The document discusses open content and open educational resources (OERs). It notes potential benefits of open content like increasing efficiency, visibility, collaboration and impact of research. However, it also lists challenges like lack of skills, time and incentives as well as cultural norms of independence and competition. Examples are given of open data initiatives in cities like Manchester and open science projects. OERs are defined as educational resources that can be reused, revised, remixed and redistributed. The document concludes by listing several references and websites related to open content and OERs.
Digital Visitors and Residents: Project Feedbackjisc-elearning
Students and staff have been developing their own digital literacies for years and successfully integrating them into their social and professional activities. The Visitors and Residents project has been capturing these literacies by interviewing participants within four educational stages from secondary school to experienced scholars. Using the Visitors and Residents idea as a framework the project has been mapping what motivates individuals and groups to engage with the web for learning. We have been exploring the information-seeking and learning strategies that are evolving in both personal and professional contexts. In this presentation we will discuss these emerging ‘user owned’ literacies and how they might integrate with institutional approaches to developing digital literacies. We also will discuss the Visitors and Residents mapping process and how this could be utilised by projects as a tool for reflecting on existing and potential literacies and the development of services and systems.
David White, Co-manager , Technology Assisted Lifelong Learning, University of Oxford
Lynn Silipigni Connaway, Ph.D., Senior Research Scientist, OCLC Research
Young and Wired: How today's young tech elite will influence the libraries of...Edwin Mijnsbergen
Libraries are the living, breathing internet that existed long before the digital network that we know today. They are the connected nodes of information and community exchange that we have relied on to communicate, collaborate, share resources and preserve knowledge in our societies for centuries.
But there are concerns about the future of physical libraries, given that so many of us have easy access to virtual libraries of information on our computers at home. Recent Pew Internet Project research examines technology use by teenagers and suggests how the behavior and expectations of young internet users might shape the libraries of the future.
This talk was provided by Bess Sadler of Stanford University for the NISO Virtual Conference, Using Open Source in Your Institution, held on Feb 17, 2016.
Digital Visitors and Residents: Project Feedbackjisc-elearning
Students and staff have been developing their own digital literacies for years and successfully integrating them into their social and professional activities. The Visitors and Residents project has been capturing these literacies by interviewing participants within four educational stages from secondary school to experienced scholars. Using the Visitors and Residents idea as a framework the project has been mapping what motivates individuals and groups to engage with the web for learning. We have been exploring the information-seeking and learning strategies that are evolving in both personal and professional contexts. In this presentation we will discuss these emerging ‘user owned’ literacies and how they might integrate with institutional approaches to developing digital literacies. We also will discuss the Visitors and Residents mapping process and how this could be utilised by projects as a tool for reflecting on existing and potential literacies and the development of services and systems.
David White, Co-manager , Technology Assisted Lifelong Learning, University of Oxford
Lynn Silipigni Connaway, Ph.D., Senior Research Scientist, OCLC Research
Young and Wired: How today's young tech elite will influence the libraries of...Edwin Mijnsbergen
Libraries are the living, breathing internet that existed long before the digital network that we know today. They are the connected nodes of information and community exchange that we have relied on to communicate, collaborate, share resources and preserve knowledge in our societies for centuries.
But there are concerns about the future of physical libraries, given that so many of us have easy access to virtual libraries of information on our computers at home. Recent Pew Internet Project research examines technology use by teenagers and suggests how the behavior and expectations of young internet users might shape the libraries of the future.
This talk was provided by Bess Sadler of Stanford University for the NISO Virtual Conference, Using Open Source in Your Institution, held on Feb 17, 2016.
Impacts, consequences and outcomes of open policies in EuropeDanny Kingsley
The past few years have been extremely active ones for all things ‘open’ in Europe. The UK OA mandates have changed the publishing landscape, resulting in several subscription experiments with varied success. Over the past couple of years the number of European countries which have held out on their Big Deal negotiations continues to rise, and there are many examples where negotiations have completely broken down. The impact of this on libraries and researchers is still being assessed. And of course Plan S looms large, prompting huge debate and discussion across the sector. No-one is completely happy with Plan S but some players are more agitated than others. One of the outcomes has been a strong increase of interest in and signatories to DORA, and research culture itself is under scrutiny. The ‘post-truth’ political reality further emphasises the need for science to be above criticism, something being addressed by the UK Research Integrity Enquiry and the US Committee on Reproducibility and Replicability in Science. Meanwhile large academic publishers have seen the writing on the wall and are rapidly diversifying, resulting in a highly concentrated infrastructure market that threatens to shut down and monetise all aspects of the research process other than the final ‘open’ research output.
Embedding open in the research training processDanny Kingsley
Abstract: Some institutions offer graduate training that sits alongside the master/apprentice system. But many rely on models such as the Vitae Researcher Development Framework that do not encompass many (or any) open concepts. This means the training of researchers in many of these spaces falls to library staff. From the academic side, grassroots organisations such as AIMOS or ANZORN offer a community for the interested. There are multiple sets of competencies developed for scholarly communication librarians, but these are not represented in any university library course in Australia. So those teaching the research community are relying on gathered skills and working without a standardised set of agreed
learnings for their target community. The result is haphazard and highly reliant on the skills of individuals at specific institutions. We are in need of some robust frameworks and standards. What are the minimum skills and knowledge we would expect of a graduate researcher in Australia when it comes to open? We are not starting from scratch, there are many organisations in Australia that have done work on some aspects of open training or skills. It is time for this to be brought into a cohesive and agreed standard we can all work towards.
This was a lightning talk given online to AIMOS2020 (https://aimos.community/2020-program-schedule)
Howard Burrows and and I will ask if we should move beyond the semantic web to a web of knowledge that supports claims and evidence. This came up in 2008 when SKOS was being finalized: there seemed to be support for a new complementary standard, call it SCOS, a Simple Claims Organization System. To do
linked open data or any ontology, don't we need to justify that
we have "data" (i.e., that they could be used as evidence
somewhere) and that the domain terms selected aren't biasing
the discussion?
Some resources for the Emerging Green Builders Speed Mentorship Event tonight, May 27 in Toronto at the awesome South Street Burger (where there are very lovely wait-staff):
Event details: http://www.cagbctoronto.org/news-events/event-listing/event/1266
Emerging Green Builders: http://www.cagbctoronto.org/membership/egb
Canada Green Building Council Toronto Chapter: http://www.cagbctoronto.org/
South Street Burger on King Street East, Toronto: http://www.southstburger.com/
Adaptability, aboutness, and authenticity: Towards discovery platforms with n...blisspix
Presentation for Internet Librarian International 2009. Full paper available to participants, will be uploaded to an open access repository following the conference.
A mash-up of two presentations from my JISC days, for a session with Warwick's Computer Sciences educational technology research group. I focused on concepts of openness and some reflections on change in the context of academic technology.
Exploring two decades of evaluating digital scholarship for tenure and promot...Cheryl Ball
In this presentation at the Brown University Library, Cheryl Ball outlines the history of digital scholarship in the humanities and traces the accompanying changed to tenure and promotion practices.
Slides from my talk at the Higher Education Academy event held in Oxford.
For more info see: http://tallblog.conted.ox.ac.uk/index.php/2012/04/24/education-should-move-us/
ct: On 10 March 2010, cIRcle and the University Librarian, Ingrid Parent, hosted a special event at which UBC scholars highlighted their experience using cIRcle to disseminate research. This event, entitled "Up close with cIRcle: Revealing your research to the world" took place in the Irving K. Barber Learning Centre during Celebrate Research Week (March 8 - 12, 2010) at the University of British Columbia. The attached slide show was created for this event.
Impacts, consequences and outcomes of open policies in EuropeDanny Kingsley
The past few years have been extremely active ones for all things ‘open’ in Europe. The UK OA mandates have changed the publishing landscape, resulting in several subscription experiments with varied success. Over the past couple of years the number of European countries which have held out on their Big Deal negotiations continues to rise, and there are many examples where negotiations have completely broken down. The impact of this on libraries and researchers is still being assessed. And of course Plan S looms large, prompting huge debate and discussion across the sector. No-one is completely happy with Plan S but some players are more agitated than others. One of the outcomes has been a strong increase of interest in and signatories to DORA, and research culture itself is under scrutiny. The ‘post-truth’ political reality further emphasises the need for science to be above criticism, something being addressed by the UK Research Integrity Enquiry and the US Committee on Reproducibility and Replicability in Science. Meanwhile large academic publishers have seen the writing on the wall and are rapidly diversifying, resulting in a highly concentrated infrastructure market that threatens to shut down and monetise all aspects of the research process other than the final ‘open’ research output.
Embedding open in the research training processDanny Kingsley
Abstract: Some institutions offer graduate training that sits alongside the master/apprentice system. But many rely on models such as the Vitae Researcher Development Framework that do not encompass many (or any) open concepts. This means the training of researchers in many of these spaces falls to library staff. From the academic side, grassroots organisations such as AIMOS or ANZORN offer a community for the interested. There are multiple sets of competencies developed for scholarly communication librarians, but these are not represented in any university library course in Australia. So those teaching the research community are relying on gathered skills and working without a standardised set of agreed
learnings for their target community. The result is haphazard and highly reliant on the skills of individuals at specific institutions. We are in need of some robust frameworks and standards. What are the minimum skills and knowledge we would expect of a graduate researcher in Australia when it comes to open? We are not starting from scratch, there are many organisations in Australia that have done work on some aspects of open training or skills. It is time for this to be brought into a cohesive and agreed standard we can all work towards.
This was a lightning talk given online to AIMOS2020 (https://aimos.community/2020-program-schedule)
Howard Burrows and and I will ask if we should move beyond the semantic web to a web of knowledge that supports claims and evidence. This came up in 2008 when SKOS was being finalized: there seemed to be support for a new complementary standard, call it SCOS, a Simple Claims Organization System. To do
linked open data or any ontology, don't we need to justify that
we have "data" (i.e., that they could be used as evidence
somewhere) and that the domain terms selected aren't biasing
the discussion?
Some resources for the Emerging Green Builders Speed Mentorship Event tonight, May 27 in Toronto at the awesome South Street Burger (where there are very lovely wait-staff):
Event details: http://www.cagbctoronto.org/news-events/event-listing/event/1266
Emerging Green Builders: http://www.cagbctoronto.org/membership/egb
Canada Green Building Council Toronto Chapter: http://www.cagbctoronto.org/
South Street Burger on King Street East, Toronto: http://www.southstburger.com/
Adaptability, aboutness, and authenticity: Towards discovery platforms with n...blisspix
Presentation for Internet Librarian International 2009. Full paper available to participants, will be uploaded to an open access repository following the conference.
A mash-up of two presentations from my JISC days, for a session with Warwick's Computer Sciences educational technology research group. I focused on concepts of openness and some reflections on change in the context of academic technology.
Exploring two decades of evaluating digital scholarship for tenure and promot...Cheryl Ball
In this presentation at the Brown University Library, Cheryl Ball outlines the history of digital scholarship in the humanities and traces the accompanying changed to tenure and promotion practices.
Slides from my talk at the Higher Education Academy event held in Oxford.
For more info see: http://tallblog.conted.ox.ac.uk/index.php/2012/04/24/education-should-move-us/
ct: On 10 March 2010, cIRcle and the University Librarian, Ingrid Parent, hosted a special event at which UBC scholars highlighted their experience using cIRcle to disseminate research. This event, entitled "Up close with cIRcle: Revealing your research to the world" took place in the Irving K. Barber Learning Centre during Celebrate Research Week (March 8 - 12, 2010) at the University of British Columbia. The attached slide show was created for this event.
This is an introduction to the reusable technology solutions developed by the rapid innovation projects of the UK OER Programme during 2012. Bidders were asked to address problems identified through the Programme, and 15 UK university-based projects were awarded between £13,000 and £25,000 each over 6 months. They have developed a range of solutions to enhance the digital infrastructure to support open content in an educational context. Projects worked in an open innovation way, blogging as they went, working with peers and users, and the outputs are all open source, documented and reusable. Links are provided to each project output.
Slides created by JISC: Programme Manager Amber Thomas, Programme Office Alicja Shah, Technical Advisory JISC Cetis particularly Martin Hawksey. Dandelion Clock sourced through flickr and attributed on the front slide.
Showcasing uk teaching resources: Jorum - Jisc Digital Festival 2015Jisc
This session will provide an overview of the UK's largest open educational resources repository Jorum and its new website. A demonstration will highlight new features, collections and content as well as an insight into upcoming developments.
Maximised discovery of institutions digital collections - Jisc Digital Festiv...Jisc
This workshop discussed a number of services and tools that Jisc is developing to support institutions boost the discoverability of their digital collections.
Electronic management of assessment - Jisc Digital Media 2015Jisc
This session provided an opportunity to hear the findings from a landscape review, engage with the challenges, and engage actively in the shaping of solutions.
Student expectations of entering higher education - Jisc Digital Festival 2015Jisc
What do your incoming students’ expect from your institution’s digital environment? This panel discussion explored the tensions between institutional and personal learning practices of students as they transition from school to college or university.
Building a global teaching profile: Showcasing Open Educational Resources a...Michael Paskevicius
Building a global teaching profile: Showcasing Open Educational Resources at the University of Cape Town (UCT).
Delivered November 18, 2009 at the Teaching with Technology Miniconference hosted by the Centre for Educational Technology at UCT.
Social Networks and the semantic web technologies, are now laying the foundations for the new generation of E-learning which facilitates education driven by the human joy of sharing.
Open Data and Higher Education: future gains and current practiceSu White
The arguments which promote the use and potential of open data in education can trace their roots back to scholarly communication communities.
The close symbiosis between the Web as we know it and the values and working practices of scholars in higher educational institutions has been acknowledged.
The work of HEIs is complex and extends well beyond research and education. Education is a costly and increasingly competitive business. Costs are associated not only with research and education but with a vast array of back office administrative functions and demands to publish performance indicators to the public domain.
This presentation will argue that HEIs are in a powerful position to couple the insights which accrue thanks to their roles as creators and early adopters of open data. Open data practices afford gains which complement the exchange of new knowledge, and the sharing of knowledge and information for public good - especially if it has been funded by the public purse.
Internally, insightful use of private open data had the potential to streamline administrative and educational processes. Evolving understandings of the potential and power of data driven approaches may enable institutions to gain economic and reputational advantage potentially driving down internal costs, streamlining aspects of the research process, making positive contributions to teaching and the support of teaching and learning, along with enhancing services which promote educational choice and student recruitment."
Inaugural Lecture: It’s Third Space, Jim, but not as we know it: universities...Alex Dunedin
This is a podcast of the Inaugural Lecture of Professor Keith Smyth at the University of the Highlands and Islands: "It’s Third Space, Jim, but not as we know it: universities, community and digital practice"
Keith Smyth talks about the new and innovative ways that the digital can be used to support learning, and how the idea of empowering the learners can be an important space to set up for inventive learning and education. Getting the tools to create and the latitude to be creative can often be a missing element from education.
The lecture covers a great deal of ground which you can listen to and see the slides which accompany his talk when he officially accepted the Professorial role in the UHI.
http://wp.me/p4EpjT-3RU
#thirdspacejim @smythkrs
Keynote Address, Sydney CEO TL ConferenceSyba Academy
'Converging the Parallels', Primary & Secondary Teacher Librarian, Cross Regional Conference.
Presented on Friday 10 September 2010. Conference held at The Terry Keogh Conference Centre, CEO Southern Region, Revesby (Sydney).
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
Making it rich and personal: meeting institutional challenges from next gener...Su White
The understanding that personal learning environments provide a more realistic and workable perspective of learners’ interactions with and use of technology has gained widespread acceptance across many of the communities interested in learning and teaching technologies within higher education.
However in universities the service which normally purchases and deploys technology infrastructure is typically, and understandable, risk-averse, the more so, because the consequences of expensive decisions about infrastructure will stay with the organisations for many years. Furthermore across the broader academic community the awareness of and familiarity with technologies in support of learning may be varied. In this context work to innovate the learning environment will require considerable team effort and collective commitment.
This paper presents a case study account of institutional processes harnessed to establish a universal personal learning environment fit for the 21st century. The challenges encountered were consequential of our working definition of a learning environment which went beyond simple implementation – in our experience the requirements became summarised as ‘its more than a system, it’s a mindset’. As well as deploying technology ‘fit for purpose’ we were seeking to create an environment which could play an integral and catalytic part in the university’s role of enabling transformative education.
Our ambitions and aspirations derive from evidence in the literature, for example, van Harmelen on personal learning environments (2006), Downes on e-learning 2.0 (2005) and the recent report by Bradwell for Demos on the Edgeless University (2009).
We have also drawn on evidence of our recent and current performance; gauged by institutional benchmarking and an extensive student survey. The paper will present and analyse this qualitative and quantitative data. We will provide an account and analysis of our progress to achieve change, the methods we used, problems encountered and the decisions we made on the way.
Dr Su White is based in the Learning Societies Lab, in Electronics and Computer Science at the University of Southampton. Su’s research interests include the impact of emerging technologies on Higher Education. Su is a part of the curriculum innovation project Southampton Learning Environment team and a member of the university’s TEL-SIG.
Presentation by Ingrid Parent: Digital Academic Content and the Future of Lib...Ingrid Parent
International Library Cooperation Symposium presentation May 14, 2010 in Tokyo, Japan. Presentation by Ingrid Parent, President elect of IFLA, and University Librarian at the University of British Columbia
2. Jackie Carter Mimas Social Science Data and Learning &Teaching Services SCORE Fellow
3.
4.
5. “ someone who makes their [work] digitally visible ..invites and encourages ongoing criticism … and secondary uses of all or any part of it (Burton 2009) “ Open scholars use and contribute Open Educational Resources” (Anderson 2009)
6. Increasing efficiency of research Promoting scholarly rigour Enhancing visibility & engagement Enabling new research questions Enhancing collaboration & community building Increasing economic & social impact of research Lack of evidence of benefits & rewards Lack of skills, time & resources Cultures of independence & competition Concerns about quality Ethical, legal, other restrictions on accessibility
This presentation is an introduction to the session on Using Open Content. I will give an overview of my experiences with and thoughts on Open Content, then ask Amber Thomas from JISC to give a JISC perspective. Four speakers will then present their stories of working with open content, and we will then proceed to ask the audience for their input. Amber will capture the ‘top tips’ for working with open content and make these available after the session.
I work at Mimas, JISC and ESRC funded Centre of Expertise in delivering and supporting data use for research, teaching and learning. have responsibility for two areas of activity – social science data and learning and teaching services. The slide here shows a success story – making the resources in the award winning Hairdressing Training service available under open licences has resulted in our being awarded funding for 2 years under the Leonardo Transfer of Innovation Lifelong Learning programme to share our expertise with Slovakia, Romania and Bulgaria and assist them in responding to the skills agenda of their countries.
Report published in January 2011 Whilst this report arguably tells us nothing we did not already know with regards to the need to share resources and expertise in online learning, it is particularly timely. It captures the mood of the current coalition administration and - like it or not - we, that is the UK HE sector, will need to respond to its Six Recommendations http://www.hefce.ac.uk/pubs/hefce/2011/11_01/11_01.pdf “ The Task Force has concluded that online learning – however blended with on- or off-campus interactions, whether delivered in the UK or overseas – provides real opportunity for UK institutions to develop responsive, engaging and interactive provision which, if offered at scale, can deliver quality and cost-effectiveness and meet student demands for flexible learning”
The World is Digital; The World is Flat; and the World is Open See http://worldisopen.com/freestuff.php As mentioned in "The World is Open" book, there will be a free e-book extension with the same chapters, just different content. It will be roughly the same length. This will be coming in late August or September [2011]. Perhaps the introduction and first six chapters in August and the later six in September. These will be simultaneously posted to Scribd.com and other online sites. You can share, forward, use, or print, any of this. But these resources are restricted to noncommercial use only and may not be modified. In the "Free Stuff" site, you will already find the book prequel and postscript, the references for both books with hot links to the original articles, many book excerpts, and the Web resources for both books. Soon we will post 5 distinct sets of discussion questions. These will be related to the following 5 environments: (1) K-12 schools, (2) higher education institutions, (3) corporate training settings, (4) military training environments, and (5) informal learning pursuits. Please share your unique Web-based learning anecdotes in the section called "Stories." One reviewer says: "As everyone now knows, thanks to Thomas Friedman, the world is flat. And now, thanks to Curtis Bonk, we know that the world of learning is open. Anyone with Internet access can now connect to the world's best universities, museums, and research centers. Professor Bonk chronicles this profound shift in the global redistribution of educational resources and its implications for lifting educational levels worldwide." Milton Chen, Executive Director, The George Lucas Educational Foundation, publishers of Edutopia magazine and edutopia.org
Open content can support open scholarship Burton http://www.academicevolution.com/2009/08/the-open-scholar.html says: Because the Open Scholar reveals his or her processes, data, and procedures, this can bridge the great divide between research and teaching. Not only does the whole model invite collaboration (including drawing upon students and uncredentialed participants), but it allows the modeling of best practices that can help newcomers understand the whole field in question, not just the specifics of a given study. Anderson in his keynote at ALTC2009 talked about ‘the negligent academic’ as one who does not look for OERs.
RIN report – published Sept 2010 – considered open scholarship and the pros and cons http://www.rin.ac.uk/our-work/data-management-and-curation/open-science-case-studies New RIN/NESTA project looks at a series case studies examining what motivates researchers to work in an open way with regard to their data. The RIN and the National Endowment for Science, Technology and the Arts (NESTA) have published the results of a new collaborative research project which examined the benefits and barriers to using ‘open science’ methods. The project aimed to identify what motivates researchers to work (or want to work) in an open manner with regard to their data, results and protocols, and whether advantages are delivered by working in this way.
A good example of Open Data is that provided by the World Bank who opened up access to its data holdings in 2010. This was followed with an ‘Apps for Development’ competition which has just (March 2010) closed. See the Apps developed at the Application Gallery Public voting to judge applications submitted to the Apps for Development Competition is now open. A Popular Choice Award will go to the top-voted application that helps achieve or raise awareness of the Millennium Development Goals . Applications were submitted from 36 countries across every continent; more than half came from Africa, Asia, and Latin America. The apps use a wide variety of World Bank data, including information about health, the environment, children out of school, agricultural land data, gender statistics, population growth, and mortality rate, among other datasets. The 107 apps came in response to the World Bank’s global call for apps in October to help find solutions to today's development challenges and to raise awareness of the 8 Millennium Development Goals . These are: 1. Eradicate extreme poverty and hunger 2. Achieve universal primary education 3. Promote gender equality and empower women 4. Reduce child mortality 5. Improve maternal health 6. Combat HIV/AIDS, malaria, and other diseases 7. Ensure environmental sustainability 8. Develop a global partnership for development
And everyone trying to be the first Open Data City in the UK Here we have examples from those cities committed to putting their data on the open web – Manchester, London, Brighton and Hove and Birmingham
Kent provides an example of a UK council putting data into the public domain AND asking the public to get involved by testing tools that are developed. For further information follow …(Need to check this)
Open standards – open formats – open source Open data requires open data standards - Europe – such as Eurostat – are themselves looking at data exchange formats. SDMX has gathered momentum for a standard for exchanging aggregate data. Eurostat collects and publishes huge amounts of data each year, and exchanges many datasets with other large organisations. This exchange was constantly suffering from a lack of interoperability, as data needed to be converted from one organisation's convention into another, a process which consumes both time and money. Different organisations were also using very different tools to work with the data, which caused further problems. In late 2001, Eurostat got together with a number of EU committees to discuss the need for greater interoperability within the European public sector. In 2005, IDABC agreed to fund the SDMX Open DATA Interchange (SODI) project. Thanks to previous cooperations between Eurostat and other international institutions, the SDMX (Statistical Data and Metadata Exchange) standard quickly found a large group of sponsors, all of which hoped to benefit from the greater interoperability afforded by using a single standard, and the tools built on it. These tools were developed by Eurostat and other sponsoring institutions, and many of them were published under the EUPL license. The SDMX Converter is an example of the successful development and publication of a tool that is essential for working with the SDMX standard .
Open scholarship requires then open data. In the context of science and open science data this is still developing although some projects have been engaging citizens in open science for years.
The Royal Society Event on 1 December 2010 brought together academic experts and others interested in using data in the open. Simon Rogers – the Guardian Data journalist – was also on the panel. It occurred at the time the wikileaks story was peaking. Worth a listen to the recorded talks and ensuing discussion. The threats centred around the need to protect individual privacy – an aspect those of us in the data delivery world are well accustomed to hearing – and the dangers of data faling into ‘the wrong hands’. Summary of the discussion is available at http://www.rssenews.org.uk/articles/20101208 with the recordings of the talks and discussion available at http://www.britac.ac.uk/events/2010/SpeedData-ing.cfm
Some activity in the UK in support of development, support for and sharing of OERs.
And some initiatives overseas – NDLR in Ireland, Rice Connexions in the US, BCcampus in Canada. And the recently announced OER University being established – collaboration between OER Foundation and universities. 1 st meeting held 23 rd Feb. Will be interesting to see how this develops.
Putting content onto the Open Commons needs licensing that supports sharing and the 4 Rs – Reuse, Revise, Remix and Redistribute (from Open Content http://www.opencontent.org/definition/)
References and websites used in this presentation. Some images may be subject to copyright.