 | |
| Formation | 2002 |
|---|---|
| Legal status | Non-profit |
| Purpose | Educational |
| Headquarters | Half Moon Bay, California |
| Website | www |
The Institute for the Study of Knowledge Management in Education (ISKME), is a 501(c)(3) non-profit organization founded in 2002. Located in Half Moon Bay, California, its mission is to make learning and knowledge sharing participatory, equitable, and open.
ISKME's work is divided into divided into five main areas, which include open education research, field-building and leadership development, platform and tools, library and information sciences, and an innovation and design lab. [1]
ISKME was established in 2002 by Lisa Petrides, formerly a professor in Teachers College at Columbia University. ISKME's initial research focused on the capacity of college faculty and administrators to use educational data to inform decision-making as well as knowledge management in the philanthropic sector. In 2002, ISKME conducted a study for grantmakers in education on the sharing of data and information among foundations. In 2003, ISKME published a monograph on knowledge management in education. [2] In 2004, with support from the William and Flora Hewlett Foundation, ISKME expanded to include research and training in the development of open educational resources, conducted in partnership with organizations including the Monterey Institute of Technology, Connexions, Teachers Domain, Free High School Science Texts, Siyavula in South Africa and Training Commons in India. [3] In 2005, ISKME engaged in research partnerships with schools of education and training programs for school principals, including work with the San Francisco School Alliance and the University of California's Principal Leadership Institute.[ citation needed ] In 2007, ISKME launched OER Commons, a digital repository of open teaching and learning resources. [4] That same year, Petrides was one of 27 open education leaders invited to an international gathering in Cape Town, South Africa, which produced the 2007 Cape Town Open Education Declaration. [5] This declaration laid the groundwork for other international open educational resources policy agreements, including the Recommendation on Open Educational Resources adopted, with the support of ISKME, by UNESCO's General Conference at its 40th session in 2019. [6] In 2009, ISKME hosted its inaugural Big Ideas Fest, held in Half Moon Bay, California. [7] In 2014, OER Commons was rebranded as a curated, public digital library, and ISKME developed one of its first microsites [8] when it began managing the National Science Digital Library. [9] ISKME also developed hubs, customizable, branded resource centers on OER Commons. [10] ISKME currently supports states, nations, [11] and other entities through a range of open education services.
ISKME's partnerships include supporting Secretary of State Hillary Clinton and Undersecretary of Education Martha Kanter in launching the 2013 Open Book Project in the Middle East. [12] ISKME also established OER partnerships in K-12 and higher education with OpenStax, [13] NAACP, [14] the Arab League Educational, Cultural and Scientific Organization (ALECSO), [15] UNESCO on their ICT Competency Framework for Teachers, [16] and the American Association of Colleges and Universities (AAC&U). [17] In 2018, ISKME was selected to partner with the U.S. Department of Education's Office of Educational Technology (OET) on its #GoOpen initiative. [18] OET has since sunsetted its federal leadership of the #GoOpen initiative and passed the baton to ISKME to foster ongoing national engagement in K-12 open education. [19]
San Francisco public television station KQED and Roadtrip Nation have been co-sponsors of the Big Ideas Fest.
ISKME was named an Education Laureate by the San Jose Tech Museum of Innovation in 2007 for OER Commons. [20] In December 2010, ISKME was named a finalist in the Qatar Foundation World Innovation Summit for Education (WISE) Awards for its OER Commons teacher professional development programs. [21]
In 2011, ISKME won the Award for Bodies which Influence Policy from the Open Educational Quality Initiative (OPAL), [22] a consortium that includes UNESCO, the International Council for Open and Distance Education, the European Foundation for Quality in e-Learning, and several European universities. In 2011 ISKME announced a matching grant from the Bill and Melinda Gates Foundation to support the Big Ideas in Beta program, focused on incubating innovation in education. [23]
In 2017, the American Association of School Librarians recognized ISKME's OER Commons as one of the nation's best websites for teaching and learning. [24]
Lisa Petrides is the CEO and founder of the Institute for the Study of Knowledge Management in Education (ISKME). [25] She created ISKME's OER Commons, [26] a digital public library of open educational resources and a platform for collaboration. She holds an elected position as President of the board of trustees for the San Mateo County Community College District. She is UNESCO OER Dynamic Coalition Chair for the Working Group on Sustainability.
Petrides has a BS from University of California, Berkeley, an MBA from Sonoma State University, and a Ph.D. in education from Stanford University. [27] Petrides is a former professor in the Department of Organization and Leadership at Teachers College, Columbia University. [28] In 2002, Petrides founded ISKME.
In 2002, Petrides organized a group of 40 leaders from K-12 schools, colleges, universities, and businesses at the Knowledge Management in Education summit to discuss improving the use of data and the sharing of information in education. [29] In 2003, ISKME published a monograph on this topic called Knowledge Management in Education: Defining the Landscape. [30]
Petrides has helped develop tools and strategies in the field of open educational practice. [31] In 2007, with a grant from the William and Flora Hewlett Foundation, [32] Petrides and ISKME created OER Commons as a digital library for open content. That same year, Petrides was one of 27 open education figures invited to Cape Town, South Africa, which produced the Cape Town Open Education Declaration, a significant international statement on open access, open education and open educational resources. [33] Petrides is on the advisory group for UNESCO's OER Dynamic Coalition, supporting the implementation of the UNESCO Recommendation on Open Educational Resources adopted by UNESCO's General Conference at its 40th session in 2019. [34]
In November, 2020, Petrides was elected to the San Mateo County Community College District Board of Trustees, [35] an independent, policy-making body charged by California Education Code with responsibility for establishing academic standards, approving courses of instruction and educational programs, and determining and controlling the operating and capital budgets of the District. In December 2022, Petrides was elected as President of the Board. [36]
Openness is an overarching concept that is characterized by an emphasis on transparency and collaboration. That is, openness refers to "accessibility of knowledge, technology and other resources; the transparency of action; the permeability of organisational structures; and the inclusiveness of participation". Openness can be said to be the opposite of closedness, central authority and secrecy.
Open educational resources (OER) are teaching, learning, and research materials intentionally created and licensed to be free for the end user to own, share, and in most cases, modify. The term "OER" describes publicly accessible materials and resources for any user to use, re-mix, improve, and redistribute under some licenses. These are designed to reduce accessibility barriers by implementing best practices in teaching and to be adapted for local unique contexts.
An open-source curriculum (OSC) is an online instructional resource that can be freely used, distributed and modified. OSC is based on the open-source practice of creating products or software that opens up access to source materials or codes. Applied to education, this process invites feedback and participation from developers, educators, government officials, students and parents and empowers them to exchange ideas, improve best practices and create world-class curricula. These "development" communities can form ad-hoc, within the same subject area or around a common student need, and allow for a variety of editing and workflow structures.
OpenCourseWare (OCW) are course lessons created at universities and published for free via the Internet. OCW projects first appeared in the late 1990s, and after gaining traction in Europe and then the United States have become a worldwide means of delivering educational content.
Open education is an educational movement founded on openness, with connections to other educational movements such as critical pedagogy, and with an educational stance which favours widening participation and inclusiveness in society. Open education broadens access to the learning and training traditionally offered through formal education systems and is typically offered through online and distance education. The qualifier "open" refers to the elimination of barriers that can preclude both opportunities and recognition for participation in institution-based learning. One aspect of openness or "opening up" education is the development and adoption of open educational resources in support of open educational practices.
An open textbook is a textbook licensed under an open license, and made available online to be freely used by students, teachers and members of the public. Many open textbooks are distributed in either print, e-book, or audio formats that may be downloaded or purchased at little or no cost.
The Tufts OpenCourseWare (OCW) project, was a web-based publication of educational material from a number of Tufts University courses, providing open sharing of free, searchable, high-quality course content to educators, students, and self-learners throughout the global community. The Tufts OCW initiative encouraged the publication and free exchange of course materials on the World Wide Web. First launched in June 2005, Tufts OCW provided materials with strong representation from Tufts' health sciences schools, some of which were equivalent to textbooks in depth. All materials on the Tufts OCW site were accessible and free of charge. As Tufts OCW is not a distance learning program, no registration, applications, prerequisites, or fees are required and no credit is granted. Tufts ended funding for its Open Courseware initiative in 2014, and content on the Tufts OCW web site was removed on June 30, 2018.
The CK-12 Foundation is a California-based non-profit organization which aims to increase access to low-cost K-12 education in the United States and abroad. CK-12 provides free and customizable K-12 open educational resources aligned to state curriculum standards. As of 2022, the foundation's tools were used by over 200,000,000 students worldwide.
The term "knowledge commons" refers to information, data, and content that is collectively owned and managed by a community of users, particularly over the Internet. What distinguishes a knowledge commons from a commons of shared physical resources is that digital resources are non-subtractible; that is, multiple users can access the same digital resources with no effect on their quantity or quality.
Open educational practices (OEP) are part of the broader open education landscape, including the openness movement in general. It is a term with multiple layers and dimensions and is often used interchangeably with open pedagogy or open practices. OEP represent teaching and learning techniques that draw upon open and participatory technologies and high-quality open educational resources (OER) in order to facilitate collaborative and flexible learning. Because OEP emerged from the study of OER, there is a strong connection between the two concepts. OEP, for example, often, but not always, involve the application of OER to the teaching and learning process. Open educational practices aim to take the focus beyond building further access to OER and consider how in practice, such resources support education and promote quality and innovation in teaching and learning. The focus in OEP is on reproduction/understanding, connecting information, application, competence, and responsibility rather than the availability of good resources. OEP is a broad concept which can be characterised by a range of collaborative pedagogical practices that include the use, reuse, and creation of OER and that often employ social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, empowerment of learners, and open sharing of teaching practices.
OER Commons is a freely accessible online library that allows teachers and others to search and discover open educational resources (OER) and other freely available instructional materials.
Open educational resources (OER) are learning materials that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. OER policies are adopted by governments, institutions or organisations in support of the creation and use of open content, specifically open educational resources (OER), and related open educational practices.
MediaSmarts is a Canadian non-profit organization and registered charity based in Ottawa, Ontario, that focuses on digital and media literacy programs and resources. In particular, the organization promotes critical thinking via educational resources and analyzes the content of various types of mass media.
This outline of open educational resources provides a way of navigating concepts and topics in relation to the open educational resources (OER) movement.
The UNESCO 2012 Paris OER Declaration, otherwise known as the Paris declaration on Open Educational Resources, is a declaration urging governments to promote the use of open educational resources (OERs) and calling for publicly funded educational materials to be released in a freely reusable form.
Open Educational Practices in Australia refers to the development, implementation and use of Open educational resources (OER), open access, open learning design, open policies, and Massive Open Online Courses (MOOCs) to open up education in Australia.
Open educational resources in Canada are the various initiatives related to open education, open educational resources (OER), open pedagogies (OEP), open educational practices (OEP), and open scholarship that are established nationally and provincially across Canadian K-12 and higher education sectors, and where Canadian based inititatives extend to international collaborations.
Educational technology in sub-Saharan Africa refers to the promotion, development and use of information and communication technologies (ICT), m-learning, media, and other technological tools to improve aspects of education in sub-Saharan Africa. Since the 1960s, various information and communication technologies have aroused strong interest in sub-Saharan Africa as a way of increasing access to education, and enhancing its quality and fairness.
Digital public goods are public goods in the form of software, data sets, AI models, standards or content. These goods are generally free cultural works and are intended to contribute to sustainable national and international digital development.
A renewable assignment is a learning activity that are completed by students of a course that has worth outside of the specific setting of that course. The value of a renewable assignment is that the assignment, once completed by the students, can then be published for viewing and expansion by other students or by the wider scholarly community. These types of assignments are an important component of the open pedagogy model of learning.
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