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We have a similar problem in the open educational resources (OER) space. Many people are in the habit of referring to OER as a commons. OER are not like the shared resources at the center of traditional commons. If either of these conditions come to pass, everyone loses access to the shared resources and we all lose the game.
In so doing, it is important to note that for all intents and purposes, the new educational technology program described in ESSA represents a dramatic turnaround in direction for Congress, which last funded a federal educational technology program in 2010 at the request of former U.S.
To hear some OER advocates describe it today in 2024, the same format that was being used in the late 2000s – traditional-looking textbooks published under open licenses – is the state of the art when it comes to open educational resources. OER have also been used as part of personalized, interactive courseware systems, too.
Additionally, the platform provides seamless management and distribution of open educational resources ( OER ), licensed content and materials created by school divisions. After adopting Google Apps for Education in 2010, Manaiakalani educators realized they needed a more effective way of managing learner work in this new digital environment.
I posted the first installment yesterday, explaining how a fundamental failure to understand copyright makes the definition of OER in the new UNESCO recommendation nonsensical. In this second installment, I want to describe how it appears that many in the OER community have taken their eye off the ball. Source: [link].
As I’ve written about at some length before, whether you’re talking about open content, open educational resources, open access (to research), open data, open knowledge, open source, or open standards, in all of these contexts “open” means: Free access to the content, resource, journal article, data, knowledge artifact, software, or standard, and.
In 2010, my state, Mississippi, joined the growing list of states adopting the Common Core State Standards for English language arts and math. I teach sixth-grade reading to four classes of 20 students, most of whom have no internet access at home. Next page: OER in action.
In many contexts – like open content, open educational resources, open source software, open access, and open data – “open” means “free plus permissions.” ” (Mizukami & Lemos 2010). Matthew hints toward a path through the confusion later. There are shoulders to stand on.
Rebekkah was named a Library Journal (LJ) Mover & Shaker in 2010 and writes the LJ Sustainability column. He has collaborated with faculty and students to broaden access to their research and scholarship so that people around the world can benefit from the University of Kentucky community's scholarly outputs.
Some are reasonably concerned about protecting privacy and confidentiality of students while using generative AI tools and ensuring equity and accessibility. Others worry about ethics, plagiarism, bias, misinformation, transparency, and the loss of critical thinking.
Some are reasonably concerned about protecting privacy and confidentiality of students while using generative AI tools and ensuring equity and accessibility. Others worry about ethics, plagiarism, bias, misinformation, transparency, and the loss of critical thinking.
“The OER movement is still young.” That number has doubled since 2011 and more than tripled since 2010. Green said: IT leaders do believe that open educational resources will become an important source of course content in the next five years — but that reflects a prediction, not the current state of the market, he said.
Rebekkah was named a Library Journal (LJ) Mover & Shaker in 2010 and writes the LJ Sustainability column. He has collaborated with faculty and students to broaden access to their research and scholarship so that people around the world can benefit from the University of Kentucky community's scholarly outputs.
WEBINAR PLATFORM : The sessions will be held in Blackboard Collaborate , and can be accessed live from any personal computer and most mobile devices. Since 2010, Dr. Stephens has written the monthly column “Office Hours” for Library Journal exploring the issues, ideas, and emerging trends in libraries and LIS education.
Rebekkah was named a Library Journal (LJ) Mover & Shaker in 2010 and writes the LJ Sustainability column. He has collaborated with faculty and students to broaden access to their research and scholarship so that people around the world can benefit from the University of Kentucky community's scholarly outputs.
This work has focused on policy and innovations to foster universal broadband access and adoption, digital and media literacy, local journalism and information hubs, public service media, civic engagement, and government transparency. Amy holds degrees from the University of Virginia and the University of Texas at Austin.
This work has focused on policy and innovations to foster universal broadband access and adoption, digital and media literacy, local journalism and information hubs, public service media, civic engagement, and government transparency. Amy holds degrees from the University of Virginia and the University of Texas at Austin.
Click here to register to attend the conference live or to have access to the conference recordings afterwards. Ozelle Stephen, Rev/Director of Education, Miridians Elementary School, Centre of Enabling Support Foundation, Uganda Access to Quality education Opportunities, Good Health + Well-being for all. Kristin Hundt, Teacher.
I recently had the honor of traveling to the MIT campus in Boston and participating in a panel discussion on Open Education Resources (OER) at The Sixth Conference of MIT''s Learning International Networks Consortium (LINC) with three illustrious advocates of these open resources: Nicole Allen, Philipp Schmidt, and panel moderator Steve Carson.
You can read the series here: 2010 , 2011 , 2012 , 2013 , 2014 , 2015 , 2016 , 2017 , 2018 , 2019. The real digital divide, this article contends, is not that affluent children have access to better and faster technologies. (Um, Um, they do.) It’s that their parents are opting them out of exposure to these technologies.
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