In the Hokkaido region, Japan’s second largest island, 7 public universities are pursing such an approach, having recently concluded an agreement to cooperatively develop and deliver components of liberal arts education in a way that will leverage local characters and specializations and will integrate a credit transferring system across the consortium. As part this effort, Hokkaido University, as a leading institution in the consortium, has launched a new organization called Center for Open Education as a central part of the cooperative program. In this context, Center for Open Education simultaneously make use of OER in blended and hybrid settings to improve student engagement and learning outcomes while also contributing back to the commons MOOC and the best of consortium-developed materials. From spring semester in 2014, the consortium starts credit-bearing courses using OER on flipped classroom among institutions. In this July, Hokkaido University opens MOOC on edX reusing consortium-developed materials with English translation.
Opening the gate -a fast and easy way to build and share coursescccscoetc
Presentation given at the Sloan-C Emerging Technologies for Online Learning conference in Dallas, TX, April 9-11, 2014. Open educational resources are changing the landscape of course content into a more transparent and open process that fosters fellowship across departments and educational institutions. In the spirit of the process, Colorado Community College System received a TAACCCT grant with the stipulation of publishing the courses to OER. CCCS has been successful in creating/sharing content between the 13 system colleges, 3 independent colleges and the world .
In the Hokkaido region, Japan’s second largest island, 7 public universities are pursing such an approach, having recently concluded an agreement to cooperatively develop and deliver components of liberal arts education in a way that will leverage local characters and specializations and will integrate a credit transferring system across the consortium. As part this effort, Hokkaido University, as a leading institution in the consortium, has launched a new organization called Center for Open Education as a central part of the cooperative program. In this context, Center for Open Education simultaneously make use of OER in blended and hybrid settings to improve student engagement and learning outcomes while also contributing back to the commons MOOC and the best of consortium-developed materials. From spring semester in 2014, the consortium starts credit-bearing courses using OER on flipped classroom among institutions. In this July, Hokkaido University opens MOOC on edX reusing consortium-developed materials with English translation.
Opening the gate -a fast and easy way to build and share coursescccscoetc
Presentation given at the Sloan-C Emerging Technologies for Online Learning conference in Dallas, TX, April 9-11, 2014. Open educational resources are changing the landscape of course content into a more transparent and open process that fosters fellowship across departments and educational institutions. In the spirit of the process, Colorado Community College System received a TAACCCT grant with the stipulation of publishing the courses to OER. CCCS has been successful in creating/sharing content between the 13 system colleges, 3 independent colleges and the world .
Don’t want to develop your new course from scratch, but you’d rather reuse what others have already created? Have you ever considered integrating a MOOC in your campus course? In this practical workshop you’ll create your open course design. You will learn where to find educational resources available for reuse and how to integrate them (including MOOCs) in your course design.
CCCOER: Open Course Design and DevelopmentUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free, open webinar on emerging guidelines for the design and development of open courses to enhance teaching and learning. Open courses are designed and developed collaboratively by faculty and instructional specialists (designers, librarians, technologists) using open educational resources rather than traditional publisher materials to lower costs and improve outcomes for students. Speakers will share the process of designing open courses using competency-based methodology, adaptive learning, and other strategies.
Date: Wed, October 8
Time: 10 am PST, 1:00 pm EST
Featured Speakers:
Karen Vignare, Associate Provost, University of Maryland University College (UMUC), Maryland
sharing the lessons learned as UMUC has converted 50 percent of undergraduate courses to free and open electronic resources at no cost to the students by Fall 2014.
Kim Thanos, CEO and Co-Founder, Lumen Learning
sharing the process that Lumen Learning uses to develop Supported Open Courses, which compare with traditional publisher etexts, and Open Mastery Courses, which take advantage of adaptive delivery and competency-based course design.
Wm. Preston Davis, Director, Extended Learning Institute, Northern Virginia Community College
sharing the process that his unit used to design, develop and implement a successful OER program at NOVA. He will also share how the OER program is impacting NOVA, and influencing other community colleges in Virginia.
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
Opening the Gate: Using OER to Create and Share Coursescccscoetc
Presentation given at the eLearning in Colorado Consortium Annual Conference in Breckenridge, CO; April 16-18, 2014. Open educational resources are changing the landscape of course content into a more transparent and open process that fosters fellowship across departments and educational institutions. In the spirit of the process, Colorado Community College System received a TAACCCT grant with the stipulation of publishing the courses to OER. CCCS has been successful in creating/sharing content between the 13 system colleges, 3 independent colleges and the world .
This presentation looks at how to methodically search for OER using the concept of Desirability. The slides highlights how the Relevance, Openness and Accessibility aspects of OER are used to locate material which are useful in course development.
Winning Friends and Influencing People: OER and Higher Education Affordability.Marilyn K. Moody
Presentation at the Open Education 2016 Conference, Richmond, VA, November 2, 2016. #opened16
Abstract: Abstract:
Higher Education stakeholders, including students, parents, faculty, administrators, legislators, state higher education boards, trustees, alumni, and donors are all concerned about the high cost of education and its impact on students. Positioning OER within the broader context of college affordability creates interest in the creation and use of OER, as well as powerful allies for OER initiatives. Approaches and examples of how to communicate OER value for affordability efforts and influence these varied stakeholders will be included in this presentation. Portland State University and its use of OER and the creation of open textbooks in the context of university initiatives to increase affordability by reducing student costs for course materials will be described as one example. Insights and lessons learned will also be highlighted
Don’t want to develop your new course from scratch, but you’d rather reuse what others have already created? Have you ever considered integrating a MOOC in your campus course? In this practical workshop you’ll create your open course design. You will learn where to find educational resources available for reuse and how to integrate them (including MOOCs) in your course design.
CCCOER: Open Course Design and DevelopmentUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free, open webinar on emerging guidelines for the design and development of open courses to enhance teaching and learning. Open courses are designed and developed collaboratively by faculty and instructional specialists (designers, librarians, technologists) using open educational resources rather than traditional publisher materials to lower costs and improve outcomes for students. Speakers will share the process of designing open courses using competency-based methodology, adaptive learning, and other strategies.
Date: Wed, October 8
Time: 10 am PST, 1:00 pm EST
Featured Speakers:
Karen Vignare, Associate Provost, University of Maryland University College (UMUC), Maryland
sharing the lessons learned as UMUC has converted 50 percent of undergraduate courses to free and open electronic resources at no cost to the students by Fall 2014.
Kim Thanos, CEO and Co-Founder, Lumen Learning
sharing the process that Lumen Learning uses to develop Supported Open Courses, which compare with traditional publisher etexts, and Open Mastery Courses, which take advantage of adaptive delivery and competency-based course design.
Wm. Preston Davis, Director, Extended Learning Institute, Northern Virginia Community College
sharing the process that his unit used to design, develop and implement a successful OER program at NOVA. He will also share how the OER program is impacting NOVA, and influencing other community colleges in Virginia.
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
Opening the Gate: Using OER to Create and Share Coursescccscoetc
Presentation given at the eLearning in Colorado Consortium Annual Conference in Breckenridge, CO; April 16-18, 2014. Open educational resources are changing the landscape of course content into a more transparent and open process that fosters fellowship across departments and educational institutions. In the spirit of the process, Colorado Community College System received a TAACCCT grant with the stipulation of publishing the courses to OER. CCCS has been successful in creating/sharing content between the 13 system colleges, 3 independent colleges and the world .
This presentation looks at how to methodically search for OER using the concept of Desirability. The slides highlights how the Relevance, Openness and Accessibility aspects of OER are used to locate material which are useful in course development.
Winning Friends and Influencing People: OER and Higher Education Affordability.Marilyn K. Moody
Presentation at the Open Education 2016 Conference, Richmond, VA, November 2, 2016. #opened16
Abstract: Abstract:
Higher Education stakeholders, including students, parents, faculty, administrators, legislators, state higher education boards, trustees, alumni, and donors are all concerned about the high cost of education and its impact on students. Positioning OER within the broader context of college affordability creates interest in the creation and use of OER, as well as powerful allies for OER initiatives. Approaches and examples of how to communicate OER value for affordability efforts and influence these varied stakeholders will be included in this presentation. Portland State University and its use of OER and the creation of open textbooks in the context of university initiatives to increase affordability by reducing student costs for course materials will be described as one example. Insights and lessons learned will also be highlighted
Slides from Open Educational Resources workshop at Research in Distance Education 2011 conference, held on 26 October 2011. The workshop was conducted by Dr Stylianos Hatzipanagos (King’s College London),
Dr Steve Warburton (University of London International Programme) and Dr Jane Secker (London School of Economics). More details can be found at www.cde.london.ac.uk.
Presentation from Dr Stylianos Hatzipanagos (Senior Lecturer in Technology Enhanced Learning, King’s College London) on the use of OERs in distance education.
Conducted at the CDE's Research and Innovation in Distance Education and eLearning conference on 19 October 2012.
London International Conference in Education2015debbieholley1
This talk offers insights into the current policy 'churn' in the training of both primary and secondary teachers in England, and identifies a gap in provision - with schools spending increasing time developing teachers 'in-house', the ongoing continuous professional development (CPD) of the new entrants to the profession falls between the more formal offerings during in service training days (INSET) and the needs expressed by the trainees/NQTs themselves. Drawing upon the experience of a single University provider of trading in the east of England, covering a wide geographic area and liaising with well over 200 partner schools, three initiatives will be highlighted, critically examined and the implications discussed in the light of limited resource, potentially dis-engaged teachers in their first year in school (only 62% are teaching one year after qualifying) and the need to offer CPD in a more engaging, relevant and accessible manner. The Open Education Resource initiative offers engagement from a local to global stage; access to experts from different countries, and, significantly, offers educators from the Southern Hemisphere access to materials and resources they can share, opportunities to contribute to research initiatives and a forum to make their voices heard. Wider links to work based learning across professions are being explored in my new role at Bournemouth University.
Contact:
dholley@bournemouth.ac.uk
Personal:
Twitter: @debbieholley1
Website: drdebbieholley.com
Blog: hashtags, handheld and handbags
'The role of Open Access and Open Educational Resources within Distance Education.' Presentation by Dr Stylianos Hatzipanagos (King's College London; CDE Fellow) during CDE seminar The Role of Open Access and OERs within Distance Education. Full details at www.cde.london.ac.uk.
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
Slides for a presentation at the Metadata for Architectural Content in Europe (MACE) Project. Our conference paper is here: http://eprints.lincoln.ac.uk/1617/
The first slide of the bicycle references the work of Bijker (1997)
What can Open Access offer me as a teacher?: A guide to Open Access and to ed...Stian Håklev
Presentation given with Clare Brett as part of Master of Teachers Tech Day at OISE, Oct 20 2010.
Abstract: Open Access (OA) and Open Educational Resources (OER's) are terms being increasingly used in educational circles. There are a lot of free, well-designed and interesting curriculum resources out there for the discerning teacher to find and use in their classroom. This workshop will provide a tour of some of the key locations for finding such resources for k-12 teachers, as well as introducing you to the ideas behind Open Access in general, and a discussion of interesting new directions for lifelong professional development, such as the Peer-to-Peer university. The workshop will consist of introducing you to the terms and resources of Open Access as well as small group discussions on strategies and issues about using these resources in your classroom. This will be an interactive session, where your questions are welcome and will guide the kinds of materials we discuss.
Presented by Peter Burnhill, Director of EDINA, Beyond Books: What STM & Social Science publishing should learn from each other, London. Conference programme. 22 April 2010.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. 1
Willem van Valkenburg, Nelson Ribeiro Jorge & Leonie Meijerink . Delft Extension School
Cora Bijsterveld . New Media Centre
Create your Open Course Design
A practical workshop on using Open Education Resources in
designing a course
Unless otherwise indicated, this presentation is licensed CC-BY 4.0.
Please attribute TU Delft /Leonie Meijerink, Nelson Jorge
2. 2
Goal: to design a course integrating OER, making use of the
OER life cycle. You will learn how to use OER:
1. as educational resources to prepare your course, providing
the content your students will need to complete the learning
activities and reach the course goals;
2. as artefacts produced by your students, as a product of a
learning activity, released as OER.
3. 3
Create your Open Course Design Workshop
15.00-15.20 C. The OER Life Cycle
14.15-14.40 A. Course Design & Activity
14.40-15.00 B. Overview of OER in engineering education
15.40-16.00 D. Creative Commons in the OER Life Cycle
16.10-16.40 Activity Design the Optimal Open Course Activity
Spark
BREAK
16.00-16.10 E. Artefacts published online
16.40-17.00 Closure and conclusions
4. 4
Open-air school in the freezing cold. The Netherlands, location unknown, 1918.Nationaal Archief / Spaarnestad Photo / Het Leven,
SFA022818969. The Commons, no copyright https://www.flickr.com/photos/nationaalarchief/3915530627
6. 6
Activity 1
Think, Group, Share:
• OER- Do you know what it is?
• Have you used OER?
• Have you produced your own OER?
• Have you produced an Open Course (released on OCW)?
spark
7. 7
A. Course Design
Learning objectives
By the end of
this course
students will
be able to…
Learning activities
What actions will
students perform to
meet the objectives?
Discussion, case-study,
exercises, group work,
quiz, peer-review, etc.
Resources
What can I reuse?
What do I need to
produce?
Textbook, video,
animation, article,
website, etc.
Assessment
How will
students be
assessed?
8. 8
A. Course Design
1. Define learning objectives
2. Explore OER
3. Plan open activities
4. Select & adapt OER 5. Publish OCW
& students’ artefacts
9. 9
A. Course Design
Activity 2: Think of one learning objective and
open activity
Step 1: Write down one idea for a topic for which you could use
an OER in your course.
Step 2: Write a learning objective
Step 3: Come up with an ‘open activity’ where you (as a teacher)
make use of OER for your own course
Step 4: Share your ideas in plenary
10. 10
B. Overview of OER in Engineering Education
Explore open educational materials to see what's available "out
there“
Which are the most common and relevant places to find OER in
engineering Higher Education institutions globally?
11. 11
Everything
contains
carbon
45%of carbon is in plants
Herbivores eat
plants
Carnivores eat
herbivores
Animals are
decomposed
Carbon returns
to the soil
Plants grow
from the soil
C. The OER Life Cycle
First let’s look at ….The Cycle of Life
12. 12
Search & find
OER
Compose (Piece
Together)
Adapt to Local
Contexts
Produce a
Learning
Resource
Deploy and
Use Resource
Refine Learning
Resource
Share and make
available for
reuse
C. The OER Life Cycle
From: OERAfrica, http://www.oerafrica.org/
and OER Educators Handbook, wikipedia.
Retrieved on March 1st 2015
13. 13
Search & find
OER
Compose (Piece
Together)
Adapt to Local
Contexts
Produce a
Learning
Resource
Deploy and
Use Resource
Refine Learning
Resource
Share and make
available for
reuse
C. The OER Life Cycle
From: OERAfrica, http://www.oerafrica.org/
and OER Educators Handbook, wikipedia.
Retrieved on March 1st 2015
14. 14
C. The OER Life Cycle: Compose
• Align the OER with your learning objectives
• Consider the language used
• Consider the level of your learners
• Chunk, structure and sequence
• Include methodology/pedagogy
15. 15
C. The OER Life Cycle - Adapt
Retain
Reuse
Revise
Remix
Redistribute
From: Wiley, David. "Open Content". OpenContent.org.
Retrieved from Wikipedia, Open Content, 2015-03-09
16. 16
Search & find
OER
Compose (Piece
Together)
Adapt to Local
Contexts
Produce a
Learning
Resource
Deploy and
Use Resource
Refine Learning
Resource
Share and make
available for
reuse
C. The OER Life Cycle
From: OERAfrica and OER
Educators Handbook, wikipedia
17. 17
C. The OER Life Cycle-
Produce, Deploy and use, Refine
Produce: paper, online, blended...(has implications for
distribution and access).
Produce: Quantity/ licenses needed, implications for cost.
Deploy: Who should have access to the OER and when?
(students on campus, outside campus)
Refine: After the first run the course needs to be refined/revised
based on ‘lessons learnt’ so that it is remains useful.
18. 18
Search & find
OER
Compose (Piece
Together)
Adapt to Local
Contexts
Produce a
Learning
Resource
Deploy and
Use Resource
Refine Learning
Resource
Share and make
available for
reuse
C. The OER Life Cycle- Share and make
available for reuse
From: OERAfrica and OER
Educators Handbook, wikipedia
19. 19
C. The OER Life Cycle- A good practice
ACE Maths OER project: contribution of the community helped to
improve the materials they first released themselves as OER. (from
COL OER Change in Higher Education).
They then shared the improved version back as OER. This means one
of the largest benefits of the project was Quality. (p. 75 -88)
International norm design time per notionable learning hour is
between 20 and 100 hours. However with the ACE Maths OER project
only 4 hours were spent on average!
20. 20
OER and copyright
Open Education
Cora Bijsterveld
Copyright Officer
Except when otherwise noted, this work is licensed CC-BY 4.0
Please attribute TU Delft / Delft Extension School
D. OER and Copyright
22. 22
Final Activity: Design the Optimal Open Course
Activity
Think of one idea for an activity that you could do with students
that would lead into the production of an OER. (e.g which
instructional strategy, method, tool could you use?)
Design the activity that will lead the students into the production
of an OER, that will meet your learning objectives (and
assessment requirements). The activity should be an optimal
example that we can share on the OCW website.
23. 23
Finally, The Big Question is….
Will we be able to find an
OER produced by you/
your team next year?
Search and find : as in overview of OER in Engineering education
Search and find : as in overview of OER in Engineering education
Retain - the right to make, own, and control copies of the content (e.g., download, duplicate, store, and manage)
Reuse - the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video)
Revise - the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
Remix - the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup)
Redistribute - the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)[3]
Search and find : as in overview of OER in Engineering education
Reuse—The most basic level of openness. People are allowed to use all or part of the work for their own purposes (e.g., download an educational video to watch at a later time). Redistribute—People can share the work with others (e.g., email a digital article to a colleague). Revise—People can adapt, modify, translate, or change the work (e.g., take a book written in English and turn it into a Spanish audio book). Remix—People can take two or more existing resources and combine them to create a new resource (e.g., take audio lectures from one course and combine them with slides from another course to create a new derivative work). - See more at: http://www.tonybates.ca/2015/02/16/making-sense-of-open-educational-resources/#sthash.TmRRDX28.dpuf
Search and find : as in overview of OER in Engineering education
Goodafternoon, mine name is Cora Bijsterveld and I’m going to tell you a bit about copyright and Open Educational Resources