OERu/Planning/OERu 2012 Prototype nominations

Year level
First year (Level 5 - NZQA)

Brief description of course aims or learning outcomes
"Why Sustainable Practice" is a core course in the Certificate in Sustainable Practice.


 * Understand what sustainable practice is
 * Why current human activity is unsustainable and what is required to achieve a sustainable state.
 * Introduce best practice methodologies for implementation
 * Be aware of the opportunities sustainable practice provides

The programme focuses on projects in the workplace or community, with support from workshops and online learning.

Anticipated date of completion for course contribution

 * Ready for 2012 prototype (Fall 2012 / 2nd Semester)?: Yes

Local accreditation and credential(s)

 * Will the course be accredited towards a credential at your institution: Yes
 * Names of local credential: Bachelor of Applied Management, Certificate in Sustainable Practice

Brief summary of preparation requirements for an OER course
Course materials available as Moodle courses and will be converted into open wiki format.

Further comments
None

Year level
First year level

Brief description of course aims or learning outcomes
Nomination for a course offered by the majority of anchor partners which is already available as an OER course, (see for example Saylor Foundation and Open Course Library, Washington State. The course would cover a general introduction to various areas of psychology, including for instance scientific investigation, motivation, personality, intelligence, behavioral deviation, perception, learning and human development.

Anticipated date of completion for course contribution

 * Ready for 2012 prototype (Fall 2012 / 2nd Semester)?: Yes (Course already available as OER)
 * Later date: Not applicable

Local accreditation and credential(s)

 * Will the course be accredited towards a credential at your institution: Yes - most anchor partners offer a foundation course in Psychology.
 * Names of local courses / credentials:
 * University of Southern Queensland: Diploma of Arts Listed course for DART).
 * SNHU: PSY 108 Introduction to Psychology, listed as undergraduate course.
 * TRU: PSYC 1110 and 1210, listed as courses for Psychology minor and Psychology major
 * ESC: HDV-282164 Introduction to Psychology
 * Athabasca University: Psyc 289 (First year level) listed as one of the minimum credit courses for the Bachelor of General Studies
 * University of South Africa: Basic Psychology (PYC1501) listed as course for many of the undergraduate courses in the School for Social Sciences and Theology.
 * Otago Polytechnic: Social Psychology (Level 5 - First year course, NZ 15 credits)
 * Open Polytechnic: General and Applied Psychology (First year course, NZ 20 Credits) and Social and Individual Psychology (First year course, NZ 20 Credits).
 * NorthTec: Psychology and Human Development (pdf) listed as first year course in Bachelor of Applied Social Service.
 * NMIT: Introduction to Psychology listed as first year course in Bachelor of Applied Social Service.
 * University of Canterbury list two Introduction to Psychology courses.
 * University of Wollongong: Foundations of Psychology A (PSYC121) and Foundations of Psychology B PSYC122, which lead to a number of degree options.
 * BAOU: Could not fund undergraduate course in Psychology.

Brief summary of preparation requirements for an OER course
Minimum requirements:


 * At least 2 Anchor partners to provide assessment and credential services.
 * Otago Polytechnic can provide assessment and credentialing services through existing RPL policy
 * Enter name of anchor partner here
 * Partners who agree to provide assessment and credential services to map existing OER to learning outcomes / graduate profile for their respective "Introduction to Psychology" course.

Further comments
Strategic advantages:


 * 1) Majority of anchor partners would not be excluded from potentially offering assessment and credential services including institutions who do not have existing RPL policies.
 * 2) Anchor partners retain autonomy and could "opt out" from providing assessment and credential services for this course.
 * 3) OER course materials could be used to serve OERu learners in parallel with closed course materials for local campus offering but mapped to the same learning outcomes.

Year level
First year Bachelor level

Brief description of course aims or learning outcomes
"This course is an exploration of visual art forms and their cultural connections for the student with little experience in the visual arts. It includes a brief study of art history and in depth studies of the elements, media, and methods used in creative processes and thought." (Saylor)

Anticipated date of completion for course contribution

 * Ready for 2012 prototype (Fall 2012 / 2nd Semester)?: Yes

Local accreditation and credential(s)

 * Will the course be accredited towards a credential at your institution: Yes
 * Bachelor of Arts in General Studies; other Art and Arts programs

Brief summary of preparation requirements for an OER course
This is a Saylor course already comprising many OERs. Some content will need to be replaced due to restrictions but much is in the public domain. Readings are in PDF form and thus may need to be converted.

Further comments
This is good for the prototype because we also then have an opportunity to test an OER-based course from the outset. Because the course is essentially complete, we can focus on redesign of learning activities for open pedagogy(ies) as the concept emerges. It should fulfill basic requirements for many degree programs in Arts (either as required or elective), has a good general interest factor and works across multiple contexts (e.g. drawing from Eastern, Western, Indigenous cultures). There are many varied learning activities and the final exam is easily modifiable for different students and contexts.

Year level
First year: Bachelor level

Brief description of course aims or learning outcomes
Drawing upon frameworks from International Relations and the Social Sciences, the course provides basic information about, and analysis of, contemporary regional relationships, current affairs and societies in Asia and the Pacific, including Australia and New Zealand. Attention will be given to the personal and social skills that will facilitate better international cooperation and cross cultural communication in the Asia and the Pacific.

Brief overview of the main course aims and learning outcomes
On successful completion of this course students will be able to:


 * 1) Delineate the main geographical factors influencing human activities in the Asia Pacific regions, including Australia and New Zealand, and the main points of comparison and contrast between these regions;
 * 2) Outline the growth and dimensions of transnational involvement in Asia and the Pacific;
 * 3) Explain the factors working towards the growing inter-dependence of states in Asia and the Pacific;
 * 4) Explain and apply various personal and social skills expected in other regional cultures;
 * 5) Outline other cultural traditions and regional current affairs;
 * 6) Apply analytical and problem solving skills by researching and writing assignments and reflective journal;
 * 7) Apply ethical research and inquiry skills by comprehending and applying referencing norms and practices;
 * 8) Demonstrate cultural literacy skills by describing, analysing and applying international perspectives using course-specific analytical frameworks.

Anticipated date of completion for course contribution

 * Ready for 2012 prototype: late March 2012.

Local accreditation and credential(s)

 * Will the course be accredited towards a credential at your institution: Yes.
 * Names of local credential: Diploma of Arts, Bachelor of General Studies.

Brief summary of preparation requirements for an OER course
Existing course has already been converted to OER mode and is available via Moodle. It is based on the adoption of the "pedagogy of discovery", whereby (following the introduction of a topic) students are required to select topics of personal interest and to discover additional existing OER to support a range of e-learning activities, referred to as "e-tivities" (Salmon, G. 2011). The "pedagogy of discovery" also aims to facilitate the development of "learning literacies for a digital age" (Littlejohn, A. et al, 2009). As part of the assessment, students are required to submit an e-portfolio incorporating the outcomes of their "e-tivities" along with a reflective learning journal.

Further comments
Internal peer review has been incorporated into the learning design process for the "pedagogy of discovery', and external peer review is welcome.

Year level
Level 5 NZQF, first year Bachelors

Brief description of course aims or learning outcomes
This course introduces you to several psychological disciplines and shows how psychology advances through scientific research. The course examines general topics such as how people perceive the world around them, how the brain works, and how we think, feel, learn and remember. It also provides a foundation in the nature of research and how psychologists use scientific methodology.

This course complements 73196 Social &amp; Individual Psychology, which teaches the remaining introductory psychology topics.

Topics covered include:


 * history and perspectives in psychology
 * research methods in psychology
 * biological bases of behaviour
 * sensation and perception
 * the nature of consciousness
 * learning
 * remembering and forgetting
 * thought and language and theories of intelligence and intelligence testing.

Anticipated date of completion for course contribution

 * Ready for 2012 prototype (Fall 2012 / 2nd Semester/September 2012)?: Yes

Local accreditation and credential(s)

 * Will the course be accredited towards a credential at your institution: Yes
 * Names of local credentials:
 * Bachelor of Applied Science
 * Bachelor of Applied Science (Communication)
 * Bachelor of Applied Science (Communication and Environment)
 * Bachelor of Applied Science (Communication and Information Systems)
 * Bachelor of Applied Science (Communication and Psychology)
 * Bachelor of Applied Science (Environment)
 * Bachelor of Applied Science (Information and Library Studies)
 * Bachelor of Applied Science (Information Systems and Technology)
 * Bachelor of Applied Science (Information Systems and Technology and Environment)
 * Bachelor of Applied Science (Information Systems and Technology and Psychology)
 * Bachelor of Applied Science (Psychology)
 * Bachelor of Arts (Communication)
 * Bachelor of Arts (Communication, Information and Library Studies)
 * Bachelor of Arts (Humanities)
 * Bachelor of Arts (Humanities, Information and Library Studies)
 * Bachelor of Arts (Information and Library Studies)
 * Bachelor of Arts (Social Sciences)
 * Bachelor of Business
 * Bachelor of Business (Accounting)
 * Bachelor of Business (Accounting and Information Systems and Technology)
 * Bachelor of Business (Accounting and Management)
 * Bachelor of Business (Human Resource Management)
 * Bachelor of Business (Information Systems and Technology)
 * Bachelor of Business (Management)
 * Bachelor of Business (Management and Information Systems and Technology)
 * Diploma in Applied Management (Level 5)
 * Diploma in Applied Mental Health (Level 6)
 * Diploma in Child and Adolescent Psychology (Level 6)
 * Diploma in Psychology (Level 5)

Brief summary of preparation requirements for an OER course
Assemble from existing OER as much as possible, beginning with Sayor Intro to Psychology course. Supplement with other existing OER, or parts of our existing course materials, as appropriate.

Further comments
It may be efficient to work with other OERu partners on OER development for this course. However, it may be too cumbersome to try to meet diverse learning outcomes from different courses, in which case it would be simpler to work on our own. We recognise that grappling with this is all part of learning as we go in this innovation space and we are committed to learning together.

Brief description of course aims or learning outcomes
This course provides an introductory study of management and the organisational context within which management is performed. We'll look at a range of perspectives on organisations and management, the external environment and internal processes of organisations, the nature of a manager's job (including its range of functions and roles), management decision making (processes and constraints), and the ethical and social responsibility dimensions of management. Learning outcomes:


 * Students will identify the purpose of organisations and management.
 * Students will understand the importance of the development of management philosophies and their influence on current management practices.
 * Students will apply their understanding of the influence of environments on organisational behaviour.
 * Students will understand the importance of ethics and social responsibility within an organisation.
 * Students will understand the elements of problem solving and apply a range of techniques that aid operational decision making.
 * Students will understand the purpose of planning and control and apply processes to a given situation.
 * Students will discuss two organisational structures, evaluate and recommend a structure for a given situation.
 * Students will understand and apply knowledge of leadership, motivation and delegation.
 * Students will understand team dynamics and how teams can influence the organisation.

Anticipated date of completion for course contribution

 * Ready for 2012 prototype (Fall 2012 / 2nd Semester)?: Yes

Local accreditation and credential(s)

 * Will the course be accredited towards a credential at your institution: Yes
 * Names of local credential: New Zealand Diploma in Business and Bachelor of Applied Management

Brief summary of preparation requirements for an OER course
The existing course is developed as an OER in Moodle needs to be converted to Wikieducator open format.

Further comments
This course is one of the core courses in any business qualification.

Year level
Year Level - First Year

Brief description of course aims or learning outcomes
College Composition is designed to introduce you to the skills necessary to be a successful college writer throughout your education career.

Course goals include helping you to... ✦ Produce writing whose form, organization, syntax, diction, style, and tone are appropriate for a given audience, subject, and purpose. ✦ Read critically with an eye toward identifying main ideas, supporting evidence, and conclusions so that they can utilize these components in their own writing. ✦ Use process writing for generating ideas, drafting, and revising. ✦ Locate, evaluate, and integrate information purposefully from electronic and print sources and to document them correctly using MLA style. ✦ Write captivating introductions, coherent theses, well developed, organized, and supported text, and conclusions that lead the reader to the bigger picture. ✦ Demonstrate personal and collaborative editing skills developed through workshops and peer feedback. ✦ Write grammatically correct sentences demonstrating control over punctuation, syntax, and word choice.

Anticipated date of completion for course contribution
Ready for 2012 prototype (Fall 2012 / 2nd Semester)?: Yes

Local accreditation and credential(s)

 * Will the course be accredited towards a credential at your institution: Yes
 * Names of local credential: Part of our Associates in Liberal Studies and in General Studies. Also part of the Liberal Arts core for many other programs.

Brief summary of preparation requirements for an OER course
Converting existing course resource into OER, by assembling from existing OERs and preparing "transitional language etc"

Further comments
None

Year level
Year Level - First Year

Brief description of course aims or learning outcomes
This communications survey course covers mass media, culture, and society. The course focuses on how and why the media operate as they do, as well as on how media performance might be improved. Course objectives


 * 1) To help students develop a better understanding of mass communication including; television, film, music, Internet, print, and advertising.
 * 2) To help students understand the history, development, and future directions of mass media.
 * 3) To help students learn media literacy by understanding the relationship between mass media and culture.
 * 4) To introduce students to the variety of career paths available in mass media.
 * 5) To help students with learning to become critical thinkers through the critique and evaluation of mass mediated messages.
 * 6) To help students cultivate oral and written communication skills through rational class discussion, exercises, and assignments.

Learning outcomes

After this course is completed, students should be able to:


 * 1) Understand the origins of a variety of mass media.
 * 2) Explain how mass media influences our thinking and decision-making.
 * 3) Define and explain mass media terms and concepts.
 * 4) Recognize and identify what is considered high and low culture in the mass media industry.
 * 5) Demonstrate a basic knowledge of career choices within the communications field.
 * 6) Express a basic understanding of the trends and future directions of the mass media industry.

Anticipated date of completion for course contribution
Ready for 2012 prototype (Fall 2012 / 2nd Semester)?: Yes

Local accreditation and credential(s)

 * Will the course be accredited towards a credential at your institution: Yes / No
 * Names of local credential: Part of our Associates in Liberal Studies and in General Studies.

Also part of the Liberal Arts core for many other programs

Brief summary of preparation requirements for an OER course
Converting existing course resource into OER, by assembling from existing OERs and preparing "transitional language etc"

Further comments
None

Year level
First year Bachelor level (NQF Level 5)

Brief description of course aims or learning outcomes
The purpose of this module is to equip students with the knowledge, skills and tools to make responsible environmental decisions in their daily living. Those who achieve this module can: explain the interrelationships between humans and their environment; apply the principles of bio-resource conservation and management; develop a responsible approach to the utilisation of consumer products; and manage waste to promote waste minimisation and responsible disposal.


 * Explain the interrelationships between humans and their environment.


 * Assessment criteria
 * The Earth’s life support systems are identified and explained. Range: structure, composition and spatial distribution of the atmosphere, hydrosphere, geosphere and biosphere.
 * Examples of the subsystems and relationships within the anthroposphere are given and explained.

Range: individual, social, government, economic, infrastructure, environment (resources).


 * Factors sustaining life on Earth are identified and explained. Range: First and second laws of thermodynamics, law of conservation of matter or nutrients and gravity.


 * Interrelatedness between human-environmental interaction and environmental impact is explained. Apply the principles of bio-resource conservation and management in everyday living in South Africa


 * Assessment criteria
 * Management principles are applied in the utilisation and preservation of bio-resources.
 * Individual accountability is practiced in the management of natural resources within immediate environment.
 * The impact of climate change on aspects such as food security, diseases, water, waste and the natural environment is identified.
 * Defend the importance of biodiversity conservation to benefit South Africa


 * Assessment criteria
 * The biodiversity of South Africa is explored
 * The importance of biodiversity conservation is discussed
 * The potential of biodiversity within South Africa is utilized to develop a bio-economy.
 * Develop a responsible approach to the utilisation of consumer products.


 * Assessment criteria
 * Possible impacts of consumer products that use biological entities to enhance the manufacturing process and decrease the impact on the environment are explained.
 * Product packaging, presentation and information that would support an environmentally friendly attitude are described.
 * Criteria resulting in sustainable and ethical consumer decisions are formulated.
 * Evidence of quality and safety procedures involved in production of consumer products are illustrated.
 * Manage waste to promote waste minimisation and responsible disposal.


 * Assessment criteria
 * Waste is defined and the types of waste are identified.
 * Waste minimization is illustrated by exploring options to reduce, reuse and recycle.
 * Responsible disposal of waste is explained to prevent damage to the environment.
 * A waste management plan of an organisation is compiled to reduce the effect of waste on the environment.

Anticipated date of completion for course contribution

 * Ready for 2012 prototype (Fall 2012 / 2nd Semester)?: Need to confirm

Local accreditation and credential(s)

 * Will the course be accredited towards a credential at your institution: Yes
 * Names of local credential: Higher Certificate in Life and Environmental Sciences. (Level 5 Higher Certificate is a first-year bachelor degree level exit credential).

Brief summary of preparation requirements for an OER course
Course under development (clarify)

Further comments
None

Year level
Second year Bachelor level (NQF Level 6)

Brief description of course aims or learning outcomes
The purpose of the module is to equip learners with critical reasoning skills in argumentation by identifying and avoiding fallacious reasoning by analyzing and evaluating simple and complex arguments, and by constructing arguments to write critical essays.

The module is designed to enable learners to


 * demonstrate independent thinking, that is, thinking for themselves
 * show the ability to make informed decisions that are based on facts and substantiated claims
 * reflect on their own thinking and preconceived ideas and to develop a critical attitude to cultural stereotypes and biases
 * analyze and evaluate information and knowledge claims critically
 * apply the key concepts of critical reasoning to constructing arguments and writing critical essays
 * apply critical reasoning skills and strategies to access knowledge in other fields of study
 * demonstrate understanding of the importance of clear thinking for effective communication and decision-making strategies

Anticipated date of completion for course contribution

 * Ready for 2012 prototype (Fall 2012 / 2nd Semester)?: Need to confirm

Local accreditation and credential(s)

 * Will the course be accredited towards a credential at your institution: Yes
 * Names of local credential: The module is of value not only for Philosophy but also for a range of disciplines, including Communication Science, Development Studies, Health Care, Law, English Studies, Medical Ethics, Political Science, Psychology and Public Administration.

Brief summary of preparation requirements for an OER course
Need to clarify

Further comments
None

Year level
Year Level – an introductory level course; appropriate for first year

Brief description of course aims or learning outcomes
In this world of complicated financial situations, climate changes, and the basic need to figure out how to be a smart consumer with limited resources and rising costs, quantitative skills are a necessity. Yet, numeracy has been cited in some countries (e.g. US, Britain) as a skill often in need of strengthening. In this course, learners will begin with a self-assessment of basic skills (arithmetic, data analysis, algebra) and then will proceed with a personal plan to improve quantitative skills. The focus of resources will be on algebra, since knowledge of algebra provides one with essential tools.

By the end of this journey, learners should be able to demonstrate their ability to do the following:

1. To use algebraic tools such as equation solving and graphing 2. To articulate a problem in mathematical terms and identify a plan for solution that includes the use of equations and graphs 3. To define, in their own words, common terms, such as the following: variable, function, equation, linear, quadratic, line graph 4. To identify assumptions made in developing a mathematical solution and, from that, some possible limitations of a proposed solution 5. To identify steps in moving from a model to a solution of a problem 6. To use error-checking strategies in order to test the appropriateness of a solution

Learners will demonstrate these abilities through published entries from their ePortfolio. For each outcome identified above, a set of possible ways to demonstrate that ability will be provided and the learner can select from that list. For example, to demonstrate #1, the learner could share results from assessments in the Khan Academy site.

Anticipated date of completion for course contribution

 * Ready for 2012 prototype (Fall 2012 / 2nd Semester)?: Yes

Local accreditation and credential(s)

 * Will the course be accredited towards a credential at your institution: Yes
 * Names of local credential: Bachelor of Arts, Bachelor of Science, Associate of Arts, Associate of Science; This course would meet the SUNY general education requirement for quantitative skills.

Brief summary of preparation requirements for an OER course
The course will be built in Wikieducator and follows an approach used in current Empire State College online math courses, although this is the first one fully based on OERs. On the initial page, there will be an explanation for the course as well as a link to the initial assessments. Other content pages will then link to the resources identified above. Each learner, however, will establish their path after completing the assessments and identifying their goals for the course.

Further comments
Khan Academy materials will be a common resource for all learners, since it contains a wide range of math material as well as assessments. However, branches to other resources will be provided and exploration will be encouraged. Possible resources include: OCL materials from Washington State; courses from Saylor Foundation; learning objects from Connexions and Merlot. OER sections of Hippocampus may also be used.

Year level
Year Level – this is an advanced level course and some previous knowledge of American History is recommended for the current course; our OER version will provide references to background as needed

Brief description of course aims or learning outcomes
Just as the term transformation in the course title indicates, our study of Colonial American history is about change. First and foremost is the change to an American identity from the multiple identities characteristic of the early colonial period. The emergence of a distinctly American identify coincided with the expansion of a series of small coast hugging settlements westward toward the Appalachian Mountains out into the Ohio and Mississippi River Valley. Change was also evident in many other areas of colonial life including religious practice, social arrangements, economic activities as well as cross-cultural relations with Native Americans and increasing numbers of African slaves. Members of the latter group were also undergoing the process of Americanization. The increasing pace of change in the eighteenth century called into question relations with the far distant mother country. A few men and women began articulating a vision of an independent American nation.

Learner Goals of Course 1. To develop an understanding of the transformation of thirteen English colonies into the American nation. 2. To examine and analyze the forces and factors contributing to that transformation. 3. To interpret and assess historical information from primary and secondary sources relating to the diverse aspects of the Colonial American experience. 4. To visualize the material world of Colonial Americans. 5. To illustrate the distinctive characteristics of Colonial America and differences as well as similarities among the thirteen colonies.

Objectives By the end of the course, the student should be able to: 1. Identify the interaction between the distinctly different people that settled in Colonial America 2. Discuss the Colonial American political systems and how were they democratic or non-democratic 3. Articulate how material items were associated with social class 4. Identify the major religious controversies that shaped religious practice in Colonial America 5. Articulate the key points of contention between Great Britain and her American colonies

Anticipated date of completion for course contribution

 * Ready for 2012 prototype (Fall 2012 / 2nd Semester)?: Yes

Local accreditation and credential(s)

 * Will the course be accredited towards a credential at your institution: Yes
 * Names of local credential: Bachelor of Arts, Bachelor of Science, Associate of Arts, Associate of Science; This course is a liberal study and meets the SUNY general educational requirement for United States history

Brief summary of preparation requirements for an OER course
This is a current online course through our Center for Distance Learning. The current course does not use OERs for initial readings, but we are confident we can find appropriate OER materials for this course.

Further comments
None.

Year level
CERTIFICATE LEVEL (A SIX MONTHS COURSE)

Brief description of course aims or learning outcomes
The Certificte Course in Computer Concepts (CCC) is an ICT-enabled course, aimed at providing and enhancing the learner's proficiency in Computer Literacy. The CCC's course currcullum is globally competitive and modern. In addition to English, the CCC will be available in four Indian languages media: Hindi, Gujarati and Urdu. The course will be supported by a multi-media course-ware, study material and web-based counselling sessions.

Anticipated date of completion for course contribution

 * Ready for 2012 prototype (Fall 2012 / 2nd Semester)?: YES

Local accreditation and credential(s)

 * Will the course be accredited towards a credential at your institution: YES
 * Names of local credential: CERTIFICATE IN COMPUTER CONCEPTS(CCC).

Brief summary of preparation requirements for an OER course
DR. BABASAHEB AMBEDKAR OPEN UNIVERSITY (BAOU) TEAM, IS CURRENTLY WORKING ON ALL THE ISSUES THAT WILL MAKE CCC AS AN OPEN EDUCATION RESOURCE.

Further comments
BAOU'S //CCC// WILL, PERHAPS, BE A FIRST-OF-ITS-KIND COURSE THAT WILL BE AVAILABLE IN ENGLISH AND FOUR MAJOR INDIAN LANGUAGES. THESE FOUR LANGUAGES CONVER CLOSE TO NINETY PER CENT OF ELIGIBLE AND ASPIRING LEARNERS IN INDIA AND A VERY LARGE NUMBER AT THE GLOBAL LEVEL.

BAOU WILL BE THE FIRST MAINSTREAM UNIVERSITY IN INDIA, PERHAPS IN THE WORLD, IN OPEN AS WELL AS CONVENTIONAL STREAM, TO OFFER SUCH A COURSE AS AN OER IN FOUR LANGUAGES SIMULTANEOUSLY.