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National Strategies for OER and MOOCs From 2010 to 2020: Canada, Japan, South Korea, Turkey, UK, and USA
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Author(s): Nilgün Özdamar Keskin (Anadolu University, Turkey), Apostolos Koutropoulos (University of Massachusetts – Boston, USA), Inge de Waard (The Open University, UK), David Metcalf (University of Central Florida, USA), Michael Gallagher (University of Edinburgh, UK), Yayoi Anzai (Kyushu University, Japan)and Köksal Buyuk (Anadolu University, Turkey)
Copyright: 2018
Pages: 25
Source title:
Administrative Leadership in Open and Distance Learning Programs
Source Author(s)/Editor(s): Koksal Buyuk (Anadolu University, Turkey), Serpil Kocdar (Anadolu University, Turkey)and Aras Bozkurt (Anadolu University, Turkey)
DOI: 10.4018/978-1-5225-2645-2.ch008
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Abstract
A global agenda (Education 2030 Incheon Declaration and Framework for Action) published in September 2015 by UNESCO provides a roadmap for the next 15 years for education planners and practitioners. The main goal of the agenda is recognized as “ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all”. The Member States develop policies and programs for the provision of quality for open and distance education with sustainable financial and legal framework and use of technology, including the Internet, open educational resources, massive open online courses (MOOCs) and other modalities to improve access in order to reach this goal by 2030. Institutions have realized the full potential of OER and MOOCs and started to develop their own policies with regard to teaching, learning and research resources in the public domain. In this regard, the purpose of this study is to examine national strategies on OER and MOOCs in the leading countries such as USA, UK, Canada, Japan, South Korea, and Turkey.
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