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Open Resources | Feature 4 Challenges for OER in Higher Education Cain said impressing upon the educators the fact that they already "adapt" coursework and textbooks to meet student needs is a good way to help break them out of the "textbook is the course" mindset. "Teachers skip chapters, incorporate current events, and drill down on specific student needs all the time," said Cain.
Algo está cambiando en la educación superior. El profesor Sebastian Thrun deja Stanford para abrir su propia universidad abierta al mundo . Los investigadores en Reino Unido se rebelan contra el monopolio de las editoriales que manejan la publicación de investigaciones académicas . Harvard presiona a estas mismas compañías para que bajen sus precios y anima a sus investigadores a compartir su trabajo en plataformas abiertas.
In the past few years, open source software (OSS) has become a viable alternative to proprietary, closed source software. While many a geek may be truly excited about the recent success of OSS, how does it affect educators? Many educational benefits of OSS have been proposed, including the obvious cost savings as well as allowing students to engage with technology as collaborators instead of simply helpless consumers. The following resources are an attempt to give educators the knowledge necessary to understanding OSS, the ability to convince others of its virtues, and the tools to use OSS effectively in the classroom setting.
4 th REGIONAL POLICY FORUM EUROPE Cambridge, UK, 17 April 2012 Sir John Daniel & Stamenka Uvalić-Trumbić Commonwealth of Learning Introduction Representatives of the Governments of UNESCO’s Europe Region, delegates to the OpenCourseWare conference, Sponsors, Ladies and Gentlemen, It is a great pleasure to be here and to welcome you to the Regional Policy Forum for Europe that we are organising within our Project “ Fostering Governmental Support for Open Educational Resources Internationally”, which is being implemented by the Commonwealth of Learning and UNESCO .
The 2012 Paris OER Declaration was formally adopted at the 2012 World Open Educational Resources (OER) Congress held at the UNESCO Headquarters in Paris from 20 – 22 June 2012. Déclaration de Paris des REL 2012 ( French ) Declaración de París de 2012 sobre los REA ( Spanish )
Open Educational Resources (OER) offer opportunities for increasing equity and access to high-quality K–12 education. Many state education agencies now have offices devoted to identifying and using OERs and other digital resources in their states. To help states, districts, teachers, and other users determine the degree of alignment of OERs to the Common Core State Standards, and to determine aspects of quality of OERs, Achieve has developed eight rubrics in collaboration with leaders from the OER community (download link for rubrics below). To allow users to apply these rubrics and evaluate the quality of instructional resources, Achieve partnered with OER Commons to develop an online evaluation tool.
Stable version This is the stable version 1.1 of the definition. The version number will be updated as the definition develops. The editable version of the definition can be found at Definition/Unstable .
Lately, we’ve been hearing more and more about digital copyrights and fair use in the news and online – particularly with the whole SOPA/PIPA uproar that recently swept the web. Also, we on the Edublogs support team have been getting more and more complaints and official requests to remove copyrighted content that users have placed on blogs. The legal jargon with respect to digital copyrights can be confusing – especially since different countries have their own laws and regulations. With this post, we hope to dispel a few myths and pull together a complete list of resources for teachers and students to use when blogging and working with content online. Rule #1: You Can’t Use Everything You Find On the Web Dexter the cat hates those that steal his photos...
From WikiEducator As a refresher before you begin the following activity, recall that each of the CC license terms may be represented by a symbol (or mark): The GNU Free Documentation License (GFDL) and a work available in the public domain (PD) may be indicated with the following symbols: In this short exercise you will consider a number of remix scenarios to explore license compatibility. The dealer will deal four cards, each representing an open educational resource (OER) you would like to aggregate for a derivative work. Each card has at its centre an icon representing its media type.
Official logo The official logo of the Definition of Free Cultural Works was designed by Marc Falzon , and placed in the public domain: An SVG copy can be found here The logo represents both the diversity of human culture, and the openness and freedom to interact with free cultural works.
Flagship Projects CKAN is a complete out-of-the-box software solution that makes data accessible – by providing tools to streamline publishing, sharing, finding and using data. Find Out More
Version 1.1 Terminology The term knowledge is taken to include: Content such as music, films, books Data be it scientific, historical, geographic or otherwise Government and other administrative information
There is no one, standard definition of Open Educational Resources. However, the following broad definition of OERs from OER Commons seems to be generally accepted by the community: Open Educational Resources (OER) are teaching and learning materials that are freely available online for everyone to use, whether you are an instructor, student or self-learner. Examples of OER include: full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world.