“For the first time in the history of higher education in the country, a draft national policy on Open Education Resources (OER) has been validated to address the dearth of learning resources in quality, quantity and currency in the subsector.”
“Over the last few years, several Santa Fe College professors opted to forego the use of traditional textbooks and use Open Educational Resources (OER) to save students money. OER content is licensed in a manner that provides perpetual permission resulting in the ability to retain, reuse, revise, and redistribute content.”
“TEMOA is a knowledge hub that eases a public and multilingual catalog of Open Educational Resources (OER) which aims to support the education community to find those resources and materials that meet their needs for teaching and learning through a specialized and collaborative search system and social tools.
It contains selected educational resources, described and evaluated by an academic community.
Resources categorized by area of knowledge, educational level and language, among others.
Provides a friendly search engine through intuitive filters.
Allows the creation of communities around educational resources….”
A thesis by Sigurbjörg Jóhannesdóttir, submitted in October 2015.
Abstract: Open Access (OA) are introduced and discussed associated with open scholarship and the international scientific community. The status of Open Access in Iceland is explored through the laws and policies relating to OA, gratis and libre publications within scholarly journals, publication within open repositories, and the opportunities that scientists have to publish scholarly papers in OA.
Data was collected through interviews with experts in the Open Access field. Two questions were used from a study of OA that was conducted among scientists at Reykjavik University (RU) 2014, as well as an analysis of a list of their published articles in scholarly journals in 2013.
The results show that OA is growing slowly in Iceland. Four institutions have OA policies. Icelandic scientists are not taking full advantage of the rules of journals about publishing articles within OA. Scientists’ beliefs concerning the barriers standing in their way for publishing sholarly papers in OA are based on a lack of knowledge and a lack of access to institutional repositories in which they might wish to publish their articles.
The opportunities and challenges that Icelandic universities face regarding open sholarship are outlined and discussed. The universities need to have policies for OA and Open Educational Resources (OER) which are consistent with what is happening internationally. Academics need to receive helpful information on OA, they also need to receive encouragement, advice and support concerning publishing in OA. The universities and the scientific community in Iceland need to take a joint decision on what are the best ways for the continued preservation and publication of research and educational resources in OA.
“Founded in 1999 by college educators, the Sophia Project is an online collection of original articles, primary source texts, and commentaries in the fields of philosophy and ethics designed to provide the newcomer to the discipline of philosophy with the resources necessary to read great philosophical works. We believe that with the proper guidance almost any intelligent person can begin a life-long reading program in philosophy…and perhaps even become a bit wiser in the process….”
Brazil’s Programa Nacional do Livro Didático (PNLD) is one of the largest national textbook programs in the world. Each year, the program procures curricula for a set of primary or secondary school subjects, including textbooks and digital supplemental resources for teachers. In 2017, PNLD spent R $1.3 billion (approximately US $400 million) to purchase more than 150 million textbooks for nearly 30 million students.
“OpenupEd is the first, and, thus far, the only pan-European MOOC initiative. It was launched in April 2013 by EADTU, and communicated in collaboration with the European Commission (European Commission, 2013b). The 11 launch partners are based in eight EU countries (France, Italy, Lithuania, the Netherlands, Portugal, Slovakia, Spain, and the UK), as well as in three countries outside the EU (Russia, Turkey, and Israel).
While OpenupEd emerged in Europe, its mission has a global relevance and scope, thereby widening the spectrum of diversity. We promote the creation of similar initiatives (‘OpenupEd alikes’) in other regions around the world. Together with UNESCO we are collaborating with our sister organisations in Africa and in Asia (see associate partner section)….”
Abstract: The role of distance education is shifting. Traditionally distance education was limited in the number of people served because of production, reproduction, and distribution costs. Today, while it still costs the university time and money to produce a course, technology has made it such that reproduction costs are almost non-existent. This shift has significant implications, and allows distance educators to play an important role in the fulfillment of the promise of the right to universal education. At little or no cost, universities can make their content available to millions. This content has the potential to substantially improve the quality of life of learners around the world. New distance education technologies, such as OpenCourseWares, act as enablers to achieving the universal right to education. These technologies, and the associated changes in the cost of providing access to education, change distance education’s role from one of classroom alternative to one of social transformer.
In early 2017, the Creative Commons Global Network (CCGN) completed a consultation process of renewing and reorganizing itself to support a strong and growing global movement. The year-long process resulted in the CCGN Global Network Strategy. Part of the new strategy is to establish defined areas of focus, or “platforms,” which will drive CC’s global activities. Platforms are how we organize areas of work for the CC community, where individuals and institutions organize and coordinate themselves across the CC Global Network.
In the spirit of openness and to effectively strategize, these platforms are open to all interested parties working in the platform area and adjacent spaces. That’s why Creative Commons invites you to join the CC Global Network Open Education Platform!
- Stay connected to global actions in open education resources, practice, and policy.
- Identify, plan and coordinate multi-national open education, practices and policy projects to collaboratively solve education challenges with an amazing group of open education leaders from around the world.
- Secure funding (from Creative Commons and other funding sources) for the open education projects we collectively select.
- Contribute to global perspectives on open education to strengthen advocacy worldwide.
- Connect your country / region to global open education initiatives.
- Be on the forefront in implementing Creative Commons’ global network strategy.
- Meet annually, in-person, at the Creative Commons Summit with members of the CC Open Education Platform to celebrate successes, share best practices, and plan for the next year.
- Explore, practice, and share innovative methods for inclusive and open engagement with educators, learners and governments around the world..
WHO should join?
- Open education advocates working in the areas of open educational resources, open educational practices, and/or open education policy.
WHAT are we working on right now?
- Reaching the right people (you!) to build a strong open education platform.
- Developing decision making and engagement structures.
- Defining the goals and projects the CC Open Education Platform will pursue.
Joining the CC Open Education Platform is easy and free:
- Sign up for the email list: https://groups.google.com/forum/#!forum/cc-openedu
- Sign up for IM (Slack or IRC):
- Review and contribute to the platform draft working doc.
- Attend and participate in the monthly meetings.
- The next meeting is October 18: 8:00pm / October 19: 9:00am (PDT, UTC -7).
- Note: every meeting has two different times – so everyone can attend one of the meetings during local daylight hours.
Please join the e-mail list and IM channel, introduce yourself, and we’ll see you at the next meeting!