours, depending on ability and engagement with online materials. The indicative themes for the 4 modules is as follows:

Module 1 - The OER movement: Session 1.1: The story of OERs (a disruptive innovation) and its aspirations
Session 1.2: Introduction to Licensing: Copyright and Creative Commons
Session 1.3: Taxonomy / Classification/ Tagging of OERs
Session 1.4: Sources of Resources for OERs
Session 1.5: OERs OERs in India and other regions (Asia, Europe, Africa and Americas)

Module 2 - Learning from OERs: Session 2.1: A survey of learning tools and learning opportunities with OERs
Session 2.2: How to choose an appropriate OER?
Session 2.3: Requisite learner skills set for learning from an OER
Session 2.4: Recognition of learning from OERs
Session 2.5: Augmenting the learning environment with OERs and Educational Games

Module 3 - Effective Teaching with OERs: Session 3.1: Instructional design considerations for an OER
Session 3.2: Assessment of suitability , and adopting of an OER in a learning context
Session 3.3: Monitoring the impact of OER on a course and measuring its success
Session 3.4: Licensing: copy right and creative commons
Session 3.5: Developing an OER for a specific learning context and Contributing to an OER Repository

Module 4 - OERs and Education Providers : Session 4.1: Policy imperatives driving OERs
Session 4.2: OERs as an economic value proposition
Session 4.3: Models of adoption of OERs: Global Case Studies
Session 4.4: Developing Institutional OER adoption plans
Session 4.5: Beyond OERs: What next?

Instructors: Prof. Sanjay Jasola,and   Dr. Ramesh C. Sharma

The schedule provides a general timeline for pacing of the course. The course can be paced slower according to participant needs. Support will be provided for all course materials for six weeks. A schedule of synchronous sessions (if any) and any local groups created will be posted for the course. Course materials can be accessed 24/7. Weekends are intended for flexibility in pacing for participants to catch up or work ahead.

Grading & Certification:
There is no examination or grade for this course. Certificate of participation may be given on specific requests made with the final feed-back submitted along with the post- diagnostic test.


A Helpdesk is available on a 24x7 basis, having a ticketing system and reachable through toll free number or SMS. This Helpdesk will be available for a period of 2 months. Details for contacting the Helpdesk will be provided shortly before it being activated. Till then for any help, send an e-mail to

Language of instruction: English

About the instructor
Dr. Ramesh C. Sharma

New Delhi , India

Ramesh Sharma is a PhD in Education (in the area of Educational Technology) and Master of Computer Applications (MCA).

From July 2009 till June 2011, he was the Director of the Institute of Distance and Continuing Education (IDCE), at University of Guyana, Guyana, South America to lead distance education activities in the country. He had been a member of Advisory Group on Human Resources Development for the United Nations Conference on Trade and Development (UNCTAD). The UNCTAD is one of the main UN bodies devoted to a development-friendly integration of developing countries into the world economy. He has also worked with UNDP for its Enhanced Public Trust, Security and Inclusion (EPTSI) project, Volunteer Service Overseas (VSO) and United Nations Volunteer (UNV) to develop suitable educational opportunities for communities and youth.

Open Education and eLearning
He has been involved in the planning, design and development of teaching and learning materials for Indira Gandhi National Open University; M P Bhoj Open University, Bhopal; Vardhman Mahaveer Open University, Kota and Maharshi Dayanand University, India. These are premier institutes of India.

He is the Co-Editor of 'Asian Journal of Distance Education' ( and Country Editor for India for British Journal of Educational Technology. He sits on the Editorial Advisory Board of many Journals including “International Review of Research in Open and Distance Learning”, online journal published by Athabasca University, Canada, “International Journal of Distance Education Technologies” published by IGI-Global, USA; and “Indian Journal of Open Learning” published by IGNOU. He was also on the Editorial Advisory Board of “Distance Education” published by the Taylor & Francis Group.


Schedule & Syllabus

Section 1

Week 1

Section 1

Week 5
11 Sep - 17 Sep
11 Sep Instructional Design considerations for an OER
11 Sep Madhu Prahar
11 Sep Instructional Design for OER
13 Sep Monitoring the impact of OER on a course and measuring its success
13 Sep Ebba Ossiannilsson
13 Sep Ossiannilsson_Monitoring the impact of OER on a course
15 Sep Open Educational Resources: The Value Proposition
16 Sep Resolving issues in licencing
16 Sep The OER MOOC Learners Activities Area Informationbase url
16 Sep What is Creative Commons License?
16 Sep Copyright (WIPO)
16 Sep Creative Commons: Copyright-friendly content and more
16 Sep Self-publishing using open process and Creative Commons license
16 Sep OER resolving licencing issues 16Sep2013
16 Sep iron man - intellectual property !
17 Sep Policy imperatives driving OERs
17 Sep Policies for OER uptake - Rory McGreal, July 2013
17 Sep University of Ghana: Greatest Changes in OER in 2011 (Policy)
17 Sep University of Ghana: Creating an OER Policy (2011)
17 Sep Textbook Adoption, Digital Media, OER and Policy Issues
17 Sep Open practices and the implications for edu & OER: The Policy Context
17 Sep KNUST: Creating an OER policy (2011) {Ghana}
17 Sep OER in the Dutch Educational Landscape - policy concerning OER
17 Sep Cathy Casserly on a Review of the OER Ecosystem, Hewlett OER Grantees
17 Sep Open Education Resources: Hype or Hope {Daniel interviews Dhanarajan}
17 Sep OER - Open Educational Resourses in Higer Education
17 Sep Getting governments to back open policy
17 Sep Assessment and accreditation of OER: An Update {Rory McGreal}
17 Sep Canada: The Open Policy Opportunity (Short)
17 Sep Policy imperatives driving OERs 17Sep2013
17 Sep Professor Paul Bacsich
17 Sep POERUP-policies-Paul Bacsich 17Sep2013

Section 1

Week 9
22 Oct - 28 Oct
22 Oct Invitation for 2nd OER Symposium - first announcement
22 Oct JISC OER Impact Study - Research Report v1-0
22 Oct Giving Knowledge for Free THE EMERGENCE OF OERs
22 Oct 7 things you want to know about OERs
22 Oct OER_CS_Anne_Liggett_Research_ethics_OER
22 Oct Open Educational Resources: Innovation, Research and Practice
22 Oct OER Engagement Study Joanna Wild_full research report
22 Oct Global Policy for OERs: Paris Declaration and its implications
22 Oct Creating Open Educational Resources for Teaching and Community Develop
22 Oct MultiCampus Open Educational Resources: the case of OER -HE
22 Oct Hewlett_OER_report
22 Oct OER_Opportunities and Challenges for Higher Education
22 Oct olcos_roadmap
22 Oct IPTS study on Open Educational Resources in Europe (OEREU)
22 Oct Obstacles to creating and finding Open Educational Resources
22 Oct Knowledge Dissemination in Sub-Saharan Africa: What Role for OERs
22 Oct oer-way-forward
22 Oct SIGCSE2012_DichevDicheva
22 Oct Report of the Working Group on Open Access and OERs
22 Oct 5.PUK10 - Beatriz de los Arcos poster
22 Oct A_Guide_to_Using_Open_Educational_Resources_final
22 Oct Nordic_Open_Education_Alliance_PositionPaper_ver1.0
22 Oct 2013UALTC_Ehiyazaryan_OER in Research Methods Teaching n Learning
22 Oct OBL4HE_Report
22 Oct Cost reduction with OERs
22 Oct OER-Motivations-Logistics-and-Sustainability-Sclater
22 Oct 11. Open Educational Resources in Adult Education and Lifelong Learning
22 Oct Ossiannilsson - OER and MOOC
22 Oct OER in Higher Education