Content Creation and Open Educational Resources
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Open educational resources (OERs) have been successful in providing open content and tools, but their use and reuse remains limited as teachers and learners are often seen only as consumers rather than participants. To develop an ecology of OERs, support is needed for active involvement with content through community engagement, interaction facilitation, empowering users to co-create, and providing useful tools and services for individual creators and communities while making content licensing and discovery as easy as possible.
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Waiting For The Babel Fish
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H W Training Pp Nw
The document discusses network marketing and outlines several chapters about the industry. Chapter 1 discusses that network marketing is a $100 billion industry and explains how it works through direct selling and multi-level marketing. Chapter 2 argues that network marketing is the future and defines it as a new profession, not a pyramid scheme. Chapter 3 says deciding if network marketing is right involves having the desire for it and the right personality. It also outlines how attitude and belief affect success. Chapter 4 previews evaluating specific network marketing opportunities based on their compensation plans.
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The document provides an overview of open educational resources (OER). It discusses the history of OER, including early initiatives like Project Gutenberg and MIT OpenCourseWare. It defines OER according to organizations like UNESCO and the William and Flora Hewlett Foundation. The document outlines the principles of OER, including being freely available, adaptable, and openly licensed. It discusses advantages like lower costs, improved access, and customization possibilities. Potential weaknesses include issues with quality control, sustainability, and reliance on internet access.
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Libraries and librarians can play an important role in supporting open educational resources (OER) initiatives in the following ways:
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Content Creation and Open Educational Resources
- 1. Content Creation and Open Educational Resources Graham Attwell
- 2. the creation of open source software and development tools. the creation and provision of open course content and the development of standards and licensing tools
- 3. “ Openness is the core paradigm of content, tools and services in Web 2.0 digital environments”
- 4. Dimensions of openness: easy discovery (re)use ‘learnability’ community
- 5. OERs have been very successful but there remain many challenges and issues
- 6. Take up and use of OERs is limited: reuse even more so
- 7. Teachers and learners are still seen as consumers of content who primarily want to download materials
- 8. rather than participants in communities of practice
- 9. This means providing a means for active involvement with the content
- 12. Empower users - encourage (co)creation
- 13. Support individual content creators and communities of practice with useful tools and services
- 14. Make licensing of content as easy as possible
- 15. Allow for easy discovery and access to reosurces
- 16. support the creation of rich metadata and provide semantically enhanced access to resources
- 17. develop an ecology of Open Educational Resources