29 juillet 2013
The School of Open is offering its second round of facilitated courses. A total of 7 courses will be offered free of charge. Registration closes on 4 August, and classes will start on or after 5 August.
Launched in March 2013 and coordinated by Creative Commons and P2PU, the School of Open is a community of volunteers from around the world passionate about peer learning, openness, and the intersection of the two. The new round of free courses they are offering are:More information.
Launched in March 2013 and coordinated by Creative Commons and P2PU, the School of Open is a community of volunteers from around the world passionate about peer learning, openness, and the intersection of the two. The new round of free courses they are offering are:
- Copyright 4 Educators (AUS) (7 weeks) – This course is open to anyone in the world, but will focus on Australian copyright law. This course will equip Australian educators with the copyright knowledge to confidently use copyright material in the classroom.
- Copyright 4 Educators (US) (6 weeks) – This course is open to anyone in the world, but will focus on US copyright law as pertains to education.
- Creative Commons for K-12 Educators (7 weeks) – This course will help K-12 educators find and adapt free, useful resources for their classes. It will also help them incorporate activities that teach their students digital world skills.
- Designing Collaborative Workshops (4 weeks) – This course brings together case studies of some great collaborative workshops that have been run in the past.
- Writing Wikipedia Articles: The Basics and Beyond (6 weeks) – Participants will learn about the software, the rules, and the cultural values that drive and support Wikipedia. It will focus on articles about openness in education.
- Open Science: An Introduction (4 weeks) – This course is a collaborative learning environment meant to introduce the idea of Open Science to young scientists, academics, and makers of all kinds.
- Why Open? (3 weeks) – This course will facilitate discussion on the different meanings of openness, how openness applies to different domains, as well as participants’ views of what it means to do things openly.
By Dr. Juan Cristobal Cobo Romaní. Over the last decade, open educational resources (OER) initiatives have created new possibilities for knowledge-sharing practices. This research examines how, where, and when OER are attracting attention in the higher education sector and explores to what extent the OER discussion has moved beyond the English-speaking world. This study analysed English, Spanish, and Portuguese OER queries over a long-term period (2007-2011). The data retrieval was conducted using four online platforms: two academic journal databases (Web of Knowledge and Scopus), one video-sharing Web site (YouTube), and one document-sharing Web site (Scribd). The number (more than 32,860) of search results collected indicate an increasing interest in online OER discussion across languages, particularly outside academic journal databases. Additionally, a widening “language gap” between OER discussions in English and other languages was identified in several platforms. This research reports some of the cultural and language challenges caused by the expansion of the OER discussion and highlights relevant findings in this field. Read more...
By Paul Stacey. Foundations like Hewlett, Mellon, and Gates provided start-up funding and support that nurtured the field of open educational resources (OER) from infancy to a robust early adolescence characterized by energy and idealism (Casserly & Smith, 2008). However, foundation grants typically focus on establishing exemplars and cannot be relied on for sustaining ongoing operations or generating widespread adoption. Read more...
By Fred Mulder. In its first decade (2001-2010) the OER movement has been carried by numerous relevant and successful projects around the globe. These were sometimes large-scale but more often not, and they were primarily initiated by innovating educational institutions and explorative individual experts. What has remained, however, is the quest for a sustainable perspective, in spite of the many attempts in the OER community for clear-cut solutions to the problem of sustainability. This is a major barrier for mainstreaming the OER approach in national educational systems. Read more...