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For creating open content as a continually ongoing process of refinement, re-distribution, correction, modification, re-arrangement and reuse, better quality of the open content is the result of these possibilities. It’s important to make reuse easier. This requires authors to consider visibility and circulation of the published open educational resources(OER).
Designing online courseware so that it’s accessible to all people is important. Accessible means usable by people who are blind or who have low vision, people with impaired mobility, people who are deaf or hard-of-hearning, people who are color-blind, people with a minimal command of the language, and people with a cognitive disability. Broadly speaking, different learning styles or even different learning preferences should be considered.
Open Educational Resources (OER) have created opportunities for people to learn things they may never have dreamed possible. Access to educational materials has become available through online sites across the globe. Many people may be familiar with the term “open source” as it applies to how computer programmers have shared information. However, the term “OER” may be less familiar. Within the education realm, sharing of information through OER has begun to change the process of how people learn. It has given people with little hope of receiving a higher education the ability to access information that used to only be available to people with serious financial resources.
The following case studies summarise the development and findings of two projects that have sought to harness openness for the benefit of teachers and learners in the area of language teaching in higher education. Both projects sought to introduce Open Educational Resources (OER) and Practices (OEP) by focusing on supporting and guiding teachers as they develop the necessary literacies and practices to capitalise on the affordances of new open tools and technologies.
Dotspin is a web & mobile app that gives real recognition to good shared photos. Everybody should keep their rights and receive something in return.
Issue number 33 of eLearning Papers focuses on the challenges and future of Massive Open Online Courses (MOOCs), a trend in education that has skyrocketed since 2008.
The online community of the Global OER Graduate Network (GO-GN), dedicated to expanding the research base on Open Educational Resources worldwide. The network is a joint initiative by the UNESCO Chair in Open Educational Resources at Open Universiteit in the Netherlands (coordinator) and the UNESCO/COL Chair in Open Educational Resources at Athabasca University, Canada.
Create, collaborate, and deliver digital course materials that follow your exact curriculum, not a textbook. Include copyrighted works with automatic copyright clearance.
From Open.Michigan - a University of Michigan initiative that enables faculty, students, and others to share their educational resources and research with the global learning community This handout...
OER Repositories worldwide
By Javiera Atenas (@jatenas) & Leo Havemann (@leohavemann)
Attribution-NonCommercial-ShareAlike
CC BY-NC-SA
University of London
Universitat de Barcelona
“Teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. Open licensing is built within the existing framework of intellectual property rights as defined by relevant international conventions and respects the authorship of the work.” — Definition of OER by UNESCO, 2002
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Each time a teacher or a learner interacts with an Open Educational Resource (OER), these interactions produce data. This "interaction data" includes "artifact data" routinely captured during any online interaction by Web server logs (e.g., users' browsers, users' IP addresses) and "social data" created during Web 2.0-style interactions with resources (e.g., tags, comments, ratings, favorites). Interaction data can serve a number of purposes in a period of increased interest worldwide in OERs quality and uptake. First, interaction data is a valuable source of analytics about OERs and typical audience profiles. Second, combined with metadata, interaction data can enhance searching, ranking, and recommendations of learning resources. However, obtaining this data is not always easy since OERs, in particular, are generally dispersed among different systems where the interactions between resources and their users take place. This paper describes approaches to unlocking, collecting and aggregating this interaction data.
Google has released a major new education program called Google Play for Education that organizes and manages the way teachers share apps, books, and other learning content with their classes.
Net Texts helps schools replace or supplement textbooks with customized multimedia courses delivered to students' iPads, Android tablets, and laptops!
Infographics are interesting–a mash of (hopefully) easily-consumed visuals (so, symbols, shapes, and images) and added relevant character-based data (so, numbers, words, and brief sentences). The learning application for them is clear, with many academic standards–including the Common Core standards–requiring teachers to use a variety of media forms, charts, and other data for both information reading as well as general fluency...
Via Baiba Svenca, Volkmar Langer
There is a great deal of energy, enthusiasm, and change happening in today’s education sector. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to create new forms of education. Open Educational Resources (OER) (including open textbooks), Open Access, and Massive Open Online Courses (MOOCs) have all gained traction as significant drivers of education innovation.
This document is intended as a guide for those state teams planning to implement Open Educational Resources (OER). The exercises included within it were completed by seven states as part of the OER Institute in November 2012. Based on the experiences of those states, the exercises have been adapted slightly and are included here as a guide to other states interested in developing systems for Open Educational Resources.
This article explains a set of tools developed in order to describe learning activities and learning paths transparently, so that it becomes easier to determine whether they are aligned with the desired learning objectives and are interchangeable (or have interchangeable components). A learning path is defined as a set of one or more learning activities aimed at achieving certain learning objectives. Our argument will make clear that the challenge we face extends beyond the integration of OER within existing curricula, and that we need to view OER as a single source for learning and personal development, alongside many other non-formal and informal sources for learning (CEC, 2000).
Efforts to instill students' sense of personal ownership and build a strong community in the online course experience may sometimes fall short due to the staid communicative prompts doled out by the teacher on the discussion board. This webinar seeks to inspire faculty--whether hybrid, blended, or fully online-- through the use of OER cartoons that depict the life of college students as they navigate through an online course. The cartoons—freely available for download and use through one-click download as well as live updates in the LMS through RSS technology—are accompanied with a set of questions to stimulate peer discussion. This OER resource, newly announced in 2012, is the cartoon.
As part of ocTEL on the 15th May at 16:30BST (check in your own timezone) I’ll be doing a webinar on platforms for Massive Open Online Courses (MOOCs), in particular focusing on some of the connect...
"Für unser Vorhaben “L3T’s MOOC” benötigen wir Eure Unterstützung:
Mit “L3T’s MOOC” möchten wir einen kostenfreien, offenen Onlinekurs entwickeln und durchführen, der LehramstudentInnen und Lehrende eine Einführung in das “Lernen und Lehren mit Technologien” gibt. Alle Materialien werden dabei offen lizensiert und sind damit dauerhaft und nachhaltig verfügbar.
Zur Unterstützung des Antrags gebt bitte Eure Stimme ab (jede/r hat übrigens 10) – dazu muss nur die E-Mail-Adresse angegeben werden."
In a few weeks, Bernard Bull, assistant vice president for academics at Concordia University Wisconsin, will ask participants in his new course to cheat.
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![[EU] Commission presents new Rethinking Education strategy | Open Educational Resources (OER) | Scoop.it](http://img.scoop.it/tP07XczQUg9mbbRrTQtFODl72eJkfbmt4t8yenImKBVaiQDB_Rd1H6kmuBWtceBJ)
