- Oct 2017
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jennihayman.com jennihayman.com
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Others cannot sell my work, period.
True, but we also limit what others can do with the OER that could limit access to others. Question: How many cases are there where an OER under CC BY is only available if someone pays for it?
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I’m using CC-BY-NC for my work.
Presumably you were once using CC-BY and now are switching to a less open, CC-BY-NC?
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Convincing educators that OER somehow fail in these categories makes a business case for Cengage to curate and supplement OER for $25 USD per student, per course (Cengage, n.d.b.).
I wonder how important these surveys really are in convincing or arguing against the use of OERs. Teachers are likely to just look for OERs that work and evaluate their utility accordingly.
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“open washing”
A hidden agenda...
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the need for a change in how I choose to license and share my work
Still curious as to why the need to change... from what to what?
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xolotl.org xolotl.org
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we desperately need our public institutions to be commons: to be those places where we come together to (learn to) cooperate in the stewardship of our mutual resources. If our public institutions are not operating as commons, than they are also no longer effectively bringing us together as citizens
This is such an important relationship. I don't think it applies only to ideas and written resources, but to preservation of our environment, to energy use and to social welfare as well.
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www.elearnspace.org www.elearnspace.org
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How information is accessed, created, and shared is revealing about the future of learning
This is talking about information literacy in a broad sense.
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linkresearchlab.org linkresearchlab.org
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what does it mean to be human in a digital age
Been thinking about this from the infolit angle for a few years. Info is easy to find and access, and a little less easy to filter and evaluate. What matters more is creativity - what we can do with info, how we can connect it, what we can make out of it - all of which is impeded by copyright and enabled by openness.
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how we make decisions with that data needs to be as transparent as the content
another black box that needs to be opened
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And so, that part I think was the second marking point for me was this idea of connectedness, and that by being connected-- being transparent and connected-- you produced this huge array of potential knowledge futures in these areas.
Transparency is an important part of openness that I don't see discussed much in the OER community these days. If we replace an expensive text with free OER there is a great financial benefit for students, but the process of developing and selecting the OER remains something of a black box to the students. But if the students are involved in that development and selection, that process becomes transparent. Students can learn the process as well as the content, and build powerful learning skills, and an increased level of educational independence.
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