3.  Assume a world where teachers and learners have free
access to high-quality educational resources, independent of
their location.
 Assume further that many of these resources are
collaborative produced, and localized and adjusted for the
learner’s specific needs and context.
 Assume that the cost of producing and maintaining these
resources would be distributed across a large number of
actors and countries.
 Assume further that the costs were declining rapidly and, for
practical purposes, could be considered to be negligible.

4. It will become possible in a scale that will
radically change the ways in which we learn
and create knowledge.

5. “My view is that in the open-access
movement, we are seeing the early emergence
of a meta-university — a
transcendent, accessible, empowering, dynami
c, communally constructed framework of open
materials and platforms on which much of
higher education worldwide can be constructed
or enhanced. The Internet and the Web will
provide the communication infrastructure, and
the open-access movement and its derivatives
will provide much of the knowledge and
information infrastructure.”

6.  “Learning resources - courseware, content
modules, learning objects, learner-support and
assessment tools, online learning communities
 Resources to support teachers - tools for
teachers and support materials to enable them
to create, adapt, and use OER, as well as training
materials for teachers and other teaching tools
 Resources to assure the quality of education and
educational practices.”

7.  New technologies, such as computer-
based simulations and
games, networked collaboration
platforms, portable audio and video
devices, and massively distributed
content creation and learning
management systems will enable
new learning practices.
 Cognitive technologies will be used to
repair defects in learning styles and to
compensate the effects of aging.

8.  Skype, the free internet voice
telephony service has now over 100
million users.
 The peer-produced encyclopedia
Wikipedia has now over 5 million
articles in over 100 languages.
 The free YouTube video sharing
system has in one year grown its
user base to about 60 million daily
users, and it serves now over 100
million video-clips every day.

9.  The open source model requires that open source
systems are freely available, without separate license
contracts or fees.
 Open source development can produce high-quality
systems that rapidly incorporate innovative ideas and
useful functionality.
 Open source licenses and the availability of source
code make it possible for users to modify the system to
the specific needs of the user.
 The open source development model seems to be a
very effective learning model.

10.  Free software is a matter of the users’
freedom to
run, copy, distribute, study, change and
improve the software.
 Freedom to:
 Use
 Contribute
 Share

13.  ELF is an international effort to develop a service-
oriented approach to the development and integration
of computer systems in the sphere of learning, research
and education administration.
 It tries to provide a technical framework where different
elements of a learning system can be described and
developed.
 ELF uses a service-oriented approach in describing
system elements and their interactions.
 The service-oriented approach is now widely used to
create web-based applications and Service Oriented
Architectures (SOA’s), and it underlies also the O.K.I.
architecture.

15.  Reusable competency and educational objective
definitions
 Other IMS content packages
 Learning designs that define specific pedagogical
models and the ways in which resources are used
in them
 Information packages about specific learners
 Meta-data
 Interoperable question and test packages
 Vocabulary definitions
 Resource lists

16. Economic and policy view “anything that requires investment and produces services over time”
Structuration theory “transformative capacity through which power over material and social
world is exercised”
W3C and IETF “anything that can be pointed with a Universal Resource Identifier
(URI)”
IMS IAF “any digital entity that can be accessed via URI, including competency
and education objective definitions; content packages; learning designs;
learner information packages; meta-data; question and test packages;
vocabularies; resource lists.”
SIF “instructional services; student information services; library systems;
grade book; food services; transportation & geographic information
services; data analysis and reporting; network account management;
human resources & financial management; voice telephony”
Teacher view “anything that can be used to organize and support learning
experiences”
Learner view “anything that can be mobilized or drawn on to support learning,
including prepared course material, notes, information sources, peers,
experts, and unintended resources.”

19.  Enable development of individual or social capabilities
for understanding and acting
 Can be enjoyed without restricting the possibilities of
others to enjoy them
 Provide non-discriminatory access to information and
knowledge about the resource
 Generate services that can be enjoyed by anyone with
sufficient non-discriminatory capabilities
 Can be contributed to by anyone, without restrictions
that exceed the norms of open science

21.  The World OER Congress held at UNESCO, Paris on 20-22
June 2012.
 The Universal Declaration of Human Rights (Article
26.1), which states that: “Everyone has the right to
education”.
 The International Covenant on Economic, Social and Cultural
Rights (Article 13.1), which recognizes “the right of everyone
to education”.
 The 1971 Berne Convention for the Protection of Literary and
Artistic Works and the 1996 WIPO Copyright Treaty.
 The Millennium Declaration and the 2000 Dakar Framework
for Action, which made global commitments to provide
quality basic education for all children, youth and adults.

22.  The 2003 World Summit on the Information
Society, Declaration of Principles, committing
“to build a people centred, inclusive and
development-oriented Information Society
where everyone can create, access, utilize and
share information and knowledge”.
 The 2003 UNESCO Recommendation
concerning the Promotion and Use of
Multilingualism and Universal Access to
Cyberspace;

23.  The 2005 UNESCO Convention on the Protection and
Promotion of the Diversity of Cultural Expression, which
states that: “Equitable access to a rich and diversified range
of cultural expressions from all over the world and access of
cultures to the means of expressions and dissemination
constitute important elements for enhancing cultural
diversity and encouraging mutual understanding”;
 The 2006 Convention on the Rights of People with Disabilities
(Article 24), which recognises the rights of persons with
disabilities to education;
 The declarations of the six International Conference on
Adult Education (CONFINTEA) Conferences emphasising the
fundamental role of Adult Learning and Education.

24.  Coined at UNESCO’s 2002 Forum on Open
Courseware and designates teaching, learning and
research materials in any medium, digital or
otherwise, that reside in the public domain or have
been released under an open license that permits no-
cost access, use, adaptation and redistribution by
others with no or limited restrictions.
 Open licensing is built within the existing framework
of intellectual property rights as defined by relevant
international conventions and respects the authorship
of the work.

25.  2007 Cape Town Open Education Declaration.
 the 2009 Dakar Declaration on Open
Educational Resources.
 the 2011 Commonwealth of Learning and
UNESCO Guidelines on Open Educational
Resources in Higher Education.
 Noting that Open Educational Resources
(OER) promote the aims of the international
statements quoted above.

26.  Foster awareness and use of OER.
 Facilitate enabling environments for use of
Information and Communications Technologies
(ICT).
 Reinforce the development of strategies and
policies on OER.
 Promote the understanding and use of open
licensing frameworks.
 Support capacity building for the sustainable
development of quality learning materials.

27.  Foster strategic alliances for OER.
 Encourage the development and adaptation
of OER in a variety of languages and cultural
contexts.
 Encourage research on OER.
 Facilitate finding, retrieving and sharing of
OER.
 Encourage the open licensing of educational
materials produced with public funds.

28.  The Open Educational Resource (OER) university is a virtual
collaboration of like-minded institutions committed to
creating flexible pathways for OER learners to gain formal
academic credit.
 The OER university aims to provide free learning to all
students worldwide using OER learning materials with
pathways to gain credible qualifications from recognised
education institutions. It is rooted in the community service
and outreach mission to develop a parallel learning universe
to augment and add value to traditional delivery systems in
post-secondary education.
 Through the community service mission of participating
institutions we will open pathways for OER learners to earn
formal academic credit and pay reduced fees for
assessment and credit.

29. Directed by the core principles of engagement the OER
university collaboration:
 Will design and implement a parallel learning universe to
provide free learning opportunities for all students worldwide
with pathways to earn credible post-secondary credentials.
 Offer courses and programs based solely on OER and open
textbooks.
 Design and implement scalable pedagogies appropriate for
the OER university concept.
 Will implement scalable systems of volunteer student
support through community service learning approaches.
 Coordinate assessment and credentialising services on a cost
recovery basis for participating education institutions to
ensure credible qualifications and corresponding course
articulation among anchor partners.

31.  In 2002 the Education Program of the Hewlett Foundation
introduced a major component into its strategic plan
Using Information Technology to Increase Access to High-
Quality Educational Content.
 Hewlett program officers were motivated to initiate the
component after thoroughly examining content for K
through 12 and post-secondary levels and finding it
“alarmingly disappointing.”
 In 1992, when the World Wide Web was launched, open
information resources rapidly became freely
available, although they were of widely varying quality.

32.  Educational institutions and publishers, lack of quality
assurance for the content, and information overload
also impeded the educational impact.
 During the 1990s, the funding for information
technology in education primarily emphasized access
to computers and Internet connection and the basic
literacy for their use.
 The intent of this new Hewlett Foundation program
component was to catalyze universal access to and
use of high-quality academic content on a global
scale.

36.  In February 2005, the first meeting of the
OpenCourseWare Consortium was held at MIT.
 Extend the reach and impact of open courseware
by encouraging the adoption and adaptation of
open educational materials around the world.
 Foster the development of additional open
courseware projects.
 Ensure the long-term sustainability of open
courseware projects by identifying ways to
improve effectiveness and reduce costs.

44.  Perhaps without thinking about it in these
terms, Hewlett has in fact been nurturing the
creation of infrastructure in the OER
initiative.
 There is a substantial body of
literature, experience, and academic
expertise that could assist is creating a
principled approach to the OPLI initiative.

45.  Infrastructure for Knowledge and Innovation
 Designing the Virtual Organization
 Technology-Enabled Knowledge
 The Ecology and Design of “Open”
 Between Public and Private: Bridges, Fences, and
New Terrain
 Pooling and Integration
 Architecting the Knowledge Commons
 Standards Development under Pressure
 Aligning Patents and Knowledge

46.  Extensible
 Remixable
 Repurposable
 Service-oriented
 Multi-lingual
 Incremental and architecturally light at its roots
 Interchange on demand
 Human-centered and socio-technical in nature
 Support a spectrum of openness
 Support for collaborative learning in multi-role, hybrid
groups
 Highly and smartly instrumented

47. Thank you !
Email: mmpant@gmail.com
Website: www.mmpant.net
http://mmpant.wordpress.com/