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90-466: Open learning is an innovative movement in education that emerged in the 1970s and evolved into fields of practice and study. The term refers generally to activities that either enhance learning opportunities within formal education systems or broaden learning opportunities beyond formal education systems. Open learning involves but is not limited to: classroom teaching methods, approaches to interactive learning, formats in work-related education and training,
180-561: A teaching method is founded on the work of Célestin Freinet in France and Maria Montessori in Italy, among others. Open learning is supposed to allow pupils self-determined, independent and interest-guided learning. A prominent example is the language experience approach to teaching initial literacy (cf. Brügelmann / Brinkmann 2011). More recent work on open learning has been conducted by
270-587: A 1998 precursor project by David A. Wiley . Wiley subsequently joined Creative Commons as its director. The licenses published by the Open Content Project, the Open Content License and Open Publication License , were soon deprecated in favour of Creative Commons licenses. Aaron Swartz played a role in the early stages of Creative Commons, as did Matthew Haughey . As of 2019 , there were "nearly 2 billion" works licensed under
360-456: A call for a world where 'essential rights are unreservable' with the relatively hollow call for 'some rights reserved. ' " He also argued that Creative Commons enables license proliferation , by providing multiple licenses that are incompatible . The Creative Commons website states, "Since each of the six CC licenses functions differently, resources placed under different licenses may not necessarily be combined with one another without violating
450-507: A consensus description of OER (as found in the above definitions) is whether there should be explicit emphasis placed on specific technologies . For example, a video can be openly licensed and freely used without being a streaming video. A book can be openly licensed and freely used without being an electronic document. This technologically driven tension is deeply bound up with the discourse of open-source licensing . For more, see Licensing and Types of OER later in this article. There
540-406: A database of all works registered with it, but absence of registration does not imply absence of copyright, and CC licensed works can be registered on the same terms as unlicensed works or works licensed under any other licences. Although Creative Commons offers multiple licenses for different uses, some critics suggested that the licenses still do not address the differences among the media or among
630-443: A diploma from a degree granting accredited institution . However, many degree granting institutions have intentionally embraced the use of OER for research, teaching and learning, seeing their use and creation as in aligning with academic or institutional mission statements. In open education , there is an emerging effort by some accredited institutions to offer free certifications, or achievement badges, to document and acknowledge
720-490: A fee, and many other practices in contemporary media distribution. Creative Commons has not sought to resolve the confusion, in part because of high consumer demand for the noncommercial license as is with its ambiguity. In 2007, Virgin Mobile Australia launched a bus stop advertising campaign which promoted its mobile phone text messaging service using the work of amateur photographers who uploaded their work to
810-410: A magic marker." Critics also worried that the lack of rewards for content producers would dissuade artists from publishing their work, and questioned whether Creative Commons would enable the commons that it aimed to create. Creative Commons founder Lawrence Lessig countered that copyright laws have not always offered the strong and seemingly indefinite protection that today's law provides. Rather,
900-847: A means of promoting access, equity and quality in the spirit of the Universal Declaration of Human Rights . In 2012 the Paris OER Declaration was approved during the 2012 OER World Congress held at UNESCO's headquarters in Paris. As of 2022, many institutions of higher education provide a broad range of support for instructors and faculty incorporating open practices, including the adoption, modification and creation of OER. Support provided may include financial stipends, course release, instructional design assistance, research expertise and recognition in retention, promotion and tenure. Manowaluilou (2020) conducted research on
990-727: A partnership with Utah State University , where assistant professor of instructional technology David Wiley set up a distributed peer support network for the OCW's content through voluntary, self-organizing communities of interest. The community college system was also an early participant in the movement. In 2004, the Sofia project was launched by the Foothill-De Anza Community College District with funding support from The William and Flora Hewlett Foundation . Content for eight community-college level courses
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#17327759038011080-646: A photo at her church's fund-raising carwash, with the superimposed, mocking slogan "Dump Your Pen Friend". Chang sued Virgin Mobile and Creative Commons. The photo was taken by Chang's church youth counsellor, Justin Ho-Wee Wong, who uploaded the image to Flickr under the Creative Commons license. The case hinges on privacy, the right of people not to have their likeness used in an ad without permission. So, while Mr. Wong may have given away his rights as
1170-480: A photographer, he did not, and could not, give away Alison's rights . In the lawsuit, which Mr. Wong is also a party to, there is an argument that Virgin did not honor all the terms of the nonrestrictive license. On November 27, 2007, Chang voluntarily dismissed the lawsuit against Creative Commons, focusing the lawsuit only against Virgin Mobile. The case was thrown out of court due to lack of jurisdiction and subsequently Virgin Mobile did not incur any damages towards
1260-502: A project of Korea Association for Infomedia Law (KAFIL). The major Korean portal sites, including Daum and Naver, have been participating in the use of Creative Commons licences. In January 2009, the Creative Commons Korea Association was consequently founded as a non-profit incorporated association. Since then, CC Korea has been actively promoting the liberal and open culture of creation as well as leading
1350-418: A range of licenses tailored to meet the different protection interests of authors of creative works, rather than forcing a single forced standard as a "base level of freedom" that all Creative Commons licenses must meet, and with which all licensors and users must comply. "By failing to take any firm ethical position and draw any line in the sand, CC is a missed opportunity. ...CC has replaced what could have been
1440-536: A result of the work of Creative Commons , a non-profit organization that provides ready-made licensing agreements that are less restrictive than the "all rights reserved" terms of standard international copyright. These new options have become a "critical infrastructure service for the OER movement." Another license, typically used by developers of OER software, is the GNU General Public License from
1530-425: A revitalization and restructuring of educational systems. Advantages of using OER include: Challenges of using OER include: Open educational resources often involve issues relating to intellectual property rights. Traditional commercial educational materials, such as textbooks, are protected under conventional copyright terms. However, alternative and more flexible licensing options have become available as
1620-541: Is a primary strength of OER and, as such, can produce major cost savings. OER need not be created from scratch. On the other hand, there are some costs in the assembly and adaptation process. And some OER must be created and produced originally at some time. While OER must be hosted and disseminated, and some require funding, OER development can take different routes, such as creation, adoption, adaptation and curation. Each of these models provides different cost structure and degree of cost-efficiency. Upfront costs in developing
1710-421: Is also a tension between entities which find value in quantifying usage of OER and those which see such metrics as themselves being irrelevant to free and open resources. Those requiring metrics associated with OER are often those with economic investment in the technologies needed to access or provide electronic OER, those with economic interests potentially threatened by OER, or those requiring justification for
1800-478: Is credited for having sparked a global Open Educational Resources Movement after announcing in 2001 that it was going to put MIT 's entire course catalog online and launching this project in 2002. Other contemporaneous OER projects include Connexions , which was launched by Richard Baraniuk in 1999 and showcased with MIT OpenCourseWare at the launch of the Creative Commons open licenses in 2002, and
1890-467: Is often motivated by a desire to provide an alternative or enhanced educational paradigm . Open educational resources (OER) are part of a "range of processes" employed by researchers and educators to broaden access to scholarly and creative conversations. Although working definitions of the term OER may vary somewhat based on the context of their use, the 2019 definition provided by UNESCO provides shared language useful for shaping an understanding of
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#17327759038011980-522: Is only a service provider for standardized license text, not a party in any agreement. No central database of Creative Commons works is controlling all licensed works and the responsibility of the Creative Commons system rests entirely with those using the licences. This situation is, however, not specific to Creative Commons. All copyright owners must individually defend their rights and no central database of copyrighted works or existing license agreements exists. The United States Copyright Office does keep
2070-433: Is taking a leading role in "making countries aware of the potential of OER." The organisation has instigated debate on how to apply OERs in practice and chaired vivid discussions on this matter through its International Institute of Educational Planning (IIEP). Believing that OERs can widen access to quality education, particularly when shared by many countries and higher education institutions, UNESCO also champions OERs as
2160-731: Is the 2007 report to the William and Flora Hewlett Foundation which defined OER as "teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge." The Foundation later updated its definition to describe OER as "teaching, learning and research materials in any medium – digital or otherwise – that reside in
2250-704: Is the main output of the project, which involved a number of expert meetings in 2006. In September 2007, the Open Society Institute and the Shuttleworth Foundation convened a meeting in Cape Town to which thirty leading proponents of open education were invited to collaborate on the text of a manifesto. The Cape Town Open Education Declaration was released on 22 January 2008, urging governments and publishers to make publicly funded educational materials available at no charge via
2340-789: Is the pedagogy of artist Joseph Beuys and the founding of the Free International University for Creativity and Interdisciplinary Research in 1973. After co-creating with his students, in 1967, the German Student Party, Beuys was dismissed from his teaching post in 1972 at the Staatliche Kunstakademie Düsseldorf. The institution did not approve of the fact that he permitted 50 students who had been rejected from admission to study with him. The Free University became increasingly involved in political and radical actions calling for
2430-486: Is to counter the dominant and increasingly restrictive permission culture that limits artistic creation to existing or powerful creators. Lessig maintains that modern culture is dominated by traditional content distributors in order to maintain and strengthen their monopolies on cultural products such as popular music and popular cinema, and that Creative Commons can provide alternatives to these restrictions. In mid‑December 2020, Creative Commons released its strategy for
2520-600: The CK-12 Foundation Curriculum Materials License. The CK-12 Foundation itself also provides—online—a suite of open educational content, typically under that license. The Pressbooks Directory is a free, searchable catalog that includes over 7,200 open access books published by 190 organizations and networks using Pressbooks. The B.C. Open Collection by BCcampus is a curated selection of OER that includes courses and textbooks that must meet quality criteria for it to be added to
2610-716: The Commonwealth of Learning "has adopted the widest definition of Open Educational Resources (OER) as 'materials offered freely and openly to use and adapt for teaching, learning, development and research ' ". The WikiEducator project suggests that OER refers "to educational resources (lesson plans, quizzes, syllabi, instructional modules, simulations, etc.) that are freely available for use, reuse, adaptation, and sharing'. Institutions emphasizing recognition of work with open educational resources in faculty promotion and tenure emphasize their use in research, scholarly and creative works as well. The above definitions expose some of
2700-502: The Debian Free Software Guidelines (DFSG) due to the license's anti- DRM provisions (which might, due to ambiguity, be covering more than DRM) and its requirement that downstream users remove an author's credit upon request from the author. Version 3.0 of the Creative Commons licenses addressed these concerns and, except for the non commercial and no-derivative variants, are considered to be compatible with
2790-551: The copyleft movement, which seeks to provide alternative solutions to copyright , and has been dubbed "some rights reserved". Creative Commons has been credited with contributing to a re-thinking of the role of the " commons " in the Information Age . Their frameworks help individuals and groups distribute content more freely while still protecting themselves and their intellectual property rights legally. According to its founder Lawrence Lessig , Creative Commons' goal
Open learning - Misplaced Pages Continue
2880-747: The free and open-source software (FOSS) community. Open licensing allows uses of the materials that would not be easily permitted under copyright alone. Massive Open Online Courses (MOOCs) are free online courses available to anyone who wants to enroll. MOOCs offer a wide range of courses in many different subjects to allow people to learn in an affordable and easy manner. Types of open educational resources include full courses, course materials, modules, learning objects , open textbooks , openly licensed (often streamed) videos, tests, software, and other tools, materials, or techniques used to support access to knowledge. OER may be freely and openly available static resources, dynamic resources which change over time in
2970-595: The 2nd World OER Congress in Ljubljana, Slovenia, was co-organized by UNESCO and the Government of Slovenia. The 500 experts and national delegates from 111 countries adopted the Ljubljana OER Action Plan. It recommends 41 actions to mainstream open-licensed resources to achieve the 2030 Sustainable Development Goal 4 on "quality and lifelong education". An historical antecedent to consider
3060-480: The 5R activities or other collaborative research, creative and scholarly practices. The Organisation for Economic Co-operation and Development (OECD) defines OER as: "digitised materials offered freely and openly for educators, students, and self-learners to use and reuse for teaching, learning, and research. OER includes learning content, software tools to develop, use, and distribute content, and implementation resources such as open licences". By way of comparison,
3150-477: The 5R activities – retaining, remixing, revising, reusing and redistributing the resources." The 5R activities/permissions mentioned in the definitions above were proposed by David Wiley , and include: Authors, creators, and communities may apply a range of licenses or descriptions such as those facilitated by Creative Commons or Local Contexts | TK Labels to their work to communicate to what extent they intend for downstream users to engage in
3240-619: The 5R permissions enabled by the use of open licenses. One of the most frequently cited benefits of OER is their potential to reduce costs. A 2023 study co-authored by the Public Interest Research Group and Michelson 20MM Foundation found that 65% of student respondents skipped out on textbooks or course materials because they were too expensive. While OER seem well placed to bring down total expenditures, they are not cost-free. New OER can be assembled or simply reused or repurposed from existing open resources. This
3330-575: The British government contributing £5.7m, institutional support has also been provided by the UK funding bodies JISC and HEFCE . The JISC/HEFCE UKOER Programme (Phase 3 from October 2011 – October 2012) was meant to build on sustainable procedure indicated in the first two phases eventually expanding in new directions that connect Open Educational Resources to other fields of work. United Nations Educational, Scientific and Cultural Organization (UNESCO)
3420-513: The CC0 Public Domain Dedication tool) require attribution (attributing the authors of the original creative works), which can be inconvenient for works based on multiple other works. Critics feared that Creative Commons could erode the copyright system over time, or allow "some of our most precious resources – the creativity of individuals – to be simply tossed into the commons to be exploited by whomever has spare time and
3510-533: The COUP framework have also been used internationally (e.g. Pandra & Santosh, 2017; Afolabi, 2017 ), although contexts and OER use types vary across countries. The COUP Framework explores: Cost: the impact of OER adoption on cost reduction Outcomes: the impact of OER adoption/use on student learning Usage: the impact of and practices around customization of OER Perceptions: faculty's and students' perceptions of OER Studies continue to emerge which investigate
3600-504: The DFSG. Kent Anderson, writing for The Scholarly Kitchen , a blog of the Society for Scholarly Publishing , criticized CC as being grounded on copyright principles and not really departing from it, and as being more complex and complicating than the latter – thus the public does not scrutinize CC, reflexively accepting it as one would a software license – while at the same time weakening
3690-569: The German pedagogues Hans Brügelmann (1975; 1999), Falko Peschel (2002), Jörg Ramseger (1977) and Wulf Wallrabenstein (1991). The approach is supposed to face up to three challenges (cf. in more detail Brügelmann/ Brinkmann 2008, chap. 1): The term "open learning" also refers to open and free sharing of educational materials. Open educational resources Open educational resources ( OER ) are teaching , learning, and research materials intentionally created and licensed to be free for
Open learning - Misplaced Pages Continue
3780-582: The Global OER Graduate Network (GO-GN) have enacted research responding to critiques of open education research as "under-theorized" and exploring the role of OER as well as open practices and processes in "embracing and foregrounding diversity, inclusion and equity." As part of the Open Education Group, Hilton (2016, 2019 ) reviewed studies on OER with the focus on Cost, Outcomes, and Perceptions, finding that most of
3870-771: The NROC Project, launched by Gary W. Lopez in 2003 that developed the HippoCampus OER site and EdReady personalized learning platform. Following an MIT OpenCourseWare conference in Beijing, the China Open Resources for Education (CORE) was established in November 2003. CORE's goal was to provide these resources to hundreds of universities in China. In a first manifestation of this movement, MIT entered
3960-412: The OER infrastructure can be expensive, such as building the OER infrastructure. Butcher and Hoosen noted that "a key argument put forward by those who have written about the potential benefits of OER relates to its potential for saving cost or, at least, creating significant economic efficiencies. However, to date there has been limited presentation of concrete data to back up this assertion, which reduces
4050-533: The William and Flora Hewlett Foundation's activities supporting open education since 2002, the Foundation describes OER as "freely licensed, remixable learning resources", further including the Creative Commons definition of OER as "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
4140-472: The accomplishments of participants. In order for educational resources to be OER, they must have an open license or otherwise communicate willingness for iterative reuse and/or modification. Many educational resources made available on the Internet are geared to allowing online access to digitalized educational content, but the materials themselves are restrictively licensed. These restrictions may complicate
4230-416: The characteristics of OER. The 2019 UNESCO definition describes OER as "teaching, learning and research materials that make use of appropriate tools, such as open licensing, to permit their free reuse, continuous improvement and repurposing by others for educational purposes." While collaboration, sharing, and openness have "been an ongoing feature of educational" and research practices "past and present",
4320-410: The collection. The MERLOT Collection is a curated resource of free and online textbooks and other resources for use in teaching and learning. Many resources undergo an extensive peer review. OER Commons provides an extensive library of OER textbooks and resources from higher education institutions around the world, as well as an OER authoring tool called Open Author The term " learning object "
4410-541: The copyright owner specifically releases it under an open license). The Creative Commons license is a widely used licensing framework internationally used for OER. The Open Textbook Library sponsored by the University of Minnesota offers open textbooks a wide range of law, medicine, engineering, and liberal arts disciplines. OpenStax , a nonprofit educational technology initiative based at Rice University, has created openly-licensed textbooks since 2012. The project
4500-557: The costs of implementing and maintaining the infrastructure or access to the freely available OER. While a semantic distinction can be made delineating the technologies used to access and host learning content from the content itself, these technologies are generally accepted as part of the collective of open educational resources. Since OER are intended to be available for a variety of educational purposes, some organizations using OER neither award degrees nor provide academic or administrative support to students seeking college credits towards
4590-519: The course of having knowledge seekers interacting with and updating them, or a course or module with a combination of these resources. OER policies (also sometimes known as laws, regulations, strategies, guidelines, principles or tenets) are adopted by governments, institutions or organisations in support of the creation and use of open content , specifically open educational resources, and related open educational practices . The growing movement of OER has also fostered research activities on OER across
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#17327759038014680-513: The creation, use and repurposing of Open Educational Resources (OER) and their adaptation to the contextual setting (the Open Educational Quality Initiative ). Wiley & Hilton (2018) proposed a new term called "OER-enabled pedagogy", which is defined as "the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER", emphasizing
4770-593: The cultures and ecologies of learning communities, and the development and use of open educational resources . While there is no agreed-upon, comprehensive definition of open learning, central focus is commonly placed on the "needs of the learner as perceived by the learner." Case studies illustrate open learning as an innovation both within and across academic disciplines, professions, social sectors and national boundaries, and in business and industry, higher education institutions, collaborative initiatives between institutions, and schooling for young learners. Open learning as
4860-773: The diffusion of Creative Common in the country. Bassel Khartabil was a Palestinian Syrian open source software developer who served as a project lead and public affiliate for Creative Commons Syria. On March 15, 2012, he was detained by the Syrian government in Damascus at Adra Prison for no crime. On October 17, 2015, the Creative Commons Board of Directors passed a resolution calling for Bassel Khartabil's release. In 2017, Bassel's wife received confirmation that Bassel had been killed shortly after she lost contact with him in 2015. All current CC licenses (except
4950-500: The duration of copyright used to be limited to much shorter terms of years, and some works never gained protection because they did not follow the now-abandoned compulsory format. The maintainers of Debian , a Linux distribution known for its strict adherence to a particular definition of software freedom , rejected the Creative Commons Attribution License prior to version 3 as incompatible with
5040-586: The effectiveness of such arguments and opens the OER movement to justified academic criticism." A large part of the early work on open educational resources was funded by universities and foundations such as the William and Flora Hewlett Foundation , which was the main financial supporter of open educational resources in the early years and has spent more than $ 110 million in the 2002 to 2010 period, of which more than $ 14 million went to MIT . The Shuttleworth Foundation , which focuses on projects concerning collaborative content creation, has contributed as well. With
5130-408: The end user to own, share, and in most cases, modify. The term "OER" describes publicly accessible materials and resources for any user to use, re-mix, improve, and redistribute under some licenses. These are designed to reduce accessibility barriers by implementing best practices in teaching and to be adapted for local unique contexts. The development and promotion of open educational resources
5220-585: The first through third rounds of CCJP. In February 2007, the ICC x ClipLife 15 second CM competition was held. In June, iSummit 07 was held. In July, the fourth CCJP was held. On July 25, Tokyo approved Nobuhiro Nakayama ( 中山信弘 ) to become the NGO chairman of CCJP. In 2008, Taipie ACIA joined CCJP. The main theme music which was chosen by CCJP was announced. In 2009, INTO INFINITY shown in Tokyo and Sapporo . iPhone held
5310-484: The individual negotiations for specific rights between copyright owner (licensor) and licensee , that are necessary under an " all rights reserved " copyright management. The organization was founded in 2001 by Lawrence Lessig , Hal Abelson , and Eric Eldred with the support of Center for the Public Domain . The first article in a general interest publication about Creative Commons, written by Hal Plotkin ,
5400-485: The internet. The global movement for OER culminated at the 1st World OER Congress convened in Paris on 20–22 June 2012 by UNESCO, COL and other partners. The resulting Paris OER Declaration (2012) reaffirmed the shared commitment of international organizations, governments, and institutions to promoting the open licensing and free sharing of publicly funded content, the development of national policies and strategies on OER, capacity-building, and open research. In 2018,
5490-467: The late 20th century. OER and Free/Libre Open Source Software (FLOSS), for instance, have many aspects in common, a connection first established in 1998 by David Wiley who coined the term " open content " and introduced the concept by analogy with open source. Richard Baraniuk made the same connection independently in 1999 with the founding of the first global OER initiative, Connexions (now called OpenStax CNX ). The MIT OpenCourseWare project
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#17327759038015580-516: The license should be educated and make all them to do hands on session. However, the evidence quality underlying pedagogical research conducted on OER is found to be of a poor quality and requires a more rigorous design to find how it improves scientific literacy, student engagement and student attitudes towards science. OER have been used in educational contexts in a variety of ways, and researchers and practitioners have proposed different names for such practices. According to Wiley & Hilton (2018),
5670-626: The license terms." Works licensed under incompatible licenses may not be recombined in a derivative work without obtaining permission from the copyright owner. Richard Stallman of the Free Software Foundation stated in 2005 that he could not support Creative Commons as an activity because "it adopted some additional licenses which do not give everyone that minimum freedom", that freedom being "the freedom to share, noncommercially, any published work". Those licenses have since been retired by Creative Commons. Creative Commons
5760-679: The most value benefits of OER usage (Petiška, 2018) A 2018 Charles University study presents that Misplaced Pages is the most used OER for students of environmental studies (used by 95% of students) and argues educational institutions should focus their attention on it (e.g. by hosting and supporting a Wikipedian in residence ). To encourage more researchers to join in the field of OER, the Open Education Group has created an "OER Research Fellowship" program, which selects 15–30 doctoral students and early career researchers in North America (US and Canada). To date, more than 50 researchers have joined
5850-584: The multitude of rights that can be passed on to subsequent creators. Various commentators have reported confusion in understanding what "noncommercial" use means. Creative Commons issued a report in 2009, "Defining noncommercial", which presented research and various perspectives. The report claimed that noncommercial to many people means "no exchange of money or any commerce". Beyond that simple statement, many people disagree on whether noncommercial use permits publishing on websites supported with advertising, sharing noncommercial media through nonprofit publishing for
5940-456: The photo-sharing site Flickr using a Creative Commons by Attribution license. Users licensing their images this way freed their work for use by any other entity, as long as the original creator was attributed credit, without any other compensation being required. Virgin upheld this single restriction by printing a URL, leading to the photographer's Flickr page, on each of their ads. However, one picture depicted 15-year-old Alison Chang posing for
6030-549: The program and conducted research on OER. The Open University in UK has run another program aimed at supporting doctoral students researching OER from any country in the world through their GO-GN network (Global OER Graduate Network). GO-GN provides its members with funding and networking opportunities as well as research support. Currently, more than 60 students are listed as its members. At every Institute and Universities level, each and everyone Student and Research scholar should aware of open educational resources and how to Implement
6120-407: The public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions." Of note in that definition is the explicit statement that OER can include both digital and non-digital resources, as well as the inclusion of several types of use that OER permit, inspired by 5R activities of OER. In a 2022 overview of
6210-434: The public. These licenses allow authors of creative works to communicate which rights they reserve and which rights they waive for the benefit of recipients or other creators. An easy-to-understand one-page explanation of rights, with associated visual symbols, explains the specifics of each Creative Commons license. Content owners still maintain their copyright, but Creative Commons licenses give standard releases that replace
6300-527: The reuse and modification considered characteristic of OER. Often, this is not intentional, as educators and researchers may lack familiarity with copyright law in their own jurisdictions, never mind internationally. International law and national laws of nearly all nations, and certainly of those who have signed onto the World Intellectual Property Organization (WIPO), restrict all content under strict copyright (unless
6390-477: The rights provided by copyright. Anderson ends up concluding that this is the point, and that "Creative Commons receives significant funding from large information companies like Google , Nature Publishing Group , and RedHat ", and that Google money is especially linked to CC's history; for him, CC is "an organization designed to promulgate the interests of technology companies and Silicon Valley generally". According to Mako Hill , Creative Commons has established
6480-704: The shows with Audio Visual Mixer for INTO INFINITY. ( Apple joint research and development with CCJP) In 2012, the 10th anniversary ceremony was held in Japan. In 2015, Creative Commons 4.0 and Creative Commons 0 were released in Japanese language. Creative Commons Korea ( CC Korea ) is the affiliated network of Creative Commons in South Korea. In March 2005, CC Korea was initiated by Jongsoo Yoon (in Korean : 윤종수), former Presiding Judge of Incheon District Court, as
6570-487: The studies (e.g. Fischer, Hilton, Robinson, & Wiley, 2015; Lovett, Meyer, & Thille, 2008; Petrides, Jimes, Middleton-Detzner, Walling, & Wiess, 2011 ) had found that OER improve student learning while significantly reducing the cost of their educational resources (e.g. textbooks). He also found that perceptions of OER by faculty and students are generally positive (e.g. Allen & Seaman, 2014; Bliss, Hilton, Wiley, & Thanos, 2013 ). The approaches proposed in
6660-455: The tensions that exist with OER: These definitions also have common elements, namely they all: Given the diversity of users, creators and sponsors of open educational resources, it is not surprising to find a variety of use cases and requirements. For this reason, it may be as helpful to consider the differences between descriptions of open educational resources as it is to consider the descriptions themselves. One of several tensions in reaching
6750-443: The term "OER" was first coined to describe associated resources at UNESCO's 2002 Forum on Open Courseware, which determined that "Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others." Often cited
6840-626: The two popular terms used are "open pedagogy" and "open educational practices". What these two terms refer to is closely related to each other, often indistinguishable. For example, Weller (2013) defines open pedagogy as follows: "Open pedagogy makes use of this abundant, open content (such as open educational resources, videos, podcasts), but also places an emphasis on the network and the learner's connections within this". Open educational practices are defined as, for example, "a set of activities around instructional design and implementation of events and processes intended to support learning. They also include
6930-563: The upcoming five years, which will focus more on three core of goals including advocacy, infrastructure innovation, and capacity building. Until April 2018, Creative Commons had over 100 affiliates working in over 75 jurisdictions to support and promote CC activities around the world. In 2018 this affiliate network has been restructured into a network organisation. The network no longer relies on affiliate organisation but on individual membership organised in Chapter. Creative Commons Hungary
7020-478: The usage of OER which contribute to understanding of how faculty and student use of OER (enabled by the permission given by an open license) contribute to student learning. For example, research from the Czech Republic has proved most students said they use OER as often as or more often than classical materials. Misplaced Pages is the most used resource. Availability, amount of information and easy orientation are
7110-458: The use of Open Educational Resources (OER) in higher education, particularly focusing on their role in enhancing academic English writing. The study highlights that OER can serve as valuable supplemental resources for students, potentially alleviating the need for professors to dedicate significant time and resources to teaching writing skills. This approach may improve learning efficiency and accessibility within academic environments. SkillsCommons
7200-858: The various Creative Commons licenses. Misplaced Pages and its sister projects use one of these licenses. According to a 2017 report, Flickr alone hosted over 415 million cc-licensed photos, along with around 49 million works in YouTube , 40 million works in DeviantArt and 37 million works in Wikimedia Commons . The licenses are also used by Stack Exchange , MDN , Internet Archive , Khan Academy , LibreTexts , OpenStax , MIT OpenCourseWare , WikiHow , TED , OpenStreetMap , GeoGebra , Doubtnut , Fandom , Arduino , ccmixter.org , Ninjam , etc., and formerly by Unsplash , Pixabay , and Socratic . Creative Commons has been an early participant in
7290-470: The various concerns that different authors have. Lessig wrote that the point of Creative Commons is to provide a middle ground between two extreme views of copyright protection – one demanding that all rights be controlled, and the other arguing that none should be controlled. Creative Commons provides a third option that allows authors to pick and choose which rights they want to control and which they want to grant to others. The multitude of licenses reflects
7380-413: The world, becoming "a mission-driven trend within the scientific literature". Mishra et al. (2022) found topics of research into OER included "open textbook, open online course, open courseware, open-source software related to open education, and open social learning." The Open Education Group suggests sorting research into four categories, called COUP Framework, based on the focus of research. Members of
7470-457: Was coined in 1994 by Wayne Hodgins and quickly gained currency among educators and instructional designers, popularizing the idea that digital materials can be designed to allow easy reuse in a wide range of teaching and learning situations. The OER movement originated from developments in open and distance learning (ODL) and in the wider context of a culture of open knowledge , open source , free sharing and peer collaboration, which emerged in
7560-479: Was considered to be the world's largest repository of open educational and workforce training materials. Creative Commons Creative Commons ( CC ) is an American non-profit organization and international network devoted to educational access and expanding the range of creative works available for others to build upon legally and to share. The organization has released several copyright licenses , known as Creative Commons licenses , free of charge to
7650-720: Was developed in 2012 under the California State University Chancellor's Office and funded through the $ 2 billion U.S. Department of Labor's TAACCCT initiative. Led by Assistant Vice Chancellor, Gerard Hanley, and modeled after sister project, MERLOT , SkillsCommons open workforce development content was developed and vetted by 700 community colleges and other TAACCCT institutions across the United States. The SkillsCommons content exceeded two million downloads in September 2019 and at that time
7740-629: Was initially funded by the Bill and Melinda Gates Foundation , the William and Flora Hewlett Foundation, the Michelson Twenty Million Minds Foundation , and the Maxfield Foundation. The CNX platform was retired in 2020, when OpenStax transitioned to the use of Google Docs instead. LibreTexts is a nonprofit OER (online educational resource) project. Content from LibreTexts is made available under
7830-563: Was launched by GLOCOM University. CC Japan is the world's second CC affiliated network (the first is in America). In March 2006, CC Japan become the NPO and be in motion. In the same month, the CC founder Lawrence Lessig came to Japan to be one of the main holders of the open ceremony. Within the same year, between May and June, different international events were held in Japan, including iSummit 06 and
7920-764: Was provided online for free, in what was termed an "open content initiative." The term "open educational resources" was first adopted at UNESCO 's 2002 Forum on the Impact of Open Courseware for Higher Education in Developing Countries. In 2005 OECD's Centre for Educational Research and Innovation (CERI) launched a 20-month study to analyse and map the scale and scope of initiatives regarding "open educational resources" in terms of their purpose, content, and funding. The report "Giving Knowledge for Free: The Emergence of Open Educational Resources", published in May 2007,
8010-512: Was published in February 2002. The first set of copyright licenses was released in December 2002. The founding management team that developed the licenses and built the Creative Commons infrastructure as it is known today included Molly Shaffer Van Houweling , Glenn Otis Brown, Neeru Paharia, and Ben Adida. In 2002, Creative Commons was selected as the successor of the Open Content Project,
8100-663: Was the affiliated network of Creative Commons in Hungary. The non-profit organization was founded in Budapest, Hungary in 2008 and was deleted from the official registry on 6 February 2017. Creative Commons Japan (CC Japan/CCJP) is the affiliated network of Creative Commons in Japan. In 2003, the International University GLOCOM held a meeting for the CC Japan preparation. In March 2004, CC Japan
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