This document provides an overview of open educational resources (OER) from an international perspective. It discusses the growing demand for education worldwide and how OER can help meet this demand in a affordable way by being freely available. It outlines what OER are, how they can be adapted and assembled into courses, and considerations around the costs of OER compared to commercial educational materials. The document also discusses open licensing models and challenges around assessing OER for credit.
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 was given during the AVLM training at Teaching and Learning Department KU Leuven (AVLM stands for AudioVisual Learning Materials), where a selected team of about 15 participants from all over the world, mostly third world countries, come to KU Leuven to learn how to develop and use AVLM in their educational settings, concerning their specific contexts.
They were particularly interested in taking Open Courses them selves, since education is not for all in al lot of countries.
None of them ever heard of OpenCourseWare, and only for one woman the term "creative commons" rang a bell. It made me realize that we still have a lot of work to do in making the world aware of the importance of openness, open courses and open educational resources.
(Amen! ;) )
Linking Feral Event Data: IWMW 2009 Case Studylisbk
Pre-recorded Slidecast of a talk on "Linking Feral Event Data: IWMW 2009 Case Study" given at the DC09 conference in Seoul, South Korea on 14 October 2009.
See http://www.ukoln.ac.uk/web-focus/events/online/dc09/
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 was given during the AVLM training at Teaching and Learning Department KU Leuven (AVLM stands for AudioVisual Learning Materials), where a selected team of about 15 participants from all over the world, mostly third world countries, come to KU Leuven to learn how to develop and use AVLM in their educational settings, concerning their specific contexts.
They were particularly interested in taking Open Courses them selves, since education is not for all in al lot of countries.
None of them ever heard of OpenCourseWare, and only for one woman the term "creative commons" rang a bell. It made me realize that we still have a lot of work to do in making the world aware of the importance of openness, open courses and open educational resources.
(Amen! ;) )
Linking Feral Event Data: IWMW 2009 Case Studylisbk
Pre-recorded Slidecast of a talk on "Linking Feral Event Data: IWMW 2009 Case Study" given at the DC09 conference in Seoul, South Korea on 14 October 2009.
See http://www.ukoln.ac.uk/web-focus/events/online/dc09/
OERRH Data Report 2013-2015: Informal LearnersOER Hub
In 2013 the Hewlett-funded OER Research Hub Project created a bank of survey questions to test eleven hypotheses related to the impact of OER use on teaching and learning. In the two years that followed, a number of bespoke surveys were designed and administered in collaboration with the Flipped Learning Network, Vital Signs, the Community Colleges Consortium for Open Educational Resources, OpenLearn, Saylor Academy, OpenStax, BCcampus, Siyavula, School of Open-P2PU and CoPILOT. Responses from each survey were then combined into a larger dataset to allow for comparison and in-depth examination.
The current report, first in a series of three, presents a frequencies analysis of responses from informal learners, i.e. those learners not registered on a course of study at an educational institution.
Challenges most frequently faced when using OER OEPScotland
This list of challenges most frequently faced when using OER is utilised as part of the OEPS Thinking about Open workshop.
The list originates from the work of the OER Hub into the impact of OER on educators and learners around the world.
This slide deck is part of the reusable pack of "Thinking About Open" workshop content that was developed by Beck Pitt and Bea de los Arcos as part of the Opening Educational Practices in Scotland (OEPS) project.
You can find instructions and suggestions on how to use the slide deck here: http://www.slideshare.net/OEPScotland/thinking-about-open-workshop-instructions
"Thinking About Open is a half-day workshop exploring what openness and open educational practices are. The workshop aims to help instigate discussion at your organisation on how openness could make a difference to your own practices whilst acting as a springboard for further discussion on the practicalities of open practice. The workshop utilises a range of case studies and examples of openness to help facilitate discussion.
This workshop is aimed at anyone with an interest in finding out more about openness and how it can make a difference to their own practice." (Reference: https://oepscotland.org/events/workshops/)
Infographic: Awareness of OER and OEP in HE institutions ScotlandOEPScotland
The Open Educational Practices in Scotland (OEPS) Project conducted a survey to find out about the level of awareness of open educational resources (OER) and open educational practices (OEP) among HE institutions in Scotland. In total 235 valid responses were collected in a five-week period from 19th October 2015 to 23rd November 2015. This infographic highlights some of the findings. If you are interested in reading the full interim report, please visit http://www.slideshare.net/OEPScotland/awareness-of-oer-and-oep-in-scottish-higher-education-institutions-survey-results
Infographic: Awareness of OER and OEP in Colleges in ScotlandOEPScotland
The Open Educational Practices in Scotland (OEPS) Project conducted a survey to find out about the level of awareness of open educational resources (OER) and open educational practices (OEP) among college staff in Scotland. In total 236 valid responses were collected in a seven-week period from February 1st, 2016 to March 20th, 2016. This infographic highlights some of the findings. If you are interested in reading the full interim report, please visit http://www.slideshare.net/OEPScotland/awareness-of-open-educational-resources-oer-and-open-educational-practice-oep-in-scottish-colleges-survey-results
Opening Practice on Participatory Course Production - OEPS OE Global17OEPScotland
Presentation given at OE Global Conference 2017 on 10 March in Cape Town by Anna Page for the Opening Educational Practices in Scotland Project. How can open educational practices be used to enable more learners to benefit from specialist knowledge online in accessible, engaging ways? Opening Educational Practices Project (OEPS) is collaborating with external partners to develop course creation skills they need to deliver their first free, open online courses.
OERRH Data Report 2013-2015: Informal LearnersOER Hub
In 2013 the Hewlett-funded OER Research Hub Project created a bank of survey questions to test eleven hypotheses related to the impact of OER use on teaching and learning. In the two years that followed, a number of bespoke surveys were designed and administered in collaboration with the Flipped Learning Network, Vital Signs, the Community Colleges Consortium for Open Educational Resources, OpenLearn, Saylor Academy, OpenStax, BCcampus, Siyavula, School of Open-P2PU and CoPILOT. Responses from each survey were then combined into a larger dataset to allow for comparison and in-depth examination.
The current report, first in a series of three, presents a frequencies analysis of responses from informal learners, i.e. those learners not registered on a course of study at an educational institution.
Challenges most frequently faced when using OER OEPScotland
This list of challenges most frequently faced when using OER is utilised as part of the OEPS Thinking about Open workshop.
The list originates from the work of the OER Hub into the impact of OER on educators and learners around the world.
This slide deck is part of the reusable pack of "Thinking About Open" workshop content that was developed by Beck Pitt and Bea de los Arcos as part of the Opening Educational Practices in Scotland (OEPS) project.
You can find instructions and suggestions on how to use the slide deck here: http://www.slideshare.net/OEPScotland/thinking-about-open-workshop-instructions
"Thinking About Open is a half-day workshop exploring what openness and open educational practices are. The workshop aims to help instigate discussion at your organisation on how openness could make a difference to your own practices whilst acting as a springboard for further discussion on the practicalities of open practice. The workshop utilises a range of case studies and examples of openness to help facilitate discussion.
This workshop is aimed at anyone with an interest in finding out more about openness and how it can make a difference to their own practice." (Reference: https://oepscotland.org/events/workshops/)
Infographic: Awareness of OER and OEP in HE institutions ScotlandOEPScotland
The Open Educational Practices in Scotland (OEPS) Project conducted a survey to find out about the level of awareness of open educational resources (OER) and open educational practices (OEP) among HE institutions in Scotland. In total 235 valid responses were collected in a five-week period from 19th October 2015 to 23rd November 2015. This infographic highlights some of the findings. If you are interested in reading the full interim report, please visit http://www.slideshare.net/OEPScotland/awareness-of-oer-and-oep-in-scottish-higher-education-institutions-survey-results
Infographic: Awareness of OER and OEP in Colleges in ScotlandOEPScotland
The Open Educational Practices in Scotland (OEPS) Project conducted a survey to find out about the level of awareness of open educational resources (OER) and open educational practices (OEP) among college staff in Scotland. In total 236 valid responses were collected in a seven-week period from February 1st, 2016 to March 20th, 2016. This infographic highlights some of the findings. If you are interested in reading the full interim report, please visit http://www.slideshare.net/OEPScotland/awareness-of-open-educational-resources-oer-and-open-educational-practice-oep-in-scottish-colleges-survey-results
Opening Practice on Participatory Course Production - OEPS OE Global17OEPScotland
Presentation given at OE Global Conference 2017 on 10 March in Cape Town by Anna Page for the Opening Educational Practices in Scotland Project. How can open educational practices be used to enable more learners to benefit from specialist knowledge online in accessible, engaging ways? Opening Educational Practices Project (OEPS) is collaborating with external partners to develop course creation skills they need to deliver their first free, open online courses.
What Do Records Managers Need to Know About Open Source, Open Standards, Open...Cheryl McKinnon
What do records and information managers need to know about the Web's Three Os? Open Source, Open Standards and Open Data? ARMA Ottawa IM Days - Nov 28, 2012
Kineo Moodle & Totara User Group Event (July 2012)Kineo
Presentation slides from Kineo's inaugural Moodle & Totara User Group Event that took place 12th July 2012, at BMA House.
To find out more about Kineo's Learning Management System (LMS) solutions, visit www.kineo.com
Open Source & What It Means For Self-Sovereign Identity (SSI)Evernym
Open source and open standards have been two pillars of self-sovereign identity since the beginning. Only by breaking down barriers to both development and production can we ensure that SSI works for everyone, everywhere.
Openness is also at the core of how Evernym operates, and our motivation for launching Sovrin, subsequently donating Hyperledger Indy to the world, and more recently, open-sourcing our own products.
In this webinar, we covered:
- The importance of open source software, and why it's needed for self-sovereign identity
- The open source tools available today, from Hyperledger Indy and Aries to Evernym's Verity
- What Evernym's open-sourcing of Verity means for developers
- Getting started with either open source or our free Sandbox plan
ExLibris National Library Meeting @ IFLA-Helsinki - Aug 15th 2012Lee Dirks
An invited talk to 40+ directors of national libraries worldwide at the annual ExLibris member meeting at IFLA (Helsinki, Finland) on August 15th, 2012.
The Development of Open Source E-Learning Environments: the Chamilo ExperienceFrederik Questier
F. Questier, The development of Open Source e-learning environments: the Chamilo experience, guest lecture at Beijing Normal University, School of Educational Technology, Beijing, China, 21/10/2010
Six Principles of Software Design to Empower ScientistsDavid De Roure
Keynote talk for Workshop on Managing for Usability:
Challenges and Opportunities for E-Science Project Management, 10-11 April 2008,
OeRC, University of Oxford, UK
Open Source and Open Standards for Information and Records ManagersCheryl McKinnon
Slides from the session "Open source and Open Standards - Next Generation for Enterprise Content Managemetn" - June 1, 2011 ARMA Information Management Symposium in Toronto. Delivered by Cheryl McKinnon, Candy Strategies.
Getting started with open learning workshop notesOEPScotland
These notes are designed to accompany the Getting Started With Open Learning ppt slides. The workshop is aimed at groups of potential learners and at those who advise and support them. The workshop design was used successfully in workplaces and community settings and aims to get participants thinking differently about online learning and the options for peer support and collaborative study.
Using and developing oer workshop notesOEPScotland
These notes accompany a Powerpoint slide deck on Using and developing OER that was created for use with university and college staff universities as part of the Opening Educational Practices in Scotland (OEPS) project which ran from 2014 – 2017. The workshop design was developed by Pete Cannell. It was based on feedback from project partners some of whom had attended the OEPS Thinking About Open Workshop.
These notes and accompanying Powerpoint slide deck were created for use with university and college staff universities as part of the Opening Educational Practices in Scotland (OEPS) project which ran from 2014 – 2017. The workshop design was developed by Pete Cannell. It was based on feedback from project partners some of whom had attended the OEPS Thinking About Open Workshop.
These notes and accompanying Powerpoint slide deck were created for the Learning Design workshops run with third sector organisations, unions, universities and colleges from 2014 to 2017 as part of the Opening Educational Practices in Scotland (OEPS) project; the initial workshop design was developed by Ronald Macintyre and Pete Cannell and refined through successive iterations on the basis of feedback from workshop participants.
The workshop was constructed to enable organisations to think through the issues involved in creating a new openly licensed course. It can also be adapted to help with the process of designing new practice-based initiatives.
These notes and accompanying Powerpoint slide deck were created for the Learning Design workshops run with third sector organisations, unions, universities and colleges from 2014 to 2017 as part of the Opening Educational Practices in Scotland (OEPS) project; the initial workshop design was developed by Ronald Macintyre and Pete Cannell and refined through successive iterations on the basis of feedback from workshop participants.
The workshop was constructed to enable organisations to think through the issues involved in creating a new openly licensed course.
Exploring barriers to participation CALRG (June 2017)OEPScotland
Conference presentation to the 38th Annual CALRG conference on 14th June 2017.
Looks at the barriers to participation in open, online learning.
Draws on action research by the Opening Educational Practices in Scotland project working with HE, third sector, unions and other informal educators.
Open Educational Practice – opportunities for the HE sectorOEPScotland
Presentation for the ELESIG meeting held at the University of Abertay on 25 April 2017 looking at some of the issues that open practice raises for the higher education sector
From OER to OEP – enabling open educational practices via platform development and open course building exemplars. From Labspace to OpenLearn Create. Evolution of OU experimental OER platform to an open course platform for everyone.
Opening practice on participatory course productionOEPScotland
OEPS presentation at OE Global 2017 in Cape Town, 10 March.
How can open educational practices be used to enable more learners to benefit from specialist knowledge online in accessible, engaging ways? Opening Educational Practices in Scotland Project (OEPS) is collaborating with external partners to develop course creation skills they need to deliver their first free, open online courses.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
1. Why OER? An
international perspective
Rory McGreal
UNESCO/COL/ICDE Chair in OER
Edinburgh September 2016
Creative Commons
Attribution 3.0 License
(some images fair dealing)
5. 2025 + 98 million new students
4 universities per week (30k students)
British Council & IDP Australia
How to educate ALL these learners?
The Challenge for the 21st Century
7. “… technology-
enabled, open
provision of
educational
resources for
consultation, use
and adaptation by
a community of
users for non-
commercial
Open Educational Resources (OER)
10. Changing OER•
Mixing – a new resource
•
Adaption – multiple contexts
•
Extraction – remove assets
•
Localisation – change to suit
•
Translation - other language
•
Reuse/Repurpose
10
11. OER’s are Open (Mostly)
•
OERs can be:
– Augmented
– Edited
– Customized
– Aggregated
– Reformatted
– Mashups!
See Scott Leslie’s 10 minute video at
http://www.edtechpost.ca/gems/opened.htm
ASSEMBLE COURSES
11
16. Cost considerations of OER
•
OER are FREE
•
No unnecessary duplication
•
Sharing reduces costs of
development
•
Removes costs of copyright
clearance
•
Engages open communities
16
17. Cost considerations of using
commercial content•
Developing and improving curricula.
•
Ongoing programme and course design
•
Planning of contact sessions with students
•
Development of learning materials
•
Design of effective assessment
BUT OER ARE FREE & ADAPTABLE
17
18. •
student owns nothing, can share
nothing, save nothing, sell nothing
•
subscription ends – ALL ends
•
publishers own student data,
notes, highlights
•
students can’t transfer data
Commercial Learning Service
or Rent-a-book
18
19. US Version per month
+20 000 movies $ 7.99
+45 000 TV shows $ 7.99
+15 000 000 songs $ 9.99
TOTAL $25.97
ONE Biology text $20.25
-David Wiley
19
30. Who’s really losing?
Any obstacle that makes a
record harder to listen to is
bad news for the artist that
made it
Sony Rootkit
31. DRM (Digital Rights Management)
You CANNOT
•
Copy & paste, annotate, highlight
•
Text to speech
•
Format change
•
Move material
•
Print out
•
Move geographically
•
Use after expiry date
•
Resell
32. DRM software needs deep
permissions into the
operating system
DRM can stop normal
operating system functions.
40. Digital Licenses
•
Copy & paste, annotate, highlight
•
Text to speech or hyperlink
•
Format change
•
Move material to another computer
•
Print out
•
Move geographically
•
Use after expiry date
•
Resell
•
Prohibited to show your content to others
•
Must accept that you have NO rights
•
Owners have NO liability even if product doesn’t work
•
Owners can “invade” your computer without permission
•
Collect & use personal data
•
User has a “privilege” to use the product not own it
41.
42. Open ETextbooks
•
Copy & paste, annotate, highlight √
•
Text to speech or hyperlink √
•
Format change √
•
Move material to other computer √
•
Print out √
•
Move geographically √
•
No expiry date √
•
Reuse/Remix/Mash √
•
Retain privacy and digital rights √√Essential for E-learning implementations
43. Microchip's authorized representatives will have the right to
reasonably inspect,announced or unannounced and in its
sole and absolute discretion, Licensee's premises and to audit
Licensee's records and inventory of Licensee's use of the
Software, whether located on Licensees premises or
elsewhere, at any time
45. Access Rights?
Vendors can control how, when,
where, and with what specific
brands of technological
assistance audiences are able to
access content
You buy but you don’t get
46. US Version
per month
+20 000 movies $
7.99
+45 000 TV shows $
7.99
+15 000 000 songs $
9.99
TOTAL
$25.97
-David Wiley
47. •
student owns nothing, can share
nothing, save nothing, sell nothing
•
subscription ends – ALL ends
•
publishers own student data,
notes, highlights
•
students can’t transfer data
Commercial Learning Service
or Rent-a-book
48. The Post-Ownership Society
We all just “share” and “rent” on the powerful
platforms of Silicon Valley billionaires; this is far
from a satisfactory alternative
50. When you subscribe to
content through a digital
service, the publisher
achieves complete and
perfect control over you
and your use of their
content
-- David Wiley
Attack on Personal Property
53. Rory McGreal
Canada
Fred Mulder
Netherlands
UNESCO Chairholders
in OER Partners
Creative Commons
Attribution 3.0 License
(some images fair use)
Wayne Mackintosh
New Zealand
Tel Amiel
Brazil
Maria S. Ramirez
Mexico
Mitja
Jermol
Slovenia
Martin Weller
UK
59. 2008: CCK08
Stephen Downes, George Siemens
The First Massive Open Online Course (MOOC)
http://ltc.umanitoba.ca/wiki/Connectivism_2008
G. Siemens
62
62. •
Learners who access OER and
acquire knowledge/skills cannot
have their learning assessed and
accredited
•
OER Pathways
•
+30 institutions/orgs on 5
continents
68. •
“Affordability in the
future may be the first
requirement not an
afterthought.” Whitesides (2011)
The race may not be to the
swift, but to the cheap
70. 75
“Every day, computers are making
people easier to use”
< innovation always produces hostility among
those who prosper in old paradigms>
changing
Cristóbal.Cobo
你知道一切都在变化
71. The restriction of the commons by
patents, copyright, and databases
[right] is not in the interests of
society and unduly hampers
scientific endeavour.
72. Papal Encyclical
“On the part of rich countries
there is excessive zeal for
protecting knowledge through
an unduly rigid assertion of the
right to intellectual
property . . .”
- Pope Benedict XVI
73. Papal Encyclical
“On the part of rich countries there
is excessive zeal for protecting
knowledge through an unduly rigid
assertion of the right to intellectual
property . . .”
- Pope Benedict XVI
God is on our side
educational resources (including curriculum maps, course materials, textbooks, streaming videos, multimedia applications, podcasts, and any other materials that have been designed for use in teaching and learning) that are openly available for use by educators and students, without an accompanying need to pay royalties or licence fees.
http://www.dawnmwilliams.com/curriculummapping02.jpg
http://t1.gstatic.com/images?q=tbn:ANd9GcSe55NASKLs9sxsKSzFw5cfTF6-i2ZbjXPLReBTxdxGsIq1j3dQrg
http://blog.kaltura.org/wp-content/uploads/2012/10/Kaltura-Education-Video-Solutions-Source2.jpg
http://t3.gstatic.com/images?q=tbn:ANd9GcTTTSLVz7NYDJHBw9djQptGtgh_gXyJ-8Rp2OsrOBXOqGwKxYwg
http://tux4kids.alioth.debian.org/
there is only one key differentiator between an OER and any other educational resource: its licence. Thus, an OER is simply an educational resource that incorporates a licence that facilitates reuse, and potentially adaptation, without first requesting permission from the copyright holder.
Waldron, J. (1993). From authors to copiers: Individual rights and social values in intellectual property. Chicago-Kent Law Review, 68, 841 -847.
May, C. (2010). The global political economy of itellectual property rights: The new enclosures (2nd ed.). New York: Routledge.
http://geekandpoke.typepad.com/geekandpoke/images/2008/01/05/20model.jpg
‘magic words’ fine print in contractual ‘license agreements,’” so you don’t buy software, you only license it.
This restricts resale
Sherwin Siy, Public Knowledge : “What’s at stake in this case is the ability of consumers actually to own the things they pay for.”
Vendors have complete control over every aspect of a work’s use
everything is copyright infringement. (buying and selling used books or CDs, or even software,
There is the threat of massive fines or possible criminal charges.
Canadian copyright to not only including &quot;moral rights&quot; and &quot;mass-copying rights&quot; (commercial uses of copyrighted works), but now to &quot;access rights&quot; where copyright holders are presumed to be able to control how, when, and with what specific brands of technological assistance audiences are able to access copyrighted material.
I strongly believe we should be going the opposite direction, mandating that copyright not be allowed to be abused to dictate to audiences any aspect of their own personal technology choices. I believe that any &apos;hardware assist&apos; for communications, whether it be eye-glasses, VCR&apos;s, or personal computers, must be under the control of the citizen and not a third party.
http://openuniversitycourses.org/wp-content/uploads/2012/04/Open-University-Courses.png
We think there is opportunity (and accompanying challenge) for educational institutions to be early adopters of low cost and no-frills model to avoid the ongoing spiral of increased costs coupled with decreased government funding and increasing student resistance and incapacity to pay high tuition fees. To make such a transition challenges many of the traditional ideals and systems of higher education institutions based on pre-net ideals and technologies. Many will fail to adapt and go out of business; some may continue serving an elite that can afford the high costs.
The open universities have a particular challenge and opportunity to embrace these disruptive technologies and pedagogies as these initiatives speak directly to their mandate of increasing access. If both public campuses and online systems do not adapt and move to exploit these network affordances, then it leaves a tremendous opportunity that can be filled by private, for profit entrepreneurs. Whitesides (2011) tells that the race may not be to the swift, but to the cheap, noting that &quot;affordability in the future may be the first requirement not an afterthought.&quot;
The race may not be to the swift, but to the cheap
http://pubs.acs.org/cen/_img/85/i13/8513cov2_friedmancxd.jpg
We think there is opportunity (and accompanying challenge) for educational institutions to be early adopters of low cost and no-frills model to avoid the ongoing spiral of increased costs coupled with decreased government funding and increasing student resistance and incapacity to pay high tuition fees. To make such a transition challenges many of the traditional ideals and systems of higher education institutions based on pre-net ideals and technologies. Many will fail to adapt and go out of business; some may continue serving an elite that can afford the high costs.
The open universities have a particular challenge and opportunity to embrace these disruptive technologies and pedagogies as these initiatives speak directly to their mandate of increasing access. If both public campuses and online systems do not adapt and move to exploit these network affordances, then it leaves a tremendous opportunity that can be filled by private, for profit entrepreneurs. Whitesides (2011) tells that the race may not be to the swift, but to the cheap, noting that &quot;affordability in the future may be the first requirement not an afterthought.&quot;
The changes are happening very rapidly and are very worrisome. But do not be alarmed. If you are not confused, you do not understand what is happening. When the world is confusing, confusion is an understandable feeling. In the present situation,people who know exactly what they are doing are very dangerous. They are either charlatans or fools.
http://www.keionline.org/blogs/2009/07/07/pope-ipr/
“Encyclical Letter Caritas In Veritate Of The Supreme Pontiff Benedict XVI To The Bishops Priests And Deacons Men And Women Religious The Lay Faithful And All People Of Good Will On Integral Human Development In Charity And Truth,” June 29, 2009. http://www.vatican.va/holy_father/benedict_xvi/encyclicals/documents/hf_ben-xvi_enc_20090629_caritas-in-veritate_en.html
http://www.keionline.org/blogs/2009/07/07/pope-ipr/
“Encyclical Letter Caritas In Veritate Of The Supreme Pontiff Benedict XVI To The Bishops Priests And Deacons Men And Women Religious The Lay Faithful And All People Of Good Will On Integral Human Development In Charity And Truth,” June 29, 2009. http://www.vatican.va/holy_father/benedict_xvi/encyclicals/documents/hf_ben-xvi_enc_20090629_caritas-in-veritate_en.html
To conclude, there is a story that if you put a frog in cold water and slowly heat it up, he won’t jump out even when the water is boiling. By this time, his legs are cooked and he cannot jump. The new technology is like that bubbling all around us. At some point, we have to jump or we are cooked!