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...
"National OER policies determine the framework within which other OER actors can develop. By doing so they form a mighty leverage to shape the OER ecosystem of a country. Though we are still at the beginning, initial achievements are promising. Approaches like the OER policy registry by Creative Commons provide the possibilities to follow and speed up the development. Supportive will also be, that openness and sharing are among the core values of the OER movement. If we manage to obtain this also for the field of policy by sharing our experiences and lessons learned, fast progression should be possible."
This post is part of a project aimed at mapping myths and obstacles around Open Educational Resources by Creative Commons Poland. Open Educational Resources movement has emerged to transform and democratize ...
"Creative Commons is a non-profit that helps sharing and reuse of creativity and knowledge via free legal and technological tools . These tools are not alternatives to copyright laws, rather they work alongside them.
To help you better teach your students about Creative Commons and how it works, here is a handy graphic that visually captures the main important things students need to know about Creative commons. Enjoy"
Artykuł naukowy analizujący ponowne wykorzystanie i remiks Otwartych Zasobów edukacyjnych między UK a US. "In this paper we analyse the remixing and reuse of online learning materials offered as Open Educational Resources (OER). We explore the practices that developed as a set of course materials were released as OER from the UK, remixed for a US context by a cross-organisational, cross- cultural team, and then reused in a broad range of educational settings"
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.
"The goal of the Explorer is to provide OER advocates with rigorously modeled, data-based arguments that they can use in conversations with a wide range of stakeholders (faculty, administration, students, policy makers, etc.)."
"In the 1990′s I worked for Hughes Aircraft of Canada developing large scale air traffic control systems for international customers around the world. Air traffic control systems are large, complex, mission critical systems. After extensive requirements gathering and analysis an overall architecture for the air traffic control system was defined including complete hardware and software requirements. Development of something so large required the overall architecture to be broken down into subsystem components which were then distributed to different teams for development. The lead systems engineering team had the responsibility of integrating developed subsystems into the final air traffic control system and ensuring that the overall architecture design and requirements were met."
As a self-professed metadata geek, I’ve recently been participating in an online discussion about metadata and the Learning Registry. I have to say, it feels as if I’m on a merry-go-round that won’t stop, because for the past 10 years I’ve engaged in dozens if not hundreds of conversations about the use of OER (open education resources) metadata concerning these same issues: Do we need it? How should it be licensed? Who owns it?
In this guest entry, Jeremy K. Knox from University of Edinburgh examines the current open education resources (OER) and MOOC trends and some of the competing assumptions behind these developments. Furthermore, he highlights two important considerations this can have for educational research in the future.
"And clearly, CC helps video activists who need more materials to build their work. It enables them to access a full array of music, photos and videos under free and open licenses (much can be found thoughthis search, on the CC website). It saves both primary and future creators from having to navigate dense legal documents or engage in copyright negotiations. It encourages the creation of videos made by many, promoting the work of both the original author and the second one."
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