Open Education 2009 Vancouver, August 11-14, 2009

4. Participation and Innovation Learning continuity Accumulation Experimentation Reflection Built of Concepts Practice It is not automatic – one has to learn how to learn Nets of learning Interconnection Collaboration Inductor Environment Inductor agents

7. Open source GNU General Public License Use IPRs to create “freedom”

8. Open culture

13. Why is important for developing countries?

19. Implementation Resources Learning Content Tools Intellectual property licenses to promote open publishing of materials, design-principles, and localization of content. Full courses, course materials, content modules, learning objects, collections, journals Software to support the creation, delivery, use and improvement of open learning content including searching and organization of content, content and learning management systems, content development tools, and on-line learning communities. Text on OER slides are licensed GNU FDL v1.2 http://www.gnu.org/licenses/fdl.html

22. Environmentalism for OER

29. Implementation needs to be relevant nation-to-nation

30. Implementation needs to be relevant to diferent institutional cultures

31. We need to build capacity inside the institutions;

39. Text Text b CC Li c enses support Interoperability bn bd ba bnd bna OER wants education to be here: “ All rights reserved” Publi c Domain Attribution Only are clear, comprehensible and compatible b CC BY

40. Emerging projects in Brazil

42. BIS - Map of Digital exclusion The low PIB per capita , ally to existing social and regional inequalities, explains the fact that Brazilian users belong, in the great majority, to the higher classes. Source: IBGE - 2003 “ In terms of computer access rates, 12,42% of the population living in urbanized areas are included; while the rate is only 0,98% in rural areas” Source: CPS/FGV (using micro data from PNAD/IBGE)

49. Scielo Books

50. Public Domain Portal

51. Projeto Folhas