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An Introduction to EU grants programmes. This is the first of three Modules on how to access EU Programmes
Two Spanish-language MOOCs about REA -- openly-licensed under Creative Commons -- are available.
I have been recently thinking about adapting my classification for MOOCs to describe OER communities/initiatives thoughts welcome. Each dimension can be considered in terms of whether it is evident low, medium or high.
To develop successful OER repositories is important to consider the nature of the resources, meaning that these need to be able to be searched, shared, reused and that the users need to collaborate to create new content. Educators must be able to adapt, build upon, re-use, and share resources with other teachers, the only preconditions being citation of the original source and creator, that they be used for non-commercial purposes, and shared under the same license if the material is to be redesigned, re-adapted or translated.
The movement toward open content reflects a growing shift in the way scholars in many parts of the world are conceptualizing education to a view that is more about the process of learning than the information conveyed. Information is everywhere; the challenge is to make effective use of it. Open content uses Creative Commons and other forms of alternative licensing to encourage not only the sharing of information, but the sharing of pedagogies and experiences as well.
Global educational programs have become increasingly important in Higher Education and the training sector. One promising solution for global collaboration is to collaborate using Open Educational Resources (OER). However, this opportunity has not been used to a broad extent even though millions of learning objects are freely available across the world. This paper discusses key barriers to the use of OER and gives recommendations how materials can be used in international collaborations. A special focus is development of the concept of trusted educational networks and its application for recommendation mechanisms to enhance sharing in communities of trusted colleagues.
The NMC Horizon Report > 2013 K-12 Edition recognizes cloud computing and mobile learning as technologies expected to enter mainstream use in the first horizon of one year or less. Learning analytics and open content are seen in the second horizon of two to three years; and 3D printing and virtual and remote laboratories emerged in the third horizon of four to five years.
From Web-enhanced face-to-face courses to MOOCs, flipped, blended, and fully online courses, videos are an integral component of today’s educational landscape—from kindergarten all the way through higher education.
The resulting publication, The Future of Creative Commons (2.7 MB PDF), lays out priorities for each area in which we work. These overall priorities are already guiding staff in how they use their time and set targets for each program area. They also give us a good base to measure how well we are doing. As a companion piece, we offer this annual report, Dispatches from the Commons. In it, we call out some of the big accomplishments of the past year and highlight organizations and people who are doing powerful and innovative things with our licenses.
This issue is made up of contributions to the OER Knowledge Cloud by authors working in three of the world’s leading open universities, namely the OU UK, Athabasca University, and the Dutch Open University, as well as other researchers working in the OER field. The articles begin with a case study of an OER implementation followed by a rationale for using OER on mobile learning and a description of developing content for use on mobile devices. Other articles explore the longterm sustainability of OER and their disruptive influence on traditional institutions, as well as the need for national policies and their use in other languages. In the final article, the author looks at visualisation and mapping of OER and their use.
Open Educational Resources(OER) can build the creative capacity of institutions and educators if the process of developing educational materials is seen as being just as important as – and maybe mo...
As we begin to reflect on the major uncertainties facing the future of higher education in the during our pilot Scenario Planning for Educators (SP4Ed) online workshop, it is noteworthy that a number of the international thought leaders who we invited to share their views on the fundamental drivers of change for the future of education have included uncertainties associated with MOOC-like delivery in their video signposts.
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Rethinking Education, a strategy presented by the European Commission last November, calls for focusing on 'learning outcomes' - the knowledge, skills and competences that students acquire.
HEFCE funding for OER initiatives followed the JISC Good Intentions report in 2009 and has, in many ways, provided some of the scaffolding and support for a variety of individuals, communities and institutions to move forwards in their own journeys, whether they started years before in other contexts or had just joined on the road to open sharing.
CC BY is not essential for Open Access. However, making a paper Open Access without the CC BY licence, or with a more restrictive type of Creative Commons licence (e.g. CC BY-ND or CC BY-NC), may mean that a reader must still obtain your specific permission to adapt the work and/or use it for commercial purposes.
The different flavours of CC licence enable you to be more restrictive if you want to be, but obviously the Government/RCUK wants its publicly funded research to be as unrestricted as possible.
CC BY just gives a more liberal blanket permission for some actions.
Open content licensing for educators is a free online workshop designed for educators who want to learn more about open education resources, copyright, and creative commons licenses. This workshop will:
- Reflect on the practice of sharing knowledge in education and the permissions educators consider fair and reasonable;
- Define what constitutes an open education resource (OER);
- Explain how international copyright functions in a digital world;
- Introduce the Creative Commons suite of licenses and explain how they support open education approaches;
- Connect with educators around the world to share thoughts and experiences in relation to copyright, OER and Creative Commons.
Right now, the government awards road-building contracts to large construction companies. But imagine the government decided to end these contracts, and to simply grant anyone who wanted to build a road a license to build a road.
This article is the first of a series of “Considerations for Content Creators,” focused on educators—Real Teachers who want to do more with their content. Once you’ve decided to go for it, you can start slowly. But, you need a simple mind shift first. Today, your audience is your students, sitting in front of you this semester. Tomorrow, it will be a wider audience who will benefit from your energy and ideas.
The appearance of FutureLearn’s new website caused considerable discussion on twitter this morning.
Via Robert Schuwer
The eTekkatho library contains over 900 full text academic resources. This first edition of the library covers human geography (including urban and rural geography, economic geography and development studies), physical geography (including hydrology, natural hazards and disasters, and remote sensing and GIS), earth sciences and the environment along with supporting subjects of computer literacy, mathematics and English language.
Creative Commons, die Organisation hinter dem gleichnamigen Set an alternativen Urheberrechtslizenzen, hat gestern nicht nur einen Rückblick auf das vergangene Jahr veröffentlicht, sondern auch ein Strategie-Dokument mit dem Titel “The Future of Creative Commons” (PDF, 2,7 MB). Auf 20 Seiten werden darin zuerst noch einmal die grundlegenden Ideen und das Konzept der Creative-Commons-Lizenzen erklärt, bevor dann fünf strategische Ziele genauer ausgeführt werden.
Times are changing, and boundaries between higher education and vocational education systems are becoming more and more blurred. We can imagine for example that a university and a VET provider collaborate to organise programmes of high professional qualification; or the short specialized “executive” courses that HEIs provide to company professionals. In order to create more transparency and mutual trust between educational systems, quality assurance can contribute to solutions. New questions then arise, such as:
- Are Quality Assurance approaches really different in VET and Higher Education?
- What happens when there is a single authority dealing with both?
- Are there convergence areas in the way VET and Higher Education Quality Assurance are evolving?
Photo: camil tulcan I’ve been reflecting on reflection of late… Reflection is the focus of OER Research Hub Hypothesis E: Use of OER leads to critical reflection by educators, with evidence of impr...
The eLearning Africa Report 2013 is a comprehensive survey of the experience and opinions of professionals and practitioners from 42 African countries. It shows just how technology is affecting learning and teaching in Africa.
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