“Preliminary results from a national effort to expand community college degree programs that use open educational resources (OER) nationwide found high levels of faculty interest and engagement in OER. OER are freely available learning materials that users can download, edit and share.
The study, Launching OER Degree Pathways: An Early Snapshot of Achieving the Dream’s OER Degree Initiative and Emerging Lessons, was released today by Achieving the Dream (ATD). Conducted by SRI International and the rpk GROUP, the report indicates that faculty at colleges participating in ATD’s OER Degree Initiative are changing their teaching and that students are at least as or more engaged using OER courses than students in non-OER classrooms.”
“Multiple studies carried out by international institutions, such as the UN, identified Intellectual Property Rights as partially responsible for the existence of a difference between ‘information-rich’ and ‘information-poor’ due to the exclusion they create. Thus, an approach to the management of Intellectual Property, taking into account human development and fundamental rights, has proved to be essential.
In this context, the Open Access approach to copyright management emerged as the most appropriate model to promote education through access to information and creative content.
Under this model, intellectual works, such as educational and research materials, are made available online free of charge.”
“#1: By 2019, everything we assign our students will be open source
Like most institutions of higher education in Africa (and across much of the world) ALU’s library is limited. Students often deal with this by flouting copyright and piracy laws and illegally downloading material. We don’t want to train our students to become habitual law breakers. Nor do we want them to accept second-tier access to commodified knowledge.
Our aspiration is that by 2019 everything we assign in our programme will be open source. This will be achieved by building relationships with publishers, writers and industry leaders, and negotiating partnerships for equitable access to knowledge. This will ensure that a new generation of thinkers is equipped with the analytic tools they need.
It will also move towards undoing centuries of knowledge extraction from Africa to the world that has too often taken place with little benefit to the continent itself….”
“1. This declaration is addressed the Moroccan Government, education agencies, schools, middle schools, high schools, universities, the third sector, and all organizations and individuals involved in teaching and learning including galleries, libraries, archives and museums.
2. Two considerations guide this declaration. First, Open Education can expand access to education, knowledge transfer, social inclusion, and create a culture of collaboration and sharing. Second, there is a sound economic case for Open Education: releasing publicly funded educational resources under open licenses represents an investment return on public spending. …”
“Find open and free textbooks that may be suitable for use in community college courses from the list of Subjects provided. For descriptions of these open textbooks, see listings in MERLOT and OER Commons. Most of the textbooks on this list have Creative Commons (CC) open licenses or GNU-Free Document License. Others are U.S. government documents in the public domain (PD)….”
“Open access to knowledge and education is widely recognised as an irreplaceable factor for social and human growth and an indispensable component to consolidate and enrich citizenship, capable of giving citizens the necessary competencies to face the challenges of the new millennium, together with an awareness of shared values and of belonging to diverse social and cultural spaces. The importance of education and educational cooperation in the development and strengthening of stable, inclusive, peaceful and democratic societies is universally acknowledged as paramount. We now need to add open recognition to this list….This can be supported by encouraging the adoption of more open currencies to capture and share learning achievements whether in formal, informal or nonformal settings….Our consortium is coordinating its actions to reach the following objectives in the short term, which we consider to be of primary relevance in order to establish an Open Architecture for the Recognition of Learning Achievements:  Open recognition for all: First, we encourage everyone—learners, educators, citizens and organisations—to actively participate in and take ownership of the emerging open recognition movement. Participating includes: taking personal responsibility in one’s own learning and in the recognition of others’ achievements, contributing to the design, implementation and/or exploitation of local and/or global systems of recognition.  Open recognition technologies and infrastructure: Second, we call on the community of learning practitioners and technology developers to establish a trustworthy system of human and machine verifiable learning credentials and to adopt open standards facilitating the comparability and transferability of learning credentials.  Open recognition policies: Third, we call on governments, public authorities and educational stakeholders to implement inclusive policies facilitating and encouraging the recognition of learning achievements whether in formal, non-formal and informal settings, with bridges between all three. Those policies should ensure the existence of multiple developmental pathways, increased flexibility and accessibility and the inclusion of socially excluded and disenfranchised groups….”
“Learning ecosystems must be agile enough to support the practices of the future. In using tools and platforms like LMS, educators have a desire to unbundle all of the components of a learning experience to remix open content and educational apps in unique and compelling ways….While emerging technological developments such as digital courseware and open educational resources (OER) have made it easier to engage with learning resources, significant issues of access and equity persist among students from low-income, minority, single-parent families, and other disadvantaged groups….”