The document discusses the Connected Learning Initiative (CLIx) in India, which aims to improve education outcomes at scale through open educational resources (OER). CLIx develops OER curriculum, interactive tools, and platforms to benefit students, teachers, and the education system. It works with state governments and other partners to distribute its materials widely. The document outlines CLIx's goals and components, including plans to release its OER under open licenses by August 2018 so others can adapt and reuse the resources.
Bridging the Gap: Mixing approaches, content and tools to help college studentsBrandon Muramatsu
The Next Generation Learning Challenge has provided a call to action for those involved in Open Educational Resources to meet the needs of the US education system. One of the challenges is to deploy open core courseware to address the retention and completion issues in community colleges. In the Open Learning: Bridge to Success (B2S) initiative The Open University working in partnership with MIT, Anne Arundel Community College (AACC) and University of Maryland University College (UMUC) will develop open bridging modules to help learners having problems in coping with credit bearing courses. Modules focussed on learning to learn and understanding mathematics will be released as complete open educational resource packages from The Open University's existing successful programme of entry-level (pre-degree) "Openings" modules. The Open University has an established open presence through its OpenLearn open content site which offers a wide range of units, and the courses will be developed in the open to benefit not only students in the partner institutions but any learners who wish to use them.
The project will run its first pilots with Community College students from September and this presentation focuses on the early phase of the project including: release of the initial materials, augmentation with other OER, design of the research methodology and early lessons from working together as partners. Already working in the open is changing how we think about the provision of content and the instruction of practical experiences alongside meeting curriculum needs. We anticipate presenting the design requirements and how they have been met through open provision, reflections from those involved in the projects, the first feedback from students at the pilot colleges, and the indications from the additional users in the open.
Bridging the Gap: Mixing approaches, content and tools to help college studentsBrandon Muramatsu
The Next Generation Learning Challenge has provided a call to action for those involved in Open Educational Resources to meet the needs of the US education system. One of the challenges is to deploy open core courseware to address the retention and completion issues in community colleges. In the Open Learning: Bridge to Success (B2S) initiative The Open University working in partnership with MIT, Anne Arundel Community College (AACC) and University of Maryland University College (UMUC) will develop open bridging modules to help learners having problems in coping with credit bearing courses. Modules focussed on learning to learn and understanding mathematics will be released as complete open educational resource packages from The Open University's existing successful programme of entry-level (pre-degree) "Openings" modules. The Open University has an established open presence through its OpenLearn open content site which offers a wide range of units, and the courses will be developed in the open to benefit not only students in the partner institutions but any learners who wish to use them.
The project will run its first pilots with Community College students from September and this presentation focuses on the early phase of the project including: release of the initial materials, augmentation with other OER, design of the research methodology and early lessons from working together as partners. Already working in the open is changing how we think about the provision of content and the instruction of practical experiences alongside meeting curriculum needs. We anticipate presenting the design requirements and how they have been met through open provision, reflections from those involved in the projects, the first feedback from students at the pilot colleges, and the indications from the additional users in the open.
Open Educational Resources: Policy, Technology and PracticesCEMCA
2012/10/10: Open Educational Resources: Policy, Technology and Practices, Presentation by Sanjaya Mishra at the Training programme for the Faculty of Bangladesh Open University organized by the National Institute of Open Schooling (NIOS), NOIDA.
Also presented at the Technical Workshop on Virtual Open Schooling on 11/02/2013.
What educational policy needs OER for, and what policy support does OER need?Dominic Orr
Presentation at: OER15 - 6th International Conference on Open Education – “'Mainstreaming Open Education”
Cardiff, 15 April 2015
Although Open Educational Resources (OER) have been one of the mainstays of discussion on open education over the past decade, we are now noticing a renewed attention of policy makers in the topic. Whilst many really cool initiatives are to be found around the world (for instance in Germany http://ow.ly/EdLOX ), OER can really only realize its potential in the mainstream, if it tackles mainstream problems. That means that it is important to re-start the discussion on OER so that there is a focus on OER as a means to an end, i.e. OER contributing to improving various aspects of education (see blog from TJ Bliss from the Hewlett Foundation: http://tjbliss.org/musings-on-oer-policy/ ). The Open University’s OER Research Hub, for instance, poses hypotheses about the benefits of OER (http://oerresearchhub.org/collaborative-research/hypotheses/). The most recent CERI/OECD report on OER (http://www.oecd.org/edu/ceri/open-educational-resources-oer.htm ), looks instead for typical problems in education systems first and searches for solutions which involve OER production and use. In a second step it looks to see whether the expected potential of OER is being realised. In this way, it can also formulate an assessment of the status quo and encourage a discussion on what policy interventions can do to help OER realise this potential. The report, which will be published late spring 2015, identifies six typical problems in education, which can benefit from OER production and use.
Using Twitter to build online learning communitiesOlivia Kelly
A presentation for OU Associate Lecturers given at a staff conference in April 2018. Looks at current research on how Twitter can be used as a tool to build an online learning community between ALs and students and among ALs.
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
The Best of Both Worlds: Transforming OpenCourseWare in an age of InteractivityBrandon Muramatsu
The Best of Both Worlds: Transforming OpenCourseWare in an age of Interactivity presented by Peter Pinch and Brandon Muramatsu in Arlington, VA on November 20, 2014.
The growing adoption of open educational resources (OER) has identified the need for easy-to-use authoring platforms for the development and delivery of openly licensed digital content. Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar on authoring platforms that support faculty authoring and adaption of open educational resources and institutional delivery of these resources.
Our speakers will share platforms used by faculty to develop open textbooks and deliver openly licensed digital content to faculty and students in an easy and accessible manner.
Date: Wednesday, April 8
Time: 10 am PST; 1:00 pm EST
Featured speakers:
Clint Lalonde, Open Education Manager, BCcampus
Judy Einstein, VP Business Development and Etienne Pelaprat, User Experience Director, Courseload Inc.
Domi Enders, Founder and CEO, Open Assembly
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
Using NBC News Videos in Blackboard Learn to Enliven Instruction and Increase...ekunnen
We will demonstrate how Grand Rapids Community College uses the NBC News Blackboard Building Block in Blackboard Learn to access NBC News Archives on Demand and bring relevant, engaging multimedia content into the classroom.
The Library as Publisher: How Pressbooks Supports Knowledge SharingWiLS
Presented by Steel Wagstaff, Educational Client Manager, Pressbooks for WiLSWorld 2019 on July 23rd in Madison, Wisconsin.
Pressbooks is an open-source book publishing platform that makes it easy for authors to publish books on the web and produce clean, well-formatted exports in multiple formats, including ebooks, print-ready PDFs, and various XML flavors. In this presentation, Pressbooks’ educational client manager Steel Wagstaff will outline the values and principles that have motivated the development of this platform and share some of the ways that libraries (both academic and public) and other educational institutions are using Pressbooks to publish a wide variety of content, from openly licensed textbooks to self-authored novels and just about everything in between.
Open Educational Resources: Policy, Technology and PracticesCEMCA
2012/10/10: Open Educational Resources: Policy, Technology and Practices, Presentation by Sanjaya Mishra at the Training programme for the Faculty of Bangladesh Open University organized by the National Institute of Open Schooling (NIOS), NOIDA.
Also presented at the Technical Workshop on Virtual Open Schooling on 11/02/2013.
What educational policy needs OER for, and what policy support does OER need?Dominic Orr
Presentation at: OER15 - 6th International Conference on Open Education – “'Mainstreaming Open Education”
Cardiff, 15 April 2015
Although Open Educational Resources (OER) have been one of the mainstays of discussion on open education over the past decade, we are now noticing a renewed attention of policy makers in the topic. Whilst many really cool initiatives are to be found around the world (for instance in Germany http://ow.ly/EdLOX ), OER can really only realize its potential in the mainstream, if it tackles mainstream problems. That means that it is important to re-start the discussion on OER so that there is a focus on OER as a means to an end, i.e. OER contributing to improving various aspects of education (see blog from TJ Bliss from the Hewlett Foundation: http://tjbliss.org/musings-on-oer-policy/ ). The Open University’s OER Research Hub, for instance, poses hypotheses about the benefits of OER (http://oerresearchhub.org/collaborative-research/hypotheses/). The most recent CERI/OECD report on OER (http://www.oecd.org/edu/ceri/open-educational-resources-oer.htm ), looks instead for typical problems in education systems first and searches for solutions which involve OER production and use. In a second step it looks to see whether the expected potential of OER is being realised. In this way, it can also formulate an assessment of the status quo and encourage a discussion on what policy interventions can do to help OER realise this potential. The report, which will be published late spring 2015, identifies six typical problems in education, which can benefit from OER production and use.
Using Twitter to build online learning communitiesOlivia Kelly
A presentation for OU Associate Lecturers given at a staff conference in April 2018. Looks at current research on how Twitter can be used as a tool to build an online learning community between ALs and students and among ALs.
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
The Best of Both Worlds: Transforming OpenCourseWare in an age of InteractivityBrandon Muramatsu
The Best of Both Worlds: Transforming OpenCourseWare in an age of Interactivity presented by Peter Pinch and Brandon Muramatsu in Arlington, VA on November 20, 2014.
The growing adoption of open educational resources (OER) has identified the need for easy-to-use authoring platforms for the development and delivery of openly licensed digital content. Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar on authoring platforms that support faculty authoring and adaption of open educational resources and institutional delivery of these resources.
Our speakers will share platforms used by faculty to develop open textbooks and deliver openly licensed digital content to faculty and students in an easy and accessible manner.
Date: Wednesday, April 8
Time: 10 am PST; 1:00 pm EST
Featured speakers:
Clint Lalonde, Open Education Manager, BCcampus
Judy Einstein, VP Business Development and Etienne Pelaprat, User Experience Director, Courseload Inc.
Domi Enders, Founder and CEO, Open Assembly
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
Using NBC News Videos in Blackboard Learn to Enliven Instruction and Increase...ekunnen
We will demonstrate how Grand Rapids Community College uses the NBC News Blackboard Building Block in Blackboard Learn to access NBC News Archives on Demand and bring relevant, engaging multimedia content into the classroom.
The Library as Publisher: How Pressbooks Supports Knowledge SharingWiLS
Presented by Steel Wagstaff, Educational Client Manager, Pressbooks for WiLSWorld 2019 on July 23rd in Madison, Wisconsin.
Pressbooks is an open-source book publishing platform that makes it easy for authors to publish books on the web and produce clean, well-formatted exports in multiple formats, including ebooks, print-ready PDFs, and various XML flavors. In this presentation, Pressbooks’ educational client manager Steel Wagstaff will outline the values and principles that have motivated the development of this platform and share some of the ways that libraries (both academic and public) and other educational institutions are using Pressbooks to publish a wide variety of content, from openly licensed textbooks to self-authored novels and just about everything in between.
Open management education and social software20110407Jan Pawlowski
how to use open content / open educational resources for management education using social software tool? OpenScout (www.openscout.net) provides access to thousands of hours to freely available management contents - we discuss how to utilize social software in learning scenarios as well as for the adaptation of learning materials
Presentation at the FORGE workshop collocated with the World Engineering Education Forum (WEEF), the International Conference on Interactive Collaborative Learning (ICL) and the International Conference on Engineering Pedagogy (IGIP) in Florence, Italy on September 20th, 2015.
Presentation at the FORGE workshop collocated with the World Engineering Education Forum (WEEF), the International Conference on Interactive Collaborative Learning (ICL) and the International Conference on Engineering Pedagogy (IGIP) in Florence, Italy on September 20th, 2015.
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.
What is OER and why should I (re)use itIvana Bosnic
Presentation slides about Open Educational Resources, from "ConnEcTEd IO 7-Webinar: Digital Transformation in Foreign Language Teacher Education: OERs and virtual formats in (international) teacher education." as a part of Erasmus+ "Coherence in European Teacher Education: Creating transnational communities of practice through virtual scenarios" project.
For creating open content as a continually ongoing process of refinement, re-distribution, correction, modification, re-arrangement and reuse, better quality of the open content is the result of these possibilities. It's important to make reuse easier. This requires authors to consider visibility and circulation of the published open educational resources(OER).
Slides from webinar presented for the community of practice covering OER, copyright/intellectual property considerations, and teaching and learning with OER.
An introduction to Open Educational Resources and Practicalities of Contributing to OER by Developing Open Educational Practice - Workshop given at the Cape Peninsula University of Technology on April 15, 2010 by Cheryl Hodgkinson-Williams & Michael Paskevicius from the University of Cape Town from the University of Cape Town.
Similar to The Connected Learning Initiative Quality at Scale in India (20)
Presented by Dale Allen, Jeff Merriman, Brandon Muramatsu, Domy Raymond, and Mike Reilly, Grantmakers for Education, San Francisco, CA, October 22-23, 2015
We share a potential model for online recitation sessions for MIT residential courses based on our experiences running similar sessions for courses in the MITx MicroMasters Program in Statistics and Data Science.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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The Connected Learning Initiative Quality at Scale in India
1. Quality OER at Scale in India
The Curriculum, Interactive Tools and Platforms of the
Connected Learning Initiative
Brandon Muramatsu, mura@mit.edu
April 24, 2018
Cite as: Muramatsu, B. (2018, April). Quality OER at Scale in India: The Curriculum, Interactive Tools and Platforms of the
Connected Learning Initiative. Open Education Global 2018. Delft, Netherlands.
Unless otherwise specified this work is licensed under a Creative Commons Attribution 4.0 International License.
2. CLIx in the Classroom
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4. CLIx – The Connected Learning Initiative
Quality at Scale
Improve the
professional and
academic prospects
of high school
students
Improve teacher
education and
transform teacher
practice
“Platform” for
curriculum, professional
development of
teachers, research and
innovation in education
Students Teachers Platform
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5. CLIx as of December 2017
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International
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9. “Open”
To reach the scale needed, the processes, curriculum and tools developed by
CLIx must be readily usable by others (in India).
The project is using “OER Release” to describe a release of CLIx products for
others to use as if they were “Open Educational Resources”.
The OER Release will include:
• Software platforms (e.g., gStudio / CLIx Platform, Unplatform)
• Interactive tools (e.g., Police Quad, Open Story Tool)
• CLIx modules (e.g., English Beginner, Geometric Reasoning)
• Teacher Professional Development materials
Unless
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International
License.
10. 5R Activities
• 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 material 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)
This material was created by David Wiley and published freely under a Creative Commons Attribution 4.0 license at http://opencontent.org/definition/.
11. License
CC BY-SA
Typical ”open” CC license in India
CC BY
Recommended by Creative Commons
*Commercially friendly
No copy-left condition, most interoperable
*Required by Grant
AGPL MIT License
*Commercially friendly
No copy-left condition, very interoperable
Content modules, Teacher Professional Development materials
Software Platforms, Interactive Tools
“Protects” original developer’s
commercial interest, can
commercialize but must share
“strong philosophical beliefs”
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otherwise
specified
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Creative
Commons
Attribution
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International
License.
12. Open Content
• New to OER, some new authors
• What’s possible? Khan Academy, PhETs, Logo, etc.
• Reuse existing & contextualize for curriculum
–or– design new?
o Nuance of licenses
o Much of traditional Indian OER used in printed
materials (textbooks and workbooks)
o Attribution 👍, format 👋
“capacity”
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otherwise
specified
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Creative
Commons
Attribution
4.0
International
License.
13. Open Pedagogy
• Contemporary pedagogies
o Changing expectations about teacher pedagogy
o Curriculum & learning experiences…move rote to
active learning
o Learner and teacher empowerment…teacher
exploration of learning materials, mostly lightly
guided teaching experiences
“strong philosophical beliefs”
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otherwise
specified
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Attribution
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International
License.
15. CLIx Modules
• 🌐 Websites to explore modules
• 📙 “ePub” of module distribution
o Core learning materials are accessible, renders in some ePub readers
o ~50-500MB compressed (zip) file with module content as HTML,
• 📙 ePub(s) + 🖥 Unplatform distribution
o Some (but not all) learning activities are accessible (some are specific to gStudio)
o ~2GB compressed (zip) file loaded into Unplatform as a player, which also allows
access to some (but not all) of the interactive tools
o Ubuntu, Mac, Windows versions
• 🌐 CLIx Platform with all modules and interactive tools distribution
o 45-60GB Virtual machine with all modules and interactive tools
o CoreOS installation
Reusable, Revise, Retain, Remix, Redistribute
Editable HTML, and media
LMS with
edit &
authoring
capability
Unless
otherwise
specified
this
work
is
licensed
under
a
Creative
Commons
Attribution
4.0
International
License.
16. How to get CLIx software & content?
Well…
• Some software is available now via Github: Unplatform, Open
Educational Assessments (players and authoring), Open Story Tool,
Run Kitty Run, Video Player
• Rest of software should be available by ~August 2018: gStudio /
CLIx Platform, math and science interactives, runtime of StarLogo
NOVA
And…
• Curriculum modules and Teacher Professional Development
materials should be available by ~August 2018 from the CLIx
website clix.tiss.edu
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otherwise
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Attribution
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International
License.
17. Missed Opportunities
• Using most open licenses
• Authoring workflow & CMS—easier revision, retention
o OERPub
o Google Docs -> translator -> (customized) ePub3 ->
player platforms
o Strong structure in production (well formed HTML) and
a true Content Management System
• Having versions available for you!*
* You’re more likely to be able to use the process and software rather than the
curriculum modules as they’re highly localized to the Indian context
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specified
this
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is
licensed
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Creative
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Attribution
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International
License.