This document discusses applying principles of open source software development to the creation of open educational resources (OERs). It uses the development of the OER Handbook on WikiEducator as a case study. The author draws parallels between OER development and open source software development processes like having alpha/beta releases, issue tracking, and considering future editions. The author argues that using these open source development models provides benefits for OER projects like conveying that materials are constantly evolving and allowing for flexibility through versions and remixing.
OpenLearn is the open educational resources initiative of the UK's Open University. It was launched in 2006 with $10 million in funding from the Hewlett Foundation to provide free access to 5% of the university's course content online. OpenLearn uses the Moodle learning platform and provides content in both a LearningSpace for individual learners and a LabSpace for educators to experiment with resources. It has over 4,000 study hours of content across various subjects and levels and enables peer learning and user-generated content through Web 2.0 tools.
This document introduces open educational resources (OER). It defines OER as educational materials that can be freely shared, adapted, and reused. It discusses how OER are enabled by changes in philosophy around openness, the affordances of the Internet, alternative copyright licensing like Creative Commons, and various financial models. Examples of OER repositories, textbooks, videos and courses are provided. The benefits of OER in terms of access, collaboration and new opportunities are highlighted.
The document summarizes how SLOODLE tools were used to support teaching and learning with Second Life across two different classes at the University of the West of Scotland. In one class, Second Life was a core part of the course, while in the other class it was only briefly used. SLOODLE tools allowed students in both classes to collaborate online, present work in Second Life without extensive technical skills, and engage in virtual activities like field trips. The summary provides an overview of how SLOODLE supported different aspects of the two courses like group work, lectures, and student presentations.
The document provides information on open educational resources (OER) programs and initiatives, including:
1. The aims and objectives of the UK Open Educational Resources (OER) pilot program from 2009-2010 and phase 2 from 2010-2011 which funded projects to expand OER availability and understand their benefits.
2. Key OER initiatives from around the world like Jorum, OpenLearn, MERLOT, Connexions, and MIT OpenCourseWare.
3. Benefits of OER for teaching and learning as well as students' experiences.
4. Considerations around intellectual property rights, copyright, and using Creative Commons licenses when creating and sharing OER.
5.
Open Educational Resources - Production WorkshopMonge Tlaka
The document discusses plans for an Open Educational Resources (OER) workshop at the University of Ghana. It outlines the workshop objectives of exploring OER concepts and their potential to address teaching needs at the university. It also discusses assessing OER project requirements and understanding how openly licensed eLearning resources are produced while considering copyright issues. The workshop aims to develop a recommended plan for allocating resources to OER materials production.
Here are some examples of countries involved in open educational resources (OERs) across the world:
- United States: MIT Open Courseware Project, Rice University Connexions
- France: ParisTech OCW Project
- China: China Open Resources for Education consortium involving over 222 universities
- Africa: OER Africa initiative supported by UNESCO
- India: MORIL (Masters of Rules, India and Law) Project
- Multiple countries: Open educational practices and policies supported by UNESCO and its virtual university
Libraries as Motion Video: Setting up an in-house studio, getting visual & ex...Bernadette Daly Swanson
Libraries as Motion Video: Setting up an in-house studio, getting visual & extending skill-sets into new environments.
Created for the 3.5 hour Engage Workshop during pre-conference for CARL (California Academic & Research Libraries Conference), April 8-10, 2010, Sacramento, CA.
PDF of the paper from CARL proceedings:
http://carl-acrl.org/Archives/ConferencesArchive/Conference10/2010proceedings/BernadetteDalySwanson.pdf
Accompanying video used during workshop:
http://www.youtube.com/watch?v=hktUGfpLhTw&hd=1
Library Video Channel:
http://www.youtube.com/user/libraryvideochannel
Presenters: Bernadette Daly Swanson & Meredith Saba, UC Davis
Photo credits: many images purchased from http://www.istockphoto.com - istockphoto, Bernadette Daly Swanson, Wikipedia, with screen captures from Second Life® and YouTube, assorted Library websites.
Open Educational Resources in EAP: Cross Pollination from the Open Access & O...Alannah Fitzgerald
Presented by Alannah Fitzgerald at the BALEAP 2011 Conference, Portsmouth UK
Featuring:
Open Practices & Open Networks
Defining Open Educational Resources (OER)
Open Tools & Open Content
Concordancing Web Corpora
Open Repositories
Locating & Evaluating OER for EAP
Open Licensing & Intellectual Property Rights
Licensing Scenarios
OpenLearn is the open educational resources initiative of the UK's Open University. It was launched in 2006 with $10 million in funding from the Hewlett Foundation to provide free access to 5% of the university's course content online. OpenLearn uses the Moodle learning platform and provides content in both a LearningSpace for individual learners and a LabSpace for educators to experiment with resources. It has over 4,000 study hours of content across various subjects and levels and enables peer learning and user-generated content through Web 2.0 tools.
This document introduces open educational resources (OER). It defines OER as educational materials that can be freely shared, adapted, and reused. It discusses how OER are enabled by changes in philosophy around openness, the affordances of the Internet, alternative copyright licensing like Creative Commons, and various financial models. Examples of OER repositories, textbooks, videos and courses are provided. The benefits of OER in terms of access, collaboration and new opportunities are highlighted.
The document summarizes how SLOODLE tools were used to support teaching and learning with Second Life across two different classes at the University of the West of Scotland. In one class, Second Life was a core part of the course, while in the other class it was only briefly used. SLOODLE tools allowed students in both classes to collaborate online, present work in Second Life without extensive technical skills, and engage in virtual activities like field trips. The summary provides an overview of how SLOODLE supported different aspects of the two courses like group work, lectures, and student presentations.
The document provides information on open educational resources (OER) programs and initiatives, including:
1. The aims and objectives of the UK Open Educational Resources (OER) pilot program from 2009-2010 and phase 2 from 2010-2011 which funded projects to expand OER availability and understand their benefits.
2. Key OER initiatives from around the world like Jorum, OpenLearn, MERLOT, Connexions, and MIT OpenCourseWare.
3. Benefits of OER for teaching and learning as well as students' experiences.
4. Considerations around intellectual property rights, copyright, and using Creative Commons licenses when creating and sharing OER.
5.
Open Educational Resources - Production WorkshopMonge Tlaka
The document discusses plans for an Open Educational Resources (OER) workshop at the University of Ghana. It outlines the workshop objectives of exploring OER concepts and their potential to address teaching needs at the university. It also discusses assessing OER project requirements and understanding how openly licensed eLearning resources are produced while considering copyright issues. The workshop aims to develop a recommended plan for allocating resources to OER materials production.
Here are some examples of countries involved in open educational resources (OERs) across the world:
- United States: MIT Open Courseware Project, Rice University Connexions
- France: ParisTech OCW Project
- China: China Open Resources for Education consortium involving over 222 universities
- Africa: OER Africa initiative supported by UNESCO
- India: MORIL (Masters of Rules, India and Law) Project
- Multiple countries: Open educational practices and policies supported by UNESCO and its virtual university
Libraries as Motion Video: Setting up an in-house studio, getting visual & ex...Bernadette Daly Swanson
Libraries as Motion Video: Setting up an in-house studio, getting visual & extending skill-sets into new environments.
Created for the 3.5 hour Engage Workshop during pre-conference for CARL (California Academic & Research Libraries Conference), April 8-10, 2010, Sacramento, CA.
PDF of the paper from CARL proceedings:
http://carl-acrl.org/Archives/ConferencesArchive/Conference10/2010proceedings/BernadetteDalySwanson.pdf
Accompanying video used during workshop:
http://www.youtube.com/watch?v=hktUGfpLhTw&hd=1
Library Video Channel:
http://www.youtube.com/user/libraryvideochannel
Presenters: Bernadette Daly Swanson & Meredith Saba, UC Davis
Photo credits: many images purchased from http://www.istockphoto.com - istockphoto, Bernadette Daly Swanson, Wikipedia, with screen captures from Second Life® and YouTube, assorted Library websites.
Open Educational Resources in EAP: Cross Pollination from the Open Access & O...Alannah Fitzgerald
Presented by Alannah Fitzgerald at the BALEAP 2011 Conference, Portsmouth UK
Featuring:
Open Practices & Open Networks
Defining Open Educational Resources (OER)
Open Tools & Open Content
Concordancing Web Corpora
Open Repositories
Locating & Evaluating OER for EAP
Open Licensing & Intellectual Property Rights
Licensing Scenarios
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
The document summarizes the Michigan Education through Learning Objects (MELO) project which aims to improve education by integrating open learning objects into undergraduate courses across multiple disciplines at the University of Michigan. Over three years, graduate students were trained to evaluate, design, and integrate quality course-specific learning objects while disseminating materials openly online. Evaluation of the project found that learning objects positively impacted student achievement, especially for lower performing students, and that students and instructors generally found learning objects to be helpful resources. Analytics of learning object usage provided additional insights into how to best support student learning.
Beyond Open Access: OER - Open Access Week 2009Garin Fons
You have questions about how to open your content. Open.Michigan has solutions to help you share your materials openly and connect yourself to a global learning community.
This document provides an overview of a training on using openly licensed educational resources. The training introduces open education and Creative Commons licenses, teaches how to find and incorporate open resources into projects, and provides guidance on assessing existing works and publishing them with open licenses. Participants will learn to recognize copyrighted material, understand open educational practices, and clear and publish open educational resources.
The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them in the classroom. Blogs allow for diary entries, reactions to class topics, and interaction between students. Wikis enable collaborative writing and provide a non-linear structure. Podcasts make audio files accessible for listening and language practice. The document explores advantages and considerations for using each tool and provides example platforms.
Training to Marketing and Communications members of MICHR and Medical research at the University of Michigan. Topics covered: how we share today, shared interests between African Health OER Network/Open.Michigan and MICHR, how to use Creative Commons licenses and upload content to SlideShare.
This document defines and discusses open education resources including Creative Commons licenses, open courseware, and WikiEducator. It provides the following information:
Creative Commons licenses allow varying levels of reuse and remixing of creative works while providing attribution to the original creator. Open courseware like MIT's makes educational content freely available online, such as lecture materials without providing a full education. WikiEducator is an online community for collaboratively developing open educational resources and sharing educational content and projects.
Web 2.0 Tools to Enhance Education - Presented by Brian J King on 4 December ...Brian King
This document is a presentation by Brian J. King about using Web 2.0 tools to enhance education. It defines Web 1.0 and Web 2.0, describes various Web 2.0 technologies like social bookmarking, calendaring, image sharing, wikis, video sharing, blogs, file sharing, and more. It discusses how these tools can create personalized learning environments for students and force educators to alter how they approach technology, content delivery, and student empowerment. The presentation provides examples of using specific Web 2.0 tools in education and encourages audience discussion and brainstorming.
Perspectives on project based teaching and “blended learning” to develop ethi...eLearning Papers
Author: Per Arne Godejord.
This paper describes a unique educational project that is being implemented in the undergraduate study of Computer Science and Teacher Education. Since 2002, Norway’s Nesna University College has been using the example of sexual abuse of children in the teaching of Social Informatics, and in the distance education course “ICT and Learning”.
Microtraining as a support mechanism for informal learningeLearning Papers
Authors: Pieter De Vries, Lecturer, Stefan Brall.
Most companies are confronted with fast changing learning demands and the need of new concepts. Companies very much overestimate and overinvest in formal training programs, while missing out the opportunities to foster more natural and informal learning processes. For informal learning to flourish it is crucial to develop flexible mechanisms which support this kind of learning, while avoiding the drawbacks that coincide with informality.
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
Authors: Amaury Daele, Nathalie Deschryver, Dorel Gorga, Manfred Künzel.
This paper addresses the issue of knowledge management and learning within Communities of Practice (CoPs). This issue is particularly challenging at a time of global elearning and implementation and development of CoPs within public or private organisations.
Authors: Claudio Delrio, Thomas Fischer.
For a long time, the evolution of industrial society has been represented in terms of growing functional differentiation between different social spheres. According to this paradigm, the more a social phenomenon is developing, the more it moves from an undifferentiated nature to its differentiation into different social spheres or systems, assuming different functions in each of these.
Migrations and the Net: new virtual spaces to build a cultural identityeLearning Papers
Author: Linda J. Castañeda, Paz Prendes, Francisco Martínez-Sánchez.
This paper presents some of the reflections, projects and results around the topics of multiculturalism and migration attained by the Educational Technology Research Group at the University of Murcia, some of them integrated in the Interuniversity Cooperation programmes promoted by the Spanish Agency for International Cooperation (AECI).
Universities and Web 2.0: Institutional challengeseLearning Papers
Author: Juan Freire.
The irruption of the Web 2.0 internet in universities does not modify only learning models - organizative models are also challenged, creating important fears among the managers of the institutions. Teachers, researchers and students started some years ago to use social software tools, but in few cases these experiences have allowed any scaling from the individual to the institutional level.
Authors: Mollie Dickenson, Mike Pedler, John Burgoyne.
Whilst there is extensive and growing literature in online and networked learning (e.g. McConnell, 2000) and in research and practice on face-to-face (f2f) action learning (AL) (Pedler et al, 2005), there appears to be very little reported or anecdotal evidence of the virtual variety.
Designing e-tivities to increase learning-to-learn abilitieseLearning Papers
Authors: Maria Elisabetta Cigognini, Maria Chiara Pettenati.
In this paper we present a detailed set of e-tivities framed in a learning design context. The e-tivities use Internet tools for teaching Personal Knowledge Management skills (PKM) to adult learners.
Typologies of learning design and the introduction of a “ld type 2” case exampleeLearning Papers
Author: Eva Dobozy
This paper explores the need for greater clarity in the conceptualisation of Learning Design (LD). Building on Cameron’s (2010) work, a three-tiered LD architecture is introduced. It is argued that this conceptualisation is needed in order to advance the emerging field of LD as applied to education research.
A socio-cultural perspective of creativity for the design of educational envi...eLearning Papers
Authors: Françoise Decortis,Laura Lentini.
Creativity has long been a topic of interest and a subject of study for psychologists, who analyse it from several perspectives. From the cognitive perspective, researchers attempt to identity the specific processes and structures which contribute to creative acts, whilst from the socio-cultural perspective they try to demonstrate that artistic innovations emerge from joint thinking and exchanges among people. According to the latter, creativity indeed does not happen only inside our heads: the interaction between people's thoughts and a socio-cultural context is fundamental.
New Perspectives on Integrating Social Networking and Internet Communications...eLearning Papers
Author: José Gómez Galán
In this paper, several issues in Educational Technology are examined, including those related to the current concern about ICT integration in educational and social contexts, the basis for a reform in education and redirection of the instructional processes.
Discovering the Digital World Together, Safely and Critically eLearning Papers
Author: Maija Katkovska
Within the framework of the Safer Internet Program, Latvia organized a Safer Internet Day to bring parents, teachers and young people together to discover the digital world safely. According to current findings, safely means critically, because digital literacy skills are strongly linked to the ability to perform a critical evaluation of online content, which is automatically related to personal safety online.
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
The document summarizes the Michigan Education through Learning Objects (MELO) project which aims to improve education by integrating open learning objects into undergraduate courses across multiple disciplines at the University of Michigan. Over three years, graduate students were trained to evaluate, design, and integrate quality course-specific learning objects while disseminating materials openly online. Evaluation of the project found that learning objects positively impacted student achievement, especially for lower performing students, and that students and instructors generally found learning objects to be helpful resources. Analytics of learning object usage provided additional insights into how to best support student learning.
Beyond Open Access: OER - Open Access Week 2009Garin Fons
You have questions about how to open your content. Open.Michigan has solutions to help you share your materials openly and connect yourself to a global learning community.
This document provides an overview of a training on using openly licensed educational resources. The training introduces open education and Creative Commons licenses, teaches how to find and incorporate open resources into projects, and provides guidance on assessing existing works and publishing them with open licenses. Participants will learn to recognize copyrighted material, understand open educational practices, and clear and publish open educational resources.
The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them in the classroom. Blogs allow for diary entries, reactions to class topics, and interaction between students. Wikis enable collaborative writing and provide a non-linear structure. Podcasts make audio files accessible for listening and language practice. The document explores advantages and considerations for using each tool and provides example platforms.
Training to Marketing and Communications members of MICHR and Medical research at the University of Michigan. Topics covered: how we share today, shared interests between African Health OER Network/Open.Michigan and MICHR, how to use Creative Commons licenses and upload content to SlideShare.
This document defines and discusses open education resources including Creative Commons licenses, open courseware, and WikiEducator. It provides the following information:
Creative Commons licenses allow varying levels of reuse and remixing of creative works while providing attribution to the original creator. Open courseware like MIT's makes educational content freely available online, such as lecture materials without providing a full education. WikiEducator is an online community for collaboratively developing open educational resources and sharing educational content and projects.
Web 2.0 Tools to Enhance Education - Presented by Brian J King on 4 December ...Brian King
This document is a presentation by Brian J. King about using Web 2.0 tools to enhance education. It defines Web 1.0 and Web 2.0, describes various Web 2.0 technologies like social bookmarking, calendaring, image sharing, wikis, video sharing, blogs, file sharing, and more. It discusses how these tools can create personalized learning environments for students and force educators to alter how they approach technology, content delivery, and student empowerment. The presentation provides examples of using specific Web 2.0 tools in education and encourages audience discussion and brainstorming.
Perspectives on project based teaching and “blended learning” to develop ethi...eLearning Papers
Author: Per Arne Godejord.
This paper describes a unique educational project that is being implemented in the undergraduate study of Computer Science and Teacher Education. Since 2002, Norway’s Nesna University College has been using the example of sexual abuse of children in the teaching of Social Informatics, and in the distance education course “ICT and Learning”.
Microtraining as a support mechanism for informal learningeLearning Papers
Authors: Pieter De Vries, Lecturer, Stefan Brall.
Most companies are confronted with fast changing learning demands and the need of new concepts. Companies very much overestimate and overinvest in formal training programs, while missing out the opportunities to foster more natural and informal learning processes. For informal learning to flourish it is crucial to develop flexible mechanisms which support this kind of learning, while avoiding the drawbacks that coincide with informality.
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
Authors: Amaury Daele, Nathalie Deschryver, Dorel Gorga, Manfred Künzel.
This paper addresses the issue of knowledge management and learning within Communities of Practice (CoPs). This issue is particularly challenging at a time of global elearning and implementation and development of CoPs within public or private organisations.
Authors: Claudio Delrio, Thomas Fischer.
For a long time, the evolution of industrial society has been represented in terms of growing functional differentiation between different social spheres. According to this paradigm, the more a social phenomenon is developing, the more it moves from an undifferentiated nature to its differentiation into different social spheres or systems, assuming different functions in each of these.
Migrations and the Net: new virtual spaces to build a cultural identityeLearning Papers
Author: Linda J. Castañeda, Paz Prendes, Francisco Martínez-Sánchez.
This paper presents some of the reflections, projects and results around the topics of multiculturalism and migration attained by the Educational Technology Research Group at the University of Murcia, some of them integrated in the Interuniversity Cooperation programmes promoted by the Spanish Agency for International Cooperation (AECI).
Universities and Web 2.0: Institutional challengeseLearning Papers
Author: Juan Freire.
The irruption of the Web 2.0 internet in universities does not modify only learning models - organizative models are also challenged, creating important fears among the managers of the institutions. Teachers, researchers and students started some years ago to use social software tools, but in few cases these experiences have allowed any scaling from the individual to the institutional level.
Authors: Mollie Dickenson, Mike Pedler, John Burgoyne.
Whilst there is extensive and growing literature in online and networked learning (e.g. McConnell, 2000) and in research and practice on face-to-face (f2f) action learning (AL) (Pedler et al, 2005), there appears to be very little reported or anecdotal evidence of the virtual variety.
Designing e-tivities to increase learning-to-learn abilitieseLearning Papers
Authors: Maria Elisabetta Cigognini, Maria Chiara Pettenati.
In this paper we present a detailed set of e-tivities framed in a learning design context. The e-tivities use Internet tools for teaching Personal Knowledge Management skills (PKM) to adult learners.
Typologies of learning design and the introduction of a “ld type 2” case exampleeLearning Papers
Author: Eva Dobozy
This paper explores the need for greater clarity in the conceptualisation of Learning Design (LD). Building on Cameron’s (2010) work, a three-tiered LD architecture is introduced. It is argued that this conceptualisation is needed in order to advance the emerging field of LD as applied to education research.
A socio-cultural perspective of creativity for the design of educational envi...eLearning Papers
Authors: Françoise Decortis,Laura Lentini.
Creativity has long been a topic of interest and a subject of study for psychologists, who analyse it from several perspectives. From the cognitive perspective, researchers attempt to identity the specific processes and structures which contribute to creative acts, whilst from the socio-cultural perspective they try to demonstrate that artistic innovations emerge from joint thinking and exchanges among people. According to the latter, creativity indeed does not happen only inside our heads: the interaction between people's thoughts and a socio-cultural context is fundamental.
New Perspectives on Integrating Social Networking and Internet Communications...eLearning Papers
Author: José Gómez Galán
In this paper, several issues in Educational Technology are examined, including those related to the current concern about ICT integration in educational and social contexts, the basis for a reform in education and redirection of the instructional processes.
Discovering the Digital World Together, Safely and Critically eLearning Papers
Author: Maija Katkovska
Within the framework of the Safer Internet Program, Latvia organized a Safer Internet Day to bring parents, teachers and young people together to discover the digital world safely. According to current findings, safely means critically, because digital literacy skills are strongly linked to the ability to perform a critical evaluation of online content, which is automatically related to personal safety online.
Children’s Experiences of Sexual Harassment and Sexual Abuse on the InterneteLearning Papers
Authors: Mari Laiho, Katri Lampainen, Jutta Antikainen, Marko Forss, Mikko Manninen
A survey conducted by Save the Children and the Helsinki Virtual Community Policing Group provides insight into the prevalence of the sexual abuse of Finnish children on the internet. The anonymous survey took place in four online communities in 2011. The report presents the results regarding respondents under 16 years old (62% girls, 38% boys), accounting for 54% (2 283) of all respondents.
Task-based learning and ICT: creative activities in the context of a European...eLearning Papers
Authors: Manuela Delfino, Giuliana Dettori, Valentina Lupi.
The dissemination of innovation at school may be supported by favouring the exchange of educational materials and reflections, leading teachers to learn from each other’s experiences. This was the main goal of Efelcren, a Comenius 2.1 project which aimed to boost the creation and collection of inventive and effective ICT-based educational materials for all school levels.
Visual and pedagogical design of eLearning contenteLearning Papers
Author: Olimpius Istrate
Context and resources are important dimensions for eLearning programmes. The entire educational endeavour greatly depends on the way in which content is presented, a condition for efficient perceptive-visual learning.
Storytelling and Web 2.0 Services: A synthesis of old and new ways of learningeLearning Papers
Authors: Vojko Strahovnik, Biljana Mećava
Storytelling was for a long period the only way people had to learn from each other’s experiences. Even today there are still some cultures which have a strong storytelling tradition. In this article we present the outcomes and experiences we acquired during the realization of several EU educational projects in which we combined storytelling and Web 2.0 services.
Web 2.0 Learning Environment: Concept, Implementation, EvaluationeLearning Papers
This document presents a new learning environment model based on Web 2.0 applications and evaluates its implementation and testing at a German university. The learning environment consists of several modules like wikis, blogs, social bookmarking, and RSS feeds that are integrated through a central wiki platform. An evaluation of the environment through a student survey found that it successfully motivated learning and achieved positive learning outcomes.
The impact of Web 2.0 in the informal learning of the Portuguese SMEeLearning Papers
Authors: Bruno Alexandre Ribeiro Marques, Rui Pedro Barradas de Brito Brandão
Small and medium enterprises (SME) are specially pressured in the competitive landscape towards greater efficiency, specialization and innovation. Web 2.0 technologies can be used as an answer to those needs, as enablers of new working methods, with special emphasis on the role of communities and collaboration.
La planta y sus partes. El documento describe las partes principales de una planta y sus funciones. Las partes incluyen la raíz, el tallo, las hojas, las flores y los frutos. Cada parte juega un papel importante en el crecimiento, desarrollo y reproducción de la planta.
El documento trata sobre el tema de la responsabilidad. Explica que la responsabilidad es un valor que permite reflexionar sobre las consecuencias de los actos. También habla sobre la responsabilidad emocional de asumir los propios actos, la responsabilidad estudiantil de cumplir con los compromisos académicos, cómo ser responsable en la escuela y en casa, y por qué es importante la responsabilidad para tener éxito en la vida.
Chapter 12 case study realising the vision of oergrainne
The document discusses two initiatives, Olnet and OPAL, that aim to address the lack of uptake and reuse of Open Educational Resources (OER) despite significant investments. Olnet is a partnership between universities that develops infrastructure and communities to support OER design, evaluation, and sharing of practices. It uses tools like CompendiumLD and Cloudworks to support an OER effectiveness lifecycle of select, design, use, and evaluate resources. OPAL also aims to enhance OER quality and innovation through various strategies, models, tools, and skills development. Both initiatives seek to provide guidance and foster the transfer of good practices to help teachers and learners effectively harness OER potential.
2014 oct7 cemca-hyd-session-1-introduction to OERsRamesh C. Sharma
The document discusses the history and development of open educational resources (OER). It notes that while the term OER was coined in 2002, initiatives sharing openly licensed educational content began earlier, including MIT's OpenCourseWare project launched in 2001. Key developments included the introduction of the term "learning object" in 1994, the coining of "open content" in 1998, and the founding of Creative Commons in 2001 to provide improved open licenses.
This document was part of the OERP Workshop; Methods & Processes held during the EE2010 conference (July 6th -8th 2010 @Aston University).
Please see the handout and presentation supporting this session.
Concept,Integration and Fair Use of Open Education Resources-OER inCurriculu...chrisokiki69
This document discusses the concepts and integration of open educational resources (OER) in curriculum development. It defines OER as teaching, learning and research materials that can be freely used and reused. The document outlines the benefits of OER in reducing costs and improving access and student success. It discusses finding and remixing OER content through various repositories and approaches like mixing copyrighted and open content. The document also addresses legal issues around OER use and integration into curriculum, noting that resources can be adapted and shared under various Creative Commons licenses while ensuring fair use.
This document discusses open educational resources (OERs) and their role in distance education. It begins with definitions of OERs and examples of notable OER initiatives. It then summarizes research on OERs that found issues with discoverability, lack of context, and a need for communities and tracking of reuse. Practitioners were often unfamiliar with OERs and preferred resources with specific practical applications. Major constraints to using OERs included limited understanding of their value and lack of staff development. Adopting OERs could require training, time for discovery, and developing open access infrastructure and policies across institutions.
A look at the role of repositories in the management and dissemination of learning materials. Introduction to the CETIS meeting on Repositories and the Open Web, London, 19 April 2010.
Presentation by Rachael Gilg at "The Power of Openness: Improving Foreign Language Learning Through Open Education", held at the University of Texas at Austin and online on August 9-10, 2012.
Simplicity and design as key success factors of the OER repository LeMilleLearning Papers
This article focuses on the OER (Open Educational Resources) repository LeMill, which allows teachers to find, create and share open educational resources online. It highlights LeMill's simplicity and grassroots approach as keys to its success, with over 2,000 resources contributed by its 2,800 members. The article also discusses lessons learned from developing LeMill, including the importance of iterative design, involvement of teachers, and achieving a critical mass of members and resources.
This task was designed to help guide discussions during the second meeting of partners on the C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) Open Educational Resources [OER] Phase II project: Cascading Social Science Open Educational Resources. Through the use of reflexive tasks, the project team aims to develop a collaborative framework for cascading OERs within social sciences.
Introduction to Open Educational Resources (OER)Monica Sharma
The document discusses the history and development of open educational resources (OER). It describes how the concept of OER emerged from earlier open movements like open source software and open access. Key events and organizations that advanced OER include the introduction of learning objects in 1994, MIT's OpenCourseWare project launching in 2001, and the first Global OER Forum held by UNESCO in 2002 where the term OER was adopted. The document provides definitions of OER, examples of OER types, and discusses strategies for finding, creating, licensing, and sharing OER.
Introduction to Open Educational Resources (OER)CEMCA
The document discusses the history and development of open educational resources (OER). It describes how the concept of OER emerged from earlier open movements like open source software and open access. Key events and organizations that advanced OER include the introduction of learning objects in 1994, MIT's OpenCourseWare project launching in 2001, and the first Global OER Forum held by UNESCO in 2002 where the term OER was adopted. The document provides definitions of OER, outlines the 5R framework for open licensing, and discusses strategies for finding, creating, sharing, and collaborating around OER.
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.
OERs in Courseware Design and DevelopmentM I Santally
The document discusses the development of an open online course on research methods at the University of Mauritius using open educational resources (OER). It describes the course development process which included searching for and curating relevant OER, contextualizing and adding value to the content, and publishing the course on Moodle. It reflects on challenges faced in incorporating copyrighted and variously licensed materials and ensuring quality and sustainability of the open courseware approach.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 4
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Chapter 5
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Chapter 6
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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Applying Software Development Paradigms to Open Educational Resources
1. Applying Software Development Paradigms to Open Educational
Resources
Seth Gurell
Center for Open and Sustainable Learning, Utah State University
Summary
This article is a case study in the development of the OER Handbook 1 on the website
WikiEducator. WikiEducator is a website run by the Commonwealth of Learning dedicated to
the creation of OER for the classroom. Open educational resources 2 are defined as content that
is licensed that allows for modification and distribution without the copyright holder's
permission. The handbook is meant to guide educators (an admittedly broad category) in
finding, creating, adapting and sharing open educational resources. Parallels are drawn
between the development of the OER Handbook and typical open source software
development, especially in the development of a polished product. The idea of open texts
having a release cycle similar to open source software is explored. Comparisons between how
open source software handles errors and feedback from users are analysed with similar
functionality in the OER Handbook project.
Difficulties in wiki development, such as renaming of pages, organizing pages, formatting text
and image manipulation are outlined, though it is noted that many wiki projects are successful.
The suggestion to use Subversion, well-known tool for managing software development, as a
model for a new tool to develop OER is also addressed. This paper discusses the similarities
between the software development process and tools with OER creation and provides best
practices from both perspectives.
Keywords: OER, open source, wiki, educational resources, open texts
1 Background
Before launching into a discussion of a OER Handbook project it is a appropriate to give
background on WikiEducator 3 . Though WikiEducator uses the same MediaWiki 4 software as
Wikipedia, Wikibooks, etc., each wiki carries its own history and culture that influences the
dynamics of content creation.
1.1 WikiEducator
WikiEducator has its origins within the Commonwealth of Learning (COL) 5 , which is an
intergovernmental organization dedicated to e-Learning. At the time Wikimedia, Inc., creators of
Wikipedia, Wikibooks and WikiNews, was struggling with the placement educational materials
beyond encyclopedia entries. Wayne Mackintosh, a member of COL, didn't find a website that
completely matched his vision, though there were many good OER sites available. So he
created WikiEducator as a means of creating, distributing and promoting OER. The website
went online May 2006 (Mackintosh, 2007).
1 http://www.wikieducator.org/OER_Handbook/educator
2 http://en.wikipedia.org/wiki/Open_educational_resources
3 http://www.wikieducator.org
4 http://www.mediawiki.org/wiki/MediaWiki
5 http://www.col.org/colweb/site
1
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2. Since its inception, WikiEducator has boasted high number of active contributors in comparison
to other larger wiki projects (Mackintosh, 2008). The result is an amicable community that is
supportive of newcomers questions, technical or otherwise.
1.2 OER Handbook
The OER Handbook project was initiated by the Center for Open and Sustainable Learning
(COSL) 6 with funding by the William and Flora Hewlett Foundation 7 . The purpose of the project,
in the author's words was “to provide a beginner's guide to creating OER material.” In the
handbook, OER is defined as “educational resources (lesson plans, quizzes, syllabi,
instructional modules, simulations, etc.) that are freely available for use, reuse, adaptation, and
sharing” (Gurell, 2008). In this paper, OER specifically refers to largely text projects, such as
textbooks, though the author recognizes that images often accompany these projects. The
audience is educators in general who have a basic understanding. The goal is provide a
general overview of OER development and distribution, though it is only an introduction.
Depending on the OER being produced, educators will need to learn new software and consult
with their institution's legal department.
The project was announced on Wiley's (2008) blog in January. WikiEducator was chosen as the
host site, because of its activity, licensing and the willingness of the Commonwealth of Learning
to assist in the project.
The handbook is organized around the OER life cycle developed by Wiley (2008) and Tucker
(2008). The idea behind the OER life cycle is that the development, use and distribution of OER
follows a general pattern. The author and Wiley chose the OER life cycle as the foundation for
the OER Handbook, because it provides a simple, cyclical method of OER production.
However, it is important to note that there is no definitive method of creating OER; the life cycle
is just one proposed strategy.
The initial version of the life cycle was created by Wiley and approved by the author in January
2008. The final version was created by input from the author, Wiley and Tucker through
discussion both online at WikiEducator and in face-to-face discussion in June 2008. Since the
handbook was organized according to the OER lifecycle, it was necessary to finalize a version
of the life cycle in time for publishing in August 2008. In a sense, the word “final” is somewhat
misleading, as the author expects the OER life cycle go through future iterations as more
research is conducted. The following table shows what was originally written on WikiEducator
about the life cycle compared to the version included in the life cycle.
Phase of Cycle
Initial Final
Get: Searching and finding OER. Getting OER Find: start by looking for suitable resources which
may include using search engines, repositories contribute to meeting the need or satisfying the
and finding individual websites. Some potential desire. This may include using general search
OER material is not online, including things like engines, searching specific repositories and finding
class projects. This handbook will show you how individual websites. Some potential components
find quality OER materials. may be available offline, including last year's
lecture notes, class projects, handouts for learners
and other resources prepared previously.
Localize: Localizing is a complex topic. Essentially Compose: with a collection of resources at your
localizing means making a resource more useful to disposal, start piecing them together to form a
a particular situation. For example, translating learning resource for yourself, your fellow
instruction from one language to another. educators and/or learners. This is a creative design
process of building an educational resource from
scratch and/or using components you have found.
6 http://cosl.usu.edu
7 http://www.hewlett.org/Default.htm
2
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3. Remix: Remixing is the act of taking two OER Adapt: while composing OER, it will nearly always
materials and merging them to form a new OER. be necessary to adapt components to your local
Arguably, remixing is one of the most enjoyable context. This may involve minor corrections and
parts of OER. improvements, remixing components, localization
and even complete rework for use in diverse
contexts.
Use: This section covers the actual use of OER. Use: the actual use of OER in the
classroom,online,during informal learning activities,
etc.
Share: once an OER is finished, make it available
for the open education community to re-use and
begin the life cycle again.
License: Covers Creative Commons and GFDL License: select a license based on how the OER is
licenses. Also explains the differences between intended to be used and personal values.
Creative Commons licenses. The handbook will not
advocate one particular license over another, but
instead provide multiple perspectives, because
which license you choose is a personal choice.
Redistribute: Once the OER is finished it should be
distributed and made available for the open
education community to begin the lifecycle again.
Illustration 1. Illustration of the OER lifecycle from the OER Handbook
1.3 The relationship between FOSS and OER
Free and Open Source Software (FOSS) 8 and OER have long been intertwined. There have
been some who have suggested that OER is best created by FOSS (Tucker, 2007).
But the relationship between FOSS and OER is not unidirectional. Stallman, often considered
one of the founders of the free software movement, offered the idea of a free online
encyclopedia prior to Wikipedia (Stallman, 2008).
Once open source software appeared, corresponding open documentation was not far behind.
That documentation has varied formats over time, but in general, it is tied to the software
release. For example, if Software X was a .5 Alpha release, then the documentation would be at
8 http://en.wikipedia.org/wiki/FOSS
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4. .5 Alpha as well. Software in its early stages might only have a plain text file, with eventual
growth into a multi-page guide, some even with screenshots or screencasts.
As the construction of the OER Handbook will show, this process-oriented model of
development can be applied to OER development.
2 Document Development Following Software Development
During initial talks in December between the author and Wiley regarding the development of the
OER Handbook, the goal was set to have a print version of the handbook available by the Open
Education 2008 Conference 9 in September. A rough timeline was laid out, complete with
milestones. In this respect it was a very traditional single-iteration publishing plan with very little
thought was given beyond the September release.
Despite this traditional publishing plan, software analogies still appeared. In April, when asked
to describe the state of the handbook, the author described it as being “definitely not a Beta, but
probably an Alpha release.” In retrospect, the author chose this analogy because its audience
was familiar with software development and that it was far more accurate of the situation. One
alternative, a percentage, is inaccurate because it tends to indicate a complete, finalized status
is possible. A percentage may be appropriate for software documentation when it meant to
correspond with software or a novel. But with educational materials, a clear end-goals are not
always apparent, and an analogy to open source development is more appropriate.
The unconscious move towards an open source software development model was not simply a
matter of familiarity or coincidence. An open source software development model provides
affordances not granted to by a traditional publishing model. These affordances are necessary
to provide the efficiency needed for OER, particularly open textbooks, to become more
widespread.
2.1 Advantages of a Software Model
The first advantage is that conveys the understanding that
the material presented in constantly under development.
This understanding is particularly important when the
material is being developed on a wiki in which pages may
changed by any one member of a “flat 10 ” community (in the
case of Wikipedia it can be virtually anyone).
Illustration 2. Sample software cycle.
Note that there is no single
model for software development
The second advantage is that conveys information about
completion without promising an end state. Indeed, having a
version 1.0 almost implicitly suggests the possibility of a
version 2.0. Authors and contributors can use 'Alpha,' 'Beta,'
and perhaps even 'Release Candidate' and 'Gold Master'
statuses to give readers an quick understanding of where
development stands 11 .
9 http://cosl.usu.edu/events/opened2008
10 http://www.thomaslfriedman.com/bookshelf/the-world-is-flat-3
11 http://en.wikipedia.org/wiki/Software_release_life_cycle
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5. The third advantage is that it allows for the idea forks or branches from the main document.
Allowing for this idea in document development is important because open licenses, such as
the GFDL 12 and some Creative Commons licenses 13 , are designed specifically for remixing and
reuse. Different versions of the same OER allows for better accommodation of diverse
audiences and matches the flexibility found in open source software. Development of
educational materials may be aided if reuse is considered forks with the option for merging.
Other projects are already exploring these ideas, such as CSCL's FLE3.
That is not to say that the software development analogy isn't without its deficits. Although open
source software is gaining adoption, the finer points of the development model are not
necessarily as widely known. Therefore, some of the information communicated through
borrowing software development terminology is not necessarily understood. Another
disadvantage is that the more formalized the OER development process, the higher likelihood it
will stifle creativity.
2.2 Issue Tracker
If open texts are developed using open source software development models, then it is only
appropriate that some of the support mechanisms used in open source software are used by
open texts. One of the most common features of an open source software program is a bug
tracker. A bug tracker is web page or web application in which problems with are listed.
Typically they include some type of status indication so anyone can see if a bug is in the
process of being fixed. There are multiple programs that automate the bug tracking process for
developers, many of them open source themselves.
For the OER Handbook it was necessary to create an issue tracker. Mediawiki software always
has a “Talk” page accompanying a content page to allow for discussion, debate and
coordination of a page. But as the OER Handbook was being developed issues arose that
applied to multiple pages, necessitating a place in which they could be discussed on a single
page. An 'issue tracker' was created. It was a single page on the Table of Contents in which
anyone could submit issues that span multiple pages within the document. A single issue
consisted of the following parts:
− Issue: a brief 3-10 word description of the problem.
− Submitter: who is placing the issue in the tracker
− Date submitted: when the issue was first put in the tracker (though relevant discussion
may have already occurred).
− Date Completed: when the issue was resolved.
− Comments: brief elaboration on the problem as well as any comments. Writers starting
using the automated signature feature next to their comments to clarify who is making
them and provide a time-stamp.
12 http://en.wikipedia.org/wiki/GFDL
13 http://creativecommons.org
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6. Illustration 3. Screenshot of Issue Tracker.
The formatting of the issue was not uniform, but similar. Some submitters chose to simply use
the time-stamp in their signature rather than a Date submitted field. However, the overall idea
was the same. Each section was separated by a horizontal lines. Shortly after the issue tracker
was created it was was separated into two sections: one for 'open' or outstanding issues, and
one for 'closed' or completed section. By using headings for the issue field, a hyperlinked table
of contents was automatically generated.
Though the issue tracker was help in project management, it was slightly frustrating to add an
issue. Each issue, included formatting, needed to be manually edited into the page.
Occasionally, a line break or link would be forgotten. Mackintosh, the head of WikiEduator,
purposed automating the process through the use of a form. Unfortunately, there was
insufficient time and resources to create the form during the development of the first version of
the OER Handbook.
2.3 Future Editions
Besides a bug tracker, another common feature in open source software development is the
feature request. A feature request is a suggestion for functionality to be added to a program. In
the case of the OER Handbook, a future editions page was added to capture potential
improvements for future editions of the handbook.
With open source projects the feature request guides future development. But feature requests
also provide an equally important function: prioritization of issues, problems and concerns. Prior
to the addition of the future editions page there was pressure on project participants to solve
every disagreement and concern before creating the first print version. Once participants took a
more procedural, and less product oriented view of the OER Handbook, issues began to be
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7. divided into what could be done for the first version and what should be done in subsequent
versions.
It is important to note that there is a difference between the feature request and future edition
suggestions. Feature requests, in general, are very incremental suggestions, such as
interoperability with a particular website or service. Future edition requests may involve very
drastic changes to an OER. For example, one of the contributors to the OER Handbook
proposed several significant changes to the OER life cycle that governed the organization of the
handbook. Though these changes were interesting and brought up good points about OER
development, implementing these changes in time for the first version of the handbook would
have been very difficult. Instead, changes that can be easily implemented are incorporated into
the current version of the handbook and rest are put in the future editions page, as well as links
to relevant discussion and sources.
3 Best Practices
These practices can be generalized to other OER development. One of the best practices in
OER is to have intermediate goals, such as a version 1.0. Setting realistic goals is important, as
creating OER in addition to other responsibilities can be very demanding. Occasional
milestones also provide opportunities to reflect and determine the future direction of the OER.
When creating these goals it is important to include volunteers who contribute to the OER, as
they will want to inform any decisions that take place. It is also advantageous to keep the
development process as open as possible. As the OER Handbook was being developed,
people across the world took note of the project and found that it informed their own endeavors
while simultaneously encouraging the author.
4 The Next Generation of Tools
Though elements of the wiki have been extremely beneficial to the development of the OER
Handbook, development was not without difficulties. For example, the authors found difficulty
with ensuring naming consistency between page titles, URLs and template names. Wikis tend
to support a flat page hierarchy, meaning any page is accessible from any other page, and
there was some disagreement about how to organize the pages. Linking across deeply nested
pages can be confusing, at least to the beginner. Image and table manipulation also has a
learning curve. Pages, if incorrectly moved, do not keep their reversion history. RSS 14 and
Atom 15 standards, because of security, are difficult to implement. None of these challenges
suggest that wikis cannot be used for development. Indeed, the success of WikiEducator,
Wikiversity and Wikibooks would indicate that wikis can be used to develop OER successfully.
But given the difficulties of working with wikis, it may be time to evaluate what kinds of tools are
needed. Mediawiki software, because it is open source, can be modified and adapted to
address some of these concerns, and plugins can be added to provide additional functionality.
However, adding plugins to any software is known to reduce stability and coordinating
functionality across plugins can be demanding.
Therefore, an entirely new software tool, specifically designed for OER, may be warranted.
Such a tool would have the advantage of being built with the best practices and needs of
previous OER projects. Given the wide variety of contexts in which OER are designed for,
software management would need to be capable in handling a wide variety of organizations and
writing styles.
In open source software, one of the most popular programs for managing different versions of
software is Subversion 16 . Subversion was created by CollabNet, Inc. 17 in 2000. It was meant to
14 http://en.wikipedia.org/wiki/RSS
15 http://en.wikipedia.org/wiki/Atom_(standard)
16 http://subversion.tigris.org/
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8. succeed CVS, which was the popular version control program at the time. CVS, though
popular, had limitations and problems, necessitating a replacement (Collins-Sussman,
Fitzpatrick, & Pilato, 2007). Subversion allows for flexibility in file organization and handles
both text and image files. Text files, usually the source code, can be compared and merged.
Dozens of people can contribute to a single project in a productive manner, but repositories are
generally open access, allowing anyone to view or download.
OER are already in development using Subversion. KnowledgeForge 18 hosts several projects,
some of which are designed to create open texts. However, this approach is not perfect. In
order for a Subversion-like open text development tool to be successful, it needs to improve on
subversion and have a simple user interface. Subversion can used in two ways: at the line-
command (similar to the MS-DOS prompt of computers from the 1980s and early 1990s), or
through GUI 19 . The GUI is usually part of IDE, or Integrated Development Environment 20 , such
as Eclipse 21 . Unfortunately, even these interfaces can be confusing for beginners. Problems
configuring Subversion in the first place can be difficult as well as committing changes to the
repository. A WYSIWG (What You See Is What You Get) interface, similar to a word processor,
would be preferable to learning a markup language. Initial installation may be unavoidably
complex, but changing the repository should be fairly straightforward. Other improvements
would have be changed as new practices and preferences develop. Although it does not
incorporate all of the features, the web application Beanstalk 22 is a step towards this type of
tool.
Finally, in addition to a simpler development process, themes should be customizable. Though
potentially infinite customization is possible of MediaWiki software, the resulting book should be
able to be displayed as a web page, through custom themes, much like a WordPress
template 23 .
5 Conclusion
The future success of open text development will be based on its ability to derive the best tools
and practices of “Web 2.0” technologies. Open source software development has intriguing
parallels that offer a perspective on how collaborative projects can be successfully managed
and coordinated. Although it is important to note that creativity should still be considered a part
of the By improving on these processes, and contextualizing them for open education, an
important part of achieving critical mass will be reached.
References
Collins-Sussman, B., Fitzpatrick, B.W. & Pilato, M.C. (2007). What is Subversion? Version Control with
Subversion. Retrieved June 29, 2008 from http://svnbook.redbean.com/en/1.4/svn.intro.whatis.html
Gurell, S. (2008). Defining OER. The OER Handbook Version 1.0. Retrieved August 31, 2008, from
http://www.wikieducator.org/OER_Handbook/educator_version_one/Introduction/Defining_OER
Mackintosh, W. (2008). 4,000+ users; congratulations on another milestone, retrieved June 29, 2008
from http://groups.google.com/group/wikieducator/browse_thread/thread/8138d4e80c57b74e?hl=en
Mackintosh, W. (2007). WikiEducator: Memoirs, myths, misrepresentations and the magic, retrieved June
29, 2008 from http://blog.worldcampus.psu.edu/index.php/2007/04/04/wikieducator/
17 http://www.collab.net/
18 http://www.knowledgeforge.net/
19 http://en.wikipedia.org/wiki/GUI
20 http://dictionary.reference.com/browse/interactive%20development%20environment
21 http://wiki.eclipse.org/FAQ_Where_did_Eclipse_come_from%3F
22 http://www.beanstalkapp.com
23 http://wordpress.org/extend/themes/
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9. Stallman, Richard. (Last updated 2008 June 28). The Free Universal Encyclopedia and Learning Project.
Retrieved June 29, 2007 from http://www.gnu.org/encyclopedia/free-encyclopedia.html
Tucker, K. (2007). FLOSS, OER and Digital Inclusion, retrieved June 29, 2008 from
http://blog.worldcampus.psu.edu/index.php/2007/05/02/floss-oer-equality-and-digital-inclusion/
Tucker, K. (2008). Personal communication.
Wiley, D. (2008 January 17). OER Handbook. Iterating Towards Openness. Retrieved August 31, 2008
from http://opencontent.org/blog/archives/440
Wiley, D. (2008 January). Personal communication.
Author
Seth Gurell
Graduate Assistant
Center for Open and Sustainable Learning, Utah State University
sethgurell@gmail.com
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nd/2.5/
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Name of the publication: eLearning Papers
ISSN: 1887-1542
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