This site is designed to introduce OER initiatives, explain creative commons licensing and OER, and to help you get started searching for Open Educational Resources for teaching and learning.
Aggregating the world’s open access research papers We offer seamless access to millions of open access research papers, enrich the collected data for text-mining and provide unique services to the research community.
University research is generally funded from the public purse. The results, however, are published in peer-reviewed academic journals, many of which charge subscription fees.
I had to use freedom of information laws to determine how much universities in New Zealand spend on journal subscriptions to give researchers and students access to the latest research - and I found they paid almost US$15 million last year to just four publishers.
This presentation by the Open.Michigan Team provides an introduction to Open Educational Resources (OER), shows several examples, and provides an overview for the Open.Michigan initiative. The presentation also demonstrates the steps involved in creating and sharing your own educational materials as OER.
Open Educational Resources (OER) and their offspring, Massive Open Online Courses (MOOCs), are becoming important factors in achieving the Sustainable Development Goal 4: Quality Education (SDG4). This was recognised early on by UNESCO in 2004 when they first coined the term "Open Educational Resources" and in 2012 with the OER Paris Declaration. UNESCO is continuing its support of OER with the 2nd OER Summit in September 2017. There is recognition that OER and MOOCs, while not being the solution to the world's educational crises, will play an important, if not essential, role. The OER movement is less than 15 years old and is growing rapidly as more and more nations and institutions adopt the view that publicly-funded research and educational content belongs to the people and should therefore be open and accessible to them. Canada can play an important role in supporting SDG4 by increasing its support for OER and open education in general, both in Canada and abroad.
Open research is about more than open access. It is about making all aspects of the research process open to all possible interested parties. Ahead of a workshop and hackathon later this week, Bianca Elena Ivanof and Caspar Addyman outline some steps towards being a successful academic in the 21st century; from writing clearly and engaging with the public to opening up your research to your peers.
It was such an honor to be invited to speak on a panel at OpenCon with Denisse Albornoz, Thomas Mboa, and Siko Bouterse. Lorraine Chuen did an amazing job putting the panel together and moderating.
Lorraine’s questions were:
How do the solutions put forth by the Open movements reinforce Western dominance, colonialism, as well as barriers on the basis of race, class, gender, ability, etc…?
One of the things we’ve noticed as a research team attending different conferences that deal with aspects of ‘Open Education’ is that people come into it from a wide range of backgrounds. It is also quite a broad term, with many different interpretations and perspectives. This can make it quite difficult for a new researcher to know where to start, or to come to common understanding when people have different starting points.
This post is part of my reflection on an upcoming talk I’m giving at Douglas College about open pedagogy: “What’s Open about Open Pedagogy?” In my previous post I started collecting some examples of activities that people have put under the umbrella of open pedagogy. In an earlier post I collated a number of definitions of open pedagogy, and in my next post I plan to dig more deeply into what I think open pedagogy is and what might be “open” about it.
Open Author helps you build Open Educational Resources, lesson plans, and courses (on your own, or with others) — and then publish them, to the benefit of educators and learners everywhere. Select one of our authoring formats to get started:
In what ways can we ensure the quality of Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs)? Are there any examples of good quality Open Educational Practices (OEPs)? Is it possible to adopt a model for democratisation of the contents hosted in MOOCs? Are there any common EU policies or strategies regarding OERs, MOOCs' quality, design or pedagogy?
The Dutch publishing giant Elsevier has granted uninterrupted access to its paywalled journals for researchers at around 200 German universities and research institutes that had refused to renew their individual subscriptions at the end of 2017.
Open educational resources (OER) have undeniable benefits – they allow educators to use affordable (mostly free) learning resources, they can be easily updated or customised according to their purpose, they make education more accessible to a wider group of learners and allow for creativity in course design. The low or no cost aspect of OER is often mentioned as one of their biggest assets. Although OER are mostly free to use, this does not mean they are free to produce and maintain, which often raises the issue of their sustainability.
Chances are, you are familiar with the concept of "open content," but "open pedagogy" has not yet made its way into mainstream conversations about teaching and learning. Open content, of course, refers to digital resources that have been shared online with a license that both permits and encourages re-use and sharing within the limits of the license's specifications. Many open resources are shared today with a Creative-Commons license.
Open Educational Resources (OER) are any type of educational material that are freely available for teachers and students to use, adapt, share, and reuse.
Since last we wrote, Google Street Art has doubled its online archive by adding some 5,000 images, bringing the tally to 10,000, with coordinates pinpointing exact locations on all five continents (though as of this writing, things are a bit thin on the ground in Africa). Given the temporal realities of outdoor, guerrilla art, pilgrims may arrive to find a blank canvas where graffiti once flourished. (RIP New York City’s 5 Pointz, the “Institute of Higher Burning.”)
The focus of many open education projects is to provide access to education. But what does access mean? If the materials are not accessible for each and every student, do they fulfill the mandate to deliver fully open education? The open education movement has helped people in different parts of the world access content that they would otherwise not be able to view or interact with. Open education resources reduce costs for students and allow for greater flexibility for instructors. Accessibility can help push the movement even further forward.
Book history buffs don’t need to be told, but the rest of us probably do: incunable—from a Latin word meaning “cradle,” “swaddling clothes,” or “infancy”—refers to a book printed before 1501, during the very first half-century of printing in Europe. An overwhelming number of the works printed during this period were in Latin, the transcontinental language of philosophy, theology, and early science.
Open research is about more than open access. It is about making all aspects of the research process open to all possible interested parties. Ahead of a workshop and hackathon later this week, Bianca Elena Ivanof and Caspar Addyman outline some steps towards being a successful academic in the 21st century; from writing clearly and engaging with the public to opening up your research to your peers.
The Sci-Hub academic papers repository continues to pile up lawsuits, multi-million dollar fines and blocking petitions from countries around the world, which its founder, Alexandra Elbakyan, continues to ignore.
The opening provocation/keynote for #altc 2017, this talk examines open educational practices for a time of institutional decline & pervasive corporatism & sen…
“I’m tired of politics, I just want to talk about my art,” I sometimes hear artists—and musicians, actors, writers, etc.—say. And I sometimes see their fans say, “you should shut up about politics and just talk about your art.” Given the current onslaught of political news, commentary, scandal, and alarm, these are both understandable sentiments. But anyone who thinks that art and politics once occupied separate spheres harbors a historically naïve belief. The arts have always been political, and all the more so during times of high drama and tension like the one we live in now. We can look, for example, to John Milton’s Paradise Lost, Jacques-Louis David’s Death of Marat, or Pablo Picasso’s Guernica, just to mention three particularly striking historical examples.
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