"[a list] — arranged in alphabetical order — includes 80 online resources that you can use to learn how to build or participate in a collaborative educational effort that focuses on publication and development of those materials. Although some choices focus solely on publication, development, or tools used to accomplish either effort, some provide multifaceted venues that offer communities in which to collaborate on one or all of these efforts. Collaborators can include institutions, colleges or universities, educators, students, or the general public"
"PublishOER, RIDLR and SupOERGlue funded under the HEA JISC UKOER phase 3 programme, invite you to a free online technical workshop aimed at those interested in discussing data integration, API use, curriculum context, meta and paradata and integration of resource mashup and commercial content disaggregation and permissions request tools in the context of open educational resources."
"Digital learning and recent trends in Open Educational Resources (OER) are enabling fundamental changes in the education world, expanding the educational offer beyond its traditional formats and borders. New ways of learning, characterised by personalisation, engagement, use of digital media, collaboration, bottom-up practices and where the learner or teacher is a creator of learning content are emerging, facilitated by the exponential growth in OER available via the internet. Europe should exploit the potential of OER much more than is currently the case. This requires good computer skills, but some Member States are still lagging behind as seen in the Education and Training Monitor 2012, with 9 Member States with over 50% of 16-74 year olds with no or low computer skills. While the use of ICT in education and training has been high on the policy agenda, critical elements are not in place to enable digital learning and OER to be mainstreamed across all education and training sectors. A coherent strategy at EU level could address the scope, size and complexity of the challenges in support of actions of the Member States and the entire chain of stakeholders."
"Forty-seven states and territories have fully adopted the Common Core State Standards (CCSS) in English language arts and mathematics. The implementation of CCSS will be extremely costly to states, in part, because many districts will have to purchase new instructional materials and textbooks aligned to the CCSS out-of-cycle."
"This is a collection of best practices for the adaptation of learning materials and explains what we understand as Open Educational Resources (OER). With this user guide you will understand better, how you can benefit from OER and learn the necessary things to be taken in to account while adapting materials for your own needs. This initial guide will underline some of the issues we feel as crucial for adaptation support."
"The Open Access recommendations include the development of Open Access policies in institutions of higher education and in funding agencies, the open licensing of scholarly works, the development of infrastructure such as Open Access repositories and creating standards of professional conduct for Open Access publishing. The recommendations also establish a new goal of achieving Open Access as the default method for distributing new peer-reviewed research in every field and in every country within ten years’ time."
This unit explores open educational resources and the critical role of this educational technology as one tool in the transformation of education. This module is designed as an introduction to composing, adapting, and designing your own Open Educational Resources (OERs), with a special emphasis on the using and sharing of OERs. Using information contained in the Open Educational Resources Handbook, this lesson will help students consider aspects of instructional design in order to create their own OER for sharing with others. Students will work to apply the concepts presented and discussed in the OER Handbook to complete and share a lesson plan. A review of the materials concerning copyright, finding and evaluating of OERs is expected before exploring this module.
Webcast of the seminar aimed at educators who would like to find out about the fundamental concepts of open educational resources (OER). Speakers are specialists in their fields and bring a wealth of experience for you to draw on.
This post aims to add the category of badge functions to other badge taxonomies like the one by Carla Casilli. It argues that the essential function of badging is to recognise or accredit learning; that assessment is probably supported; that badging is likely to improve motivation; and that there is a potential for evaulating and researching learning through badges. The extent to which motivation is supported seems to be the most contentious issue, though it's not clear whether the author thinks the value of badges stands or falls with this.
"This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012."
"‘Openness’ has emerged as one of the foremost themes in education, within which an open education movement has enthusiastically embraced digital technologies as the ultimate means of participation and inclusion. OER and MOOCs have emerged at the forefront of this development, claiming unprecedented educational reform. "
"Do OER creators have “customers” (in the broadest sense of the word)? If you believe the answer is no, ponder that for a while. If you believe the answer is yes, then how do OER creators help their customers “win”? If OER providers only felt like they “won” when learners “won,” how would the open education landscape be different?"
Continuing the strand of interviews with thought leaders in Higher Education in the UK, this post contains the highlights from an interview I had earlier this month with Amber Thomas, who is Programme Manager, Digital Infrastructure at JISC. Amber was speaking in her personal capacity and her views are not intended to reflect those of JISC.
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