The Fourth Pan Commonwealth Forum on Open Learning, Oct 30, 2006
Members of the Virtual University for the Small States of the Commonwealth will showcase their gr... more Members of the Virtual University for the Small States of the Commonwealth will showcase their ground-breaking work in content creation using online communities of practice. This project clearly demonstrates the power of free content to overcome the traditional challenges associated with international collaborations. Educators from 13 Commonwealth small states met in Mauritius from 7 to 25 August 2006. Participants in the workshop developed online skills to enable them to continue to work together after the workshop through the use of ICTs. The educators posted, collaborated and developed learning content on a COL-hosted community website, www.wikieducator.org. A “wiki” is a simple medium for online collaboration that requires minimal technical knowledge. The popular wikipedia.org is the best-known “wiki” environment. Part of the show casing will involve the presentation of the open education resources “Practitioner Research and Evaluation Skills Training” (PREST) materials. These materials provide practitioners working in open and distance learning (ODL) with convenient access to basic knowledge on how to conduct research and evaluation in their everyday work. The second stage of the COL PREST project is preparing two open source on-line courses (Introduction to research skills and researching tutoring and learning support) http://www.col.org/prest
Digital Governance Advisory Note for the Post School Education and Training Collaboration and Learning Opportunities for the Utilisation of Data (PSET CLOUD), 2021
The post-secondary education and training (PSET) sector is complex and involves a diverse range o... more The post-secondary education and training (PSET) sector is complex and involves a diverse range of role-players and stakeholders from financial institutions, qualifications bodies, education service providers, oversight organisations, employers and organised labour. Currently, there is significant variance in how data is managed within and between stakeholders. PSET data is governed by extensive legislation and many of the stakeholders are sceptical about sharing their data pools, due to, amongst other reasons, perceived loss of autonomy. While there is currently a high level of scepticism, many of the stakeholders have expressed interest in collaborating but require clarity on how the service will operate, be governed and ‘owned’. The ‘true’ owners of the data must be recognised as the individual members of the public whose data is being stored. https://www.jet.org.za/news/all-news/new-publication-digital-governance-advisory-note
In view of the contemporary scenario where a complex arrangement of international treaties and ag... more In view of the contemporary scenario where a complex arrangement of international treaties and agreements govern intellectual property, and where countries are under pressure to adopt stricter copyright laws through Free Trade Agreements, countries could benefit from conducting an audit of copyright laws to ensure that they take advantage of flexibilities in international agreements to safeguard and enhance access to learning content. In the event that domestic copyright laws do not take advantage of these flexibilities, it is possible to secure technical support from ...
Confusion may arise from the use of various terms such as Free Cultural Works (FCW), Open Educati... more Confusion may arise from the use of various terms such as Free Cultural Works (FCW), Open Educational Resources (OER) and Open Access (OA). This paper provides clarity.
Open Educational Resources (OER) are an important means through which governments and educators c... more Open Educational Resources (OER) are an important means through which governments and educators can promote, develop and share educational materials, resources and content beyond the traditional proprietary publishing model.
The sharing of content has a long history and learning materials were being shared well before the term OER was coined in an online forum hosted by UNESCO on the Impact of Open Courseware for Higher Education in Developing Countries and Creative Commons released its open copyright licenses in 2002. Open Educational Resources (OER) are teaching, learning, and research materials that are either (a) in the public domain or (b) licensed in a manner that provides everyone with free and perpetual permission to engage in the 5R activities (Retain, Reuse, Revise, Remix, Redistribute).
OER are quality educational materials that are freely and openly licensed, and are available online to anyone, anytime. The creation of OER is usually funded by governments or donors and the resultant products are released under a Creative Commons open license or directly into the public domain. OER may be developed by volunteers provided that all contributions are properly recognised.
OER are customisable or ‘re-mixable’ which requires that the editable, underlying digital assets are made available to enable others to adapt the works.
The UNESCO Chair in ICT for Development, with support from the EdTech Hub, developed this report ... more The UNESCO Chair in ICT for Development, with support from the EdTech Hub, developed this report and associated Guidance Notes in 2020 building on a series of regional and sectoral consultations with education experts.
The central purpose of this report is to provide recommendations to governments in light of the COVID-19 pandemic about how to use digital technologies to deliver better quality and more resilient education systems that enable everyone to have access to equitable learning opportunities.
This report contains three separate documents (Acts), each of which can be read and used independently.
Act One is intended primarily for the most senior government officials and contains a summary of the report’s approach and main recommendations. Act Two provides the detailed exposition, arguments and evidence upon which these recommendations are based, and is intended primarily for those in government who are charged with implementing them. Act Three contains 14 Guidance Notes which provide succinct advice on delivering important distinct aspects of the overall report.
The Fourth Pan Commonwealth Forum on Open Learning, Oct 30, 2006
Members of the Virtual University for the Small States of the Commonwealth will showcase their gr... more Members of the Virtual University for the Small States of the Commonwealth will showcase their ground-breaking work in content creation using online communities of practice. This project clearly demonstrates the power of free content to overcome the traditional challenges associated with international collaborations. Educators from 13 Commonwealth small states met in Mauritius from 7 to 25 August 2006. Participants in the workshop developed online skills to enable them to continue to work together after the workshop through the use of ICTs. The educators posted, collaborated and developed learning content on a COL-hosted community website, www.wikieducator.org. A “wiki” is a simple medium for online collaboration that requires minimal technical knowledge. The popular wikipedia.org is the best-known “wiki” environment. Part of the show casing will involve the presentation of the open education resources “Practitioner Research and Evaluation Skills Training” (PREST) materials. These materials provide practitioners working in open and distance learning (ODL) with convenient access to basic knowledge on how to conduct research and evaluation in their everyday work. The second stage of the COL PREST project is preparing two open source on-line courses (Introduction to research skills and researching tutoring and learning support) http://www.col.org/prest
Digital Governance Advisory Note for the Post School Education and Training Collaboration and Learning Opportunities for the Utilisation of Data (PSET CLOUD), 2021
The post-secondary education and training (PSET) sector is complex and involves a diverse range o... more The post-secondary education and training (PSET) sector is complex and involves a diverse range of role-players and stakeholders from financial institutions, qualifications bodies, education service providers, oversight organisations, employers and organised labour. Currently, there is significant variance in how data is managed within and between stakeholders. PSET data is governed by extensive legislation and many of the stakeholders are sceptical about sharing their data pools, due to, amongst other reasons, perceived loss of autonomy. While there is currently a high level of scepticism, many of the stakeholders have expressed interest in collaborating but require clarity on how the service will operate, be governed and ‘owned’. The ‘true’ owners of the data must be recognised as the individual members of the public whose data is being stored. https://www.jet.org.za/news/all-news/new-publication-digital-governance-advisory-note
In view of the contemporary scenario where a complex arrangement of international treaties and ag... more In view of the contemporary scenario where a complex arrangement of international treaties and agreements govern intellectual property, and where countries are under pressure to adopt stricter copyright laws through Free Trade Agreements, countries could benefit from conducting an audit of copyright laws to ensure that they take advantage of flexibilities in international agreements to safeguard and enhance access to learning content. In the event that domestic copyright laws do not take advantage of these flexibilities, it is possible to secure technical support from ...
Confusion may arise from the use of various terms such as Free Cultural Works (FCW), Open Educati... more Confusion may arise from the use of various terms such as Free Cultural Works (FCW), Open Educational Resources (OER) and Open Access (OA). This paper provides clarity.
Open Educational Resources (OER) are an important means through which governments and educators c... more Open Educational Resources (OER) are an important means through which governments and educators can promote, develop and share educational materials, resources and content beyond the traditional proprietary publishing model.
The sharing of content has a long history and learning materials were being shared well before the term OER was coined in an online forum hosted by UNESCO on the Impact of Open Courseware for Higher Education in Developing Countries and Creative Commons released its open copyright licenses in 2002. Open Educational Resources (OER) are teaching, learning, and research materials that are either (a) in the public domain or (b) licensed in a manner that provides everyone with free and perpetual permission to engage in the 5R activities (Retain, Reuse, Revise, Remix, Redistribute).
OER are quality educational materials that are freely and openly licensed, and are available online to anyone, anytime. The creation of OER is usually funded by governments or donors and the resultant products are released under a Creative Commons open license or directly into the public domain. OER may be developed by volunteers provided that all contributions are properly recognised.
OER are customisable or ‘re-mixable’ which requires that the editable, underlying digital assets are made available to enable others to adapt the works.
The UNESCO Chair in ICT for Development, with support from the EdTech Hub, developed this report ... more The UNESCO Chair in ICT for Development, with support from the EdTech Hub, developed this report and associated Guidance Notes in 2020 building on a series of regional and sectoral consultations with education experts.
The central purpose of this report is to provide recommendations to governments in light of the COVID-19 pandemic about how to use digital technologies to deliver better quality and more resilient education systems that enable everyone to have access to equitable learning opportunities.
This report contains three separate documents (Acts), each of which can be read and used independently.
Act One is intended primarily for the most senior government officials and contains a summary of the report’s approach and main recommendations. Act Two provides the detailed exposition, arguments and evidence upon which these recommendations are based, and is intended primarily for those in government who are charged with implementing them. Act Three contains 14 Guidance Notes which provide succinct advice on delivering important distinct aspects of the overall report.
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The sharing of content has a long history and learning materials were being shared well before the term OER was coined in an online forum hosted by UNESCO on the Impact of Open Courseware for Higher Education in Developing Countries and Creative Commons released its open copyright licenses in 2002. Open Educational Resources (OER) are teaching, learning, and research materials that are either (a) in the public domain or (b) licensed in a manner that provides everyone with free and perpetual permission to engage in the 5R activities (Retain, Reuse, Revise, Remix, Redistribute).
OER are quality educational materials that are freely and openly licensed, and are available online to anyone, anytime. The creation of OER is usually funded by governments or donors and the resultant products are released under a Creative Commons open license or directly into the public domain. OER may be developed by volunteers provided that all contributions are properly recognised.
OER are customisable or ‘re-mixable’ which requires that the editable, underlying digital assets are made available to enable others to adapt the works.
The central purpose of this report is to provide recommendations to governments in light of the COVID-19 pandemic about how to use digital technologies to deliver better quality and more resilient education systems that enable everyone to have access to equitable learning opportunities.
This report contains three separate documents (Acts), each of which can be read and used independently.
Act One is intended primarily for the most senior government officials and contains a summary of the report’s approach and main recommendations.
Act Two provides the detailed exposition, arguments and evidence upon which these recommendations are based, and is intended primarily for those in government who are charged with implementing them.
Act Three contains 14 Guidance Notes which provide succinct advice on delivering important distinct aspects of the overall report.
The sharing of content has a long history and learning materials were being shared well before the term OER was coined in an online forum hosted by UNESCO on the Impact of Open Courseware for Higher Education in Developing Countries and Creative Commons released its open copyright licenses in 2002. Open Educational Resources (OER) are teaching, learning, and research materials that are either (a) in the public domain or (b) licensed in a manner that provides everyone with free and perpetual permission to engage in the 5R activities (Retain, Reuse, Revise, Remix, Redistribute).
OER are quality educational materials that are freely and openly licensed, and are available online to anyone, anytime. The creation of OER is usually funded by governments or donors and the resultant products are released under a Creative Commons open license or directly into the public domain. OER may be developed by volunteers provided that all contributions are properly recognised.
OER are customisable or ‘re-mixable’ which requires that the editable, underlying digital assets are made available to enable others to adapt the works.
The central purpose of this report is to provide recommendations to governments in light of the COVID-19 pandemic about how to use digital technologies to deliver better quality and more resilient education systems that enable everyone to have access to equitable learning opportunities.
This report contains three separate documents (Acts), each of which can be read and used independently.
Act One is intended primarily for the most senior government officials and contains a summary of the report’s approach and main recommendations.
Act Two provides the detailed exposition, arguments and evidence upon which these recommendations are based, and is intended primarily for those in government who are charged with implementing them.
Act Three contains 14 Guidance Notes which provide succinct advice on delivering important distinct aspects of the overall report.