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Projects, initiatives, networks
Research about OER
Harnessing Openness to Improve Research, Teaching and Learning in Higher Education
By: Committee for Economic Development. Committee for Economic Development. 2009 100 pp.
This report examines higher education through the lens of openness. The goal is to understand the potential impact of greater openness on colleges and universities. Like other service industries ...
Open Educational Practices and Resources. OLCOS Roadmap, 2012
By: Geser, Guntram. Online Submission. 2007 150 pp.
As a Transversal Action under the European eLearning Programme, the Open e-Learning Content Observatory Services (OLCOS) project carries out a set of activities that aim at fostering the creation, sharing and re-use of Open Educational Resources (OER) in Europe and beyond.
New Ways of Mediating Learning: Investigating the Implications of Adopting Open Educational Resources for Tertiary Education at an Institution in the United Kingdom as Compared to One in South Africa
Wilson, Tina. International Review of Research in Open and Distance Learning, v9 n1 p1-19 Feb 2008
Access to education is not freely available to all. Open Educational Resources (OERs) have the potential to change the playing field in terms of an individual's right to education. The Open University in the United Kingdom was founded almost forty years ago on the principle of "open" access with no entry requirements necessary.
Open Learning: The Journal of Open and Distance Learning
Volume 24 Issue 1 2009
Specialnummer om Open Educational Resources
Just detta nummer är Open access
OpenER, a Dutch Initiative in Open Educational Resources
Schuwer, Robert; Mulder, Fred. Open Learning, v24 n1 p67-76 Feb 2009
Over the period 2006-2008, the Dutch Open Universiteit Nederland conducted an experiment in which Open Educational Resources (OER) were offered in an effort to bridge the gap between informal and formal learning and to establish a new style of entry portal to higher education with no barriers at all.
A Decade of Development...
Wiley, David; Gurrell, Seth. Open Learning, v24 n1 p11-21 Feb 2009.
In this paper we present a history of the idea of Open Educational Resources, overview the current state of the Open Educational Resources movement, report on critical issues facing the field in the immediate future, and present two new projects to watch in 2009.
Permission Granted: Open Licensing for Educational Resources
Bissell, Ahrash N.. Open Learning, v24 n1 p97-106 Feb 2009.
Open licences are critical for defining Open Educational Resources. The goal of this article is to explain the logic of open licensing to teachers, funders, and educational policy-makers--to explain the relatively simple but vital considerations that are necessary to build this global educational commons of free learning material
Minds on Fire: Open Education, the Long Tail, and Learning 2.0
Brown, John Seely; Adler, Richard P EDUCAUSE Review, v43 n1 p16-20,22,24,26,28,30,32 Jan-Feb 2008
The building blocks provided by the Open Educational Resources movement, along with e-Science and e-Humanities and the resources of the Web 2.0, are creating the conditions for the emergence of new kinds of open participatory learning ecosystems that will support active, passion-based learning: Learning 2.0.
Open Technologies and Resources for the Humanities--and Cooperative Consequences
Fisher, Saul. Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v5 n2 p127-145 2006
The proliferation of open technologies and content in higher education is motivated by broad embrace of a principle of sharing that is consonant with various contemporary economic, pedagogic and policy drivers. At the same time, open technologies and content present the possibility of a departure in the culture of humanities research and teaching.
Open Educational Resources: Enabling Universal Education
Caswell, Tom; Henson, Shelley; Jensen, Marion. Online Submission, International Review of Research in Open and Distance Learning v9 n1 Feb 2008. 2008 11 pp.
The role of distance education is shifting. Traditionally distance education was limited in the number of people served because of production, reproduction, and distribution costs. Today, while it still costs the university time and money to produce a course, technology has made it such that reproduction costs are almost non-existent.
The Open Learning Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning
Lovett, Marsha; Meyer, Oded; Thille, Candace. Journal of Interactive Media in Education, 2008
The Open Learning Initiative (OLI) is an open educational resources project at Carnegie Mellon University that began in 2002 with a grant from The William and Flora Hewlett Foundation. OLI creates web-based courses that are designed so that students can learn effectively without an instructor. In addition, the courses are often used by instructors to support and complement face-to-face classroom..
Models for Sustainable Open Educational Resources
S Downes - Interdisciplinary journal of knowledge and learning,vol 3 2007
This paper depicts the sustainability of Open Educational Resources (OERs) in terms of the three
models: funding, technical, and content. Discussion and recommendations are focused on the
sustainability of OERs and the requirement that we think of OERs
CERI: Open Educational Resources - Opportunities and Challenges
Dr. Jan Hylén OECD’s Centre for Educational Research and Innovation Paris, France
Although learning resources are often considered as key intellectual property in a
competitive higher education world, more and more institutions and individuals are
sharing their digital learning resources over the Internet openly and for free, as Open
Educational Resources. The OECD’s OER project asks why this is happening...
Open Educational resources save the World
M. Johnstone, (2005), Educase Quarterly, no 3, p 15-18