scholarly journals Education for All Revisited: On Concepts of Sharing in the Open Educational Resources (OER) Movement

Seminar.net ◽  
2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Theo Hug
Keyword(s):  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Education For All ◽  
Content Creation ◽  
Creative Commons ◽  
Communications Technologies ◽  
Private And Public ◽  
Open Content

 Relationships between the private and public sphere in education have been discussed repeatedly and in various ways. However, the role of media and media dynamics is widely underestimated in this context. It is only recently, since the digital turn, that the focus of the debates has changed. In the past few years, manifold initiatives have aimed at opening up education on various levels using digital communications technologies and Creative Commons licenses. Additionally, massive open online courses (moocs) have been developed. Today, OER (Open Educational Resources) is used widely as an umbrella term for free content creation initiatives: OER Commons (http://www.oercommons.org/), Open Courseware (OCW), OER repositories, OCW search facilities, University OCW initiatives, and related activities. Shared resource sites such as Connexions (http://cnx.org), WikiEducator (http://wikieducator.org), and Curriki (www.curriki.org) have an increasing number of visitors and contributors.On one hand, the motif of ‘education for all’ is once again appearing in related debates and practices. On the other hand, notions of sharing play a crucial role in open content and open education strategies. This purpose of this paper isthreefold: It starts with an outline of selected understandings of sharing in educational contexts; it then addresses their relevance for OER development through examining contrasting and relational conceptual dimensions. Lastly, the contribution aims to sketch different forms of sharing related to media forms.

scholarly journals Strengths and Limitations of Open Educational Resources to Advance Copyright Literacy

2019 ◽  
Author(s):  
Julia Guy ◽  
Michael McNally ◽  
Kris Joseph ◽  
Adrian Sheppard ◽  
Amanda Wakaruk
Keyword(s):  
Best Practices ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Content Creation ◽  
Precise Information ◽  
Multiple Audiences ◽  
The Creation ◽  
Open Content ◽  
Complex Subject

The proposed paper explores challenges associated with the creation of open educational resources (OER) for Canadian copyright education. Tensions include modeling best practices for open content licensing in copyright-related material, balancing narrative engagement with precise information on a complex subject, creating content for multiple audiences, and the use of open tools for the creation of accessible, adaptable materials. This case study outlines tactics for addressing these tensions, such as balancing a commitment to openness with a focus on engagement, discovery of easy-to-use multimedia tools for adding interactivity, and embracing perspectives outside legal and academic experts during content creation.

scholarly journals Awareness, attitudes and participation of teaching staff towards the open content movement in one university

2012 ◽  
Vol 20 ◽  
Author(s):  
Peter Reed
Keyword(s):  
Large Scale ◽  
Critical Mass ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Teaching Staff ◽  
Open Educational Resource ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Creative Commons ◽  
Open Content

This research investigates the current awareness of, and participation in, the open content movement at one UK institution for higher education. The open content movement and the open educational resources can be seen as potential methods for reducing time and cost of technology-enhanced learning developments; however, its sustainability and, to some degree, its success are dependent on critical mass and large-scale participation. Teaching staff were invited to respond to a questionnaire. Respondents (n59) were open to the idea of sharing their own content and, similar to other studies, demonstrated existing practices of sharing resources locally amongst colleagues; however, there was little formal, large-scale sharing using suitable licenses. The data gathered concurs with other research suggesting a lack of awareness to the Creative Commons licenses as well as a lack of participation in large open educational resource repositories.Keywords: open educational resources; staff attitudes; sustainability(Published: 22 October 2012)Citation: Research in Learning Technology 2012, 20: 18520 - http://dx.doi.org/10.3402/rlt.v20i0.18520

Die Creative Commons-Lizenzen 4.0

2021 ◽  
Author(s):  
Sebastian Horlacher
Keyword(s):  
Educational Equity ◽  
Contract Law ◽  
Open Educational Resources ◽  
Educational Resources ◽  
University Teaching ◽  
Educational Materials ◽  
Policy Actors ◽  
Creative Commons ◽  
Framework Conditions ◽  
Suitable Framework

The thesis examines the Creative Commons Licenses 4.0 and the CC Zero 1.0 license using the example of granting rights of use for university teaching. It analyses to what extent these model license agreements are compatible with the requirements of German copyright and contract law and whether they create suitable framework conditions for rights of use materials for educational materials that meet the goals of the Open Educational Resources movement. Open Educational Resources are seen by education policy actors as a tool to facilitate access to high-quality educational materials and thus contribute to educational equity.

Beyond Textbooks

2019 ◽  
pp. 182-200 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Teaching And Learning ◽  
Online Courses ◽  
Cost Effective ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Academic Needs ◽  
Online Instructors ◽  
Starting Point ◽  
Good Starting Point ◽  
Reference Tool

Textbooks can serve as a good starting point for learning concepts or serve as a reinforcing reference tool for students. However, to address the various academic needs of students, as well as to affirm the richness and depth of the knowledge, skills, and dispositions in online courses, online instructors should complement and supplement textbooks with other resources in various formats. Education has a growing need for digital resources, starting with digital textbooks, and expanding to other kinds of educational resources. Open educational resources, in particular, provide cost-effective and flexible tools for teaching and learning.

Integrating Open Educational Resources Into Undergraduate Business Courses

2018 ◽  
Vol 47 (3) ◽  
pp. 337-358
Author(s):  
Reneta P. Barneva ◽  
Valentin E. Brimkov ◽  
Federico Gelsomini ◽  
Kamen Kanev ◽  
Lisa Walters
Keyword(s):  
Higher Education ◽  
Lessons Learned ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Materials ◽  
Business Courses ◽  
Creative Commons

Open educational resources (OER) are educational materials with an open license so that they can be freely copied, modified, and reused. While the rising cost of textbooks is a concern in higher education, over 50% of the surveyed educators stated that they are unaware of the OER and how they could replace the traditional textbooks. In addition, not many instructors understand the Creative Commons licenses under which OER can be used. In this work, we consider the types of OER and outline the sources of OER for business courses. We describe our experience of using such resources for innovative business courses and discuss the choices we made and the lessons learned. Finally, we share the results of surveys about OER we conducted with students and reflect on them.

scholarly journals Lessons Learned from the Development of Open Educational Resources at Post-Secondary Level in the Field of Environmental Modelling: An Exploratory Study

2019 ◽  
Vol 9 (2) ◽  
pp. 103 ◽  
Author(s):  
Quazi K. Hassan ◽  
Khan R. Rahaman ◽  
Kazi Z. Sumon ◽  
Ashraf Dewan
Keyword(s):  
Lessons Learned ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Environmental Modelling ◽  
Post Secondary ◽  
Creative Commons ◽  
Student Ratings Of Instruction ◽  
University Of Calgary ◽  
The University ◽  
The Impact

Open educational resources (OER) have become increasingly popular in recent times. Here, the aim was to synthesise the lessons learned through the development of OER materials for a university-level course called “environmental modelling”. Consequently, the topics of discussion included: (i) how to choose an appropriate creative commons license; (ii) ways of incorporating materials from other sources, such as publicly available sources, other open access materials, and an author’s own published materials if not published under a creative commons license; (iii) the impact of the developed OER in the field of environmental modelling; and (iv) the challenges in developing OER material. Upon developing the materials, we observed the following: (i) students enrolled in the course did not purchase textbooks; (ii) our OER materials ranked as one of the most accessed (i.e., number 7) materials according to the usage data that summed the number of file downloads and item views from PRISM (i.e., the hosting platform maintained by the University of Calgary); (iii) the students learned relatively better as per the data acquired by the University of Calgary’s universal student ratings of instruction (USRI) instrument; and (iv) other universities expressed interest in adopting the materials.

Knowledge Media Tools to Foster Social Learning

2010 ◽  
pp. 357-380 ◽  
Author(s):  
Alexandra Okada ◽  
Simon Buckingham Shum ◽  
Michelle Bachler ◽  
Eleftheria Tomadaki ◽  
Peter Scott ◽  
...  
Keyword(s):  
Social Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Widening Participation ◽  
Open University ◽  
Media Technologies ◽  
Open Content ◽  
Virtual Interactions ◽  
Opening Up

The aim of this chapter is to overview the ways in which knowledge media technologies create opportunities for social learning. The Open Content movement has been growing rapidly, opening up new opportunities for widening participation. One of the Open Educational Resources (OER) initiatives is the OpenLearn project, launched by the Open University, which integrates three knowledge media technologies: Compendium, FM and MSG. In this chapter, the authors analyse some examples, which show how these tools can be used to foster open sensemaking communities by mapping knowledge, location and virtual interactions. At the end, they present some questions and future horizons related to this research.

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