Archives for posts with tag: OER
I consider that  public funded projects output must be open, whether it is OER, Open data, Open access, etc. That is one of the challenges I have been facing with my thesis, I started from an advocate perspective. 🙂
Although personally, I use everything that I come across that I consider relevant for the objectives I want to achieve, including copyrighted material (if I can´t find it under a flexible license) and mix them together.  I request permission for the copyright material and make a disclaimer stating that they arecopyrighted materials and authorizations to reuse them should be requested. The studies are made available under a Creative Commons license.
I am each time more convinced that it is critical to learn IPR, in school, not from a negative perspective (the usual not to steal/punishment mode!) but from a positive, constructive, creative, rights perspective. It would for sure get a lot of kids, students, teachers looking at what they do from quite a different perspective of worthness and value. They would know/ have an informed choice as to how they wanted to share their creations, as CC0, copyrighted, flexible licenses…
The other day in a forum, the position it was that IPR is just for developed countries and big corporations…I consider that right now it protects much better the ownership/authorship (depending on national legislations and whether the countries are signatories to Berne Convention) for  authors from whenever they are. Having said that, I am also in total disagreement of getting back to public domain as default for the creator, unless it is registered, as then it will be a privilege of developed countries and a total backlash for authors/owners from developing countries. Then, the colleagues from that forum would be absolutely right!
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While going through the news, came across this article http://blogs.edweek.org/teachers/teaching_now/2014/09/in_africa_ebola_crisis_taking_toll_on_teachers_students.html

about the impact of Ebola in West African schools, teachers and students. From the closing of schools, with the loss of income to teachers and other staff, to the traumatic stress caused by whole situation and the impact on the young children, who suddenly lose their routines, support systems (as many times in Africa, the only meal they will have will be in school) and face their loved sick or dying of Ebola. Fortunately, most of us have never had to be face to face with these kind of diseases…

While we are talking about openness, open educational resources, open education, the use of these openness could have a life saving impact in these battered educational systems. Sugata Mitra (Hole in the Wall in India), Esther Duflo, with JPAL, studies and experiments have shown that children can learn among themselves, even without teachers, as long as they have a caring support. Maybe, we can have an impact in these children´s and teachers lives, through small laptops (the Canaima project in Venezuela) with OER,  using whatever technology is available to communicate …probably mobiles…and this can be done!

The term open, as part of Open Education, Open Educational resources, Open Access only makes sense if we look at it from the freedom movement and its base and derivatives. When the term appeared in the 80´s by Stallman, Free Software, during the founding of the GNU software (http://www.gnu.org/gnu/thegnuproject.html ) it was meant as in free for freedom, free to use, to run the program, to modify, redistribute and distribute modified versions.

 Later on, the term Free was connected to Free, in terms of price, changing the basic underlying philosophy and creating a separated approach.

Open Software appears in the 90´s, by Perens  as a broad general type of software license that makes source code available to the general public with relaxed or non-existent copyright restrictions…Open source licenses grant licensees the right to copy, modify and redistribute source code (or content). These licenses may also impose obligations (e.g., modifications to the code that are distributed must be made available in source code form, an author attribution must be placed in a program/ documentation using that open source)” (Wikipedia).

The Open Movement have been extended to other areas, including education.

In 2007, Creative Commons launch the Education Projects, where the Open Education and Open Educational Resources become part of the educational policies, with the possibility to license different types of contents, formats under the CC licensing and currently other types of licenses. The type of licensing is the only thing that distinguishes (or should distinguish) between a OER and other types of contents.

A lot has been written about developing OER´s, creating a duplicity/gap between OERs and copyrighted materials, removing the discussion from the type of licensing, which is the real difference, and focusing it on OER quality , creation of standards, evaluation. The real debate has been moved, therefore, from different types of licensing to the creation of duplicated content development structures…

 

The right to Education

The objective of this blog is to share, learn and engage in the world of OERs. It all started by enrolling in the OCL4Ed micro Open Online Course (mOOC), facilitated by the UNESCO OER Chair network  in support of capability development for the UNESCO 2012 Paris OER Declaration. It would be impossible to talk about OER without considering the right to Education, with real learning outcomes. OERs can play a fundamental role in this objective, allowing to provide access/intrinsic learning to everybody. We all can play a fundamental role in using, sharing, developing and licensing our existent content, methodologies, etc as OERs.