“Building inclusive Knowledge Societies through information and communication” is one of the key objectives for UNESCO’s Medium-Term Strategy. By adopting this objective, UNESCO Member States have recognized that knowledge plays a key role in economic growth, social development, cultural enrichment and democratic empowerment. This decision of the Members States has influenced UNESCO‘s Open Access program, through which the organization received a unique mandate to work on OA policy issues; bridge knowledge pools on OA across the world and build capacities to better understand Open Access.
Can an advocate for open educational resources (OER) and student equity justify partnering for for-profits?
The William and Flora Hewlett Foundation has defined OER as “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and repurposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.”
The Open Learning Initiative offers online courses to anyone who wants to learn or teach. Our aim is to combine open, high-quality courses, continuous feedback, and research to improve learning and transform higher education.
"A collection of readings on open education with commentary. Created for IPT 515R Introduction to Open Education, a graduate course at Brigham Young University. An Open Education Reader is published under the Creative Commons Attribution 4.0 License."
On 20 November, the medical charity, of Seattle, Washington, announced that from January 2015, researchers it funds must make open their resulting papers and underlying data-sets immediately upon publication — and must make that research available for commercial re-use. “We believe that published research resulting from our funding should be promptly and broadly disseminated,” the foundation states. It says it will pay the necessary publication fees (which often amount to thousands of dollars per article).
The Foundation is allowing two years’ grace: until 2017, researchers may apply a 12-month delay before their articles and data are made free. At first glance, this suggests that authors may still — for now — publish in journals that do not offer immediate open-access (OA) publishing, such as Science and Nature. These journals permit researchers to archive their peer-reviewed manuscripts elsewhere online, usually after a delay of 6-12 months following publication.
I predict we’re going to hear a lot more from landscape architects in the coming years. There has long been a misunderstanding about what they actually do – “something about gardens” being a common response.
But the diversity and scale of work in landscape architecture is huge, and the mix of skills and expertise required shows real promise for dealing with the pressing issues facing Australian cities. Whether climate change or urbanisation, population growth or densification, landscape architects have ideas for how to make our future cities liveable, workable and beautiful.
The book examines the underlying principles that guide effective teaching in an age when everyone,and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. [Scroll down for list of contents]
Researcher discusses 3 strategies to open up MOOC content.
OER-open-MOOCAre MOOCs truly the open education innovation they were designed to be?
That’s the question one researcher says those in academia should be asking. Though MOOCs are based on ubiquity (suggesting an evolution of the Open Learning Movement), in contrast with open educational resources (OER), MOOC content is often paywalled and copyrighted.
“Philosophically, the main problem with MOOCs is the inaccessibility and inadaptability of their resources, challenging democratic open access to knowledge,” explains Javiera Atenas, learning technologist at University College London (UCL). “MOOC openness is often related with openness to enrollment, and does not point to openness of the contents and the resources…A number of authors and organizations consider it an ultimate necessity to open up MOOC resources.”
Free tools for educators! We are excited to share several new tools designed to help educators and students to get the most out of JSTOR and other academic resources. This new Teaching Resources site is intended to bring these tools together into one starting point for educators.
The Teaching Resources currently highlighted on this site include:
JSTOR Classroom Readings, intended to help teachers locate articles on JSTOR for classroom use, using filters for topic, length of article, and reading level.
Understanding Shakespeare, which enables scholars to link directly from lines in plays to the articles on JSTOR that mention them.
Research Basics for High School Students, a self-paced research skills course for college-bound high school students.
About Open Attribution Builder This application is:
to help you easily cite open material you find; as you fill out the form the application will automatically generate the attribution for you.to cite only openly distributed work, such as work licensed by Creative Commons or released in the public domain.to provide a default attribution statement. You’re welcome to modify the citation to make it more suitable to your needs.
This application is NOT:
to mark your own work with a Creative Commons license or to place your work in the public domain. To do so, please use the license chooser (for the CC licensed work) or CC0 Waiver (for the public domain work) provided by Creative Commons.applicable for all types of materials; this application is only for openly released work.
This application lets you enter information for title, author, license, organization, and project. You are not required to enter all information to have a citation generated. Click the ? icons to learn more about each area.
Access to, and success in, open, online and flexible learning are key solutions to the pressing development challenges and needs of 21st century societies, emphasizes the November 2014 Bali message by ICDE’s higher education leaders
“To tackle inequality, unemployment, in particular among youth, and progress towards the development goals of nations, a new commitment is needed to opening up education, technology enhanced learning, the use of open educational resources, online, flexible and blended learning, research and innovation in the design, development, deployment and delivery of education at all levels.”
The University of Central Florida's (UCF) Center for Distributed Learning (CDL) offers the Teaching Online Pedagogical Repository (TOPR) as a public resource for faculty and instructional designers interested in online and blended teaching strategies. Each entry describes a strategy drawn from the pedagogical practice of online/blended teaching faculty, depicts this strategy with artifacts from actual courses, and is aligned with findings from research or professional practice literature.
Creative Commons licenses provide a flexible range of protections and freedoms for authors, artists, and educators. Leicester City Council / CC BY 4.0
Leicester City Council is the first local government authority in the United Kingdom (UK) to provide 84 community schools with blanket permission to openly license their educational resources. The council is recommending that school staff use the Creative Commons Attribution (CC BY) license to share materials created in the...
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