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We will present an analysis of data from a literature review and semi-structured interviews with experts on OER, to identify different aspects of OER business models and to establish how the success of the OER initiatives is measured. The results collected thus far show that two different business models for OER initiatives exist, but no data on their success or failure is published. We propose a framework for measuring success of OER initiatives.

OER-based learning has the potential to overcome many shortcomings and problems of traditional education. It is not hampered by IP restrictions; can depend on collaborative, cumulative, iterative refinement of resources; and the digital form provides unprecedented flexibility with respect to configuration and delivery. The OER community is a progressive group of educators and learners with decades of learning research to draw from, who know that we must prepare learners for an evolving and diverse reality. Despite this OER tends to replicate the unsuccessful characteristics of traditional education. To remedy this we may need to remember the importance of imperfection, mistakes, problems, disagreement, and the incomplete for engaged learning, and relinquish our notions of perfection, acknowledging that learners learn differently and we need diverse learners. We must stretch our perceptions of quality and provide mechanisms for engaging the incredible pool of educators globally to fulfill the promise of inclusive education.

This paper presents the initial data analysis of a research that is work in progress. It discusses the role of mentoring and peer support in facilitating the process of repurposing open educational resources (OER). It also reports on the lessons so far learned from the analysis of two distinct but related case studies on working with learners to use and disseminate OER.

This study is a comparison AU Press with three other traditional (non-open access) Canadian university presses. The analysis is based on actual physical book sales on Amazon.com and Amazon.ca. Statistical methods include the sampling of the sales ranking of randomly selected books from each press. Results suggest that there is no significant difference in the ranking of printed books sold by AU Press in comparison with traditional university presses. However, AU Press, can demonstrate a significantly larger readership for its books as evidenced by thousands of downloads of the open electronic versions.

s book of the Open Education Conference 2010 (Barcelona, 2-4 November 2010). In English, Catalan and Spanish. Libro de resúmenes del congreso Open Education Conference 2010 (Barcelona, 2-4 noviembre de 2010). En inglés, catalán y español. Llibre de resums del congrés Open Education Conference 2010 (Barcelona, 2-4 novembre de 2010). En anglès, català i espanyol.

This paper will discuss the possible roles of academic libraries in promoting, supporting, and sustaining institutional Open Educational Resource initiatives. It will note areas in which libraries or librarians have skills and knowledge that intersect with some of the needs of academic staff and students as they use and release OERs. It will also present the results of a brief survey of the views of some OER initiatives on the current and potential role of academic libraries.

The future of OER is highly dependent on the future of education in general. A future that will be determined by major changes in society that demand more people with a higher education and life long learning. Each vision for the long term future needs to take the qualitative and quantitative demands into account. Backcasting from a vision we arrive at useful steps to take, some of which we managed to start up in the form of pilots as part of the European research project Share.TEC.

In an explorative study, we investigated on German schoolteachers how they use, reuse, produce and manage Open Educational Resources. The main questions in this research have been, what their motivators and barriers are in their use of Open Educational Resources, what others can learn from their Open Educational Practices, and what we can do to raise the dissemination level of OER in schools. En un estudio explorativo, se investigó de qué manera los profesores alemanes usan, reutilizan, producen y gestionan los Recursos Educativos Abiertos. Las principales cuestiones de esta investigación han sido sus motivaciones y dificultades en el uso de Recursos Educativos Abiertos, lo que otros pueden aprender de sus Prácticas Educativas Abiertas , y lo que pueden hacer para aumentar el nivel de difusión de los REA en las escuelas. En un estudi exploratiu, es va investigar de quina manera els professors alemanys utilitzen, reutilitzen, produeixen i gestionen els Recursos Educatius Oberts. Les principals qüestions d'aquesta investigació van ser les seves motivacions i dificultats en l'ús de Recursos Educatius Oberts, el que altres poden aprendre de les seves Pràctiques Educatives Obertes, i què poden fer per augmentar el nivell de difusió dels REO en les escoles.

While the Internet has given educators access to a steady supply of Open Educational Resources, the educational rubrics commonly shared on the Web are generally in the form of static, non-semantic presentational documents or in the proprietary data structures of commercial content and learning management systems. With the advent of Semantic Web Standards, producers of online resources have a new framework to support the open exchange of software-readable datasets. Despite these advances, the state of the art of digital representation of rubrics as sharable documents has not progressed. This paper proposes an ontological model for digital rubrics. This model is built upon the Semantic Web Standards of the World Wide Web Consortium (W3C), principally the Resource Description Framework (RDF) and Web Ontology Language (OWL).

Recently many OER activities have been getting popular, and users who access those content for informal learning are increasing. Most popular OER must be OCW, which has been proposed and promoted by MIT since 2001. In Japan OCW has been penetrating gradually since 2005. However in terms of formal learning utilization ICT technology has not been so popular yet in Japanese higher education field. In this paper two case studies, one is formal e-Learning using OCW, and the other is portal site of open contents from universities are described

Much of the initial work on Open Educational Resources (OER) has inevitably concentrated on how to produce the resources themselves and to establish the idea in the community. It is now eight years since the term OER was first used and more than ten years since the concept of open content was described and a greater focus is now emerging on the way in which OER can influence policy and change the way in which educational systems help people learn. The Open University UK and Carnegie Mellon University are working in partnership on the OLnet (Open Learning Network), funded by The William and Flora Hewlett Foundation with the aims to search out the evidence for use and reuse of OER and to establish a network for information sharing about research in the field. This means both gathering evidence and developing approaches for how to research and understand ways to learn in a more open world, particularly linked to OER, but also looking at other influences.

Most educational institutions include nowadays a digital repository as part of their development and positioning strategy. The main goals of a digital repository are preservation and dissemination, which are some how contradictory, especially if the repository follows an open approach, as it is designed, built and managed from an institutional perspective, although it is intended to be used by teachers and learners. This fact may lead to a low level of usage, as final users are not able to integrate the learning object repository into their learning process. In this paper we will discuss how to promote open educational resources by connecting open repositories with open social networks, bridging the gap between resources and final users (teachers and learners).

Smarthistory.org is a proven, sustainable model for open educational resources in the Humanities. We discuss lessons learned during its agile development. Smarthistory.org is a free, creative-commons licensed, multi-media web-book designed as a dynamic enhancement or substitute for the traditional art history textbook. It uses conversation instead of the impersonal voice of the typical textbook in-order to reveal disagreement, emotion, and the experience of looking. The listener remains engaged with both the content and the interaction of the speakers. These conversations model close looking and a willingness to encounter and engage the unfamiliar. Smarthistory takes the inherent dialogic and multimedia nature of the web and uses it as a pedagogical method. This extendable Humanities framework uses an open-source content management system making Smarthistory inexpensive to create, and easy to manage and update. Its chronological timeline/chapter-based format integrates new contributions into a single historical framework, a structure applicable across the Humanities.

University libraries are well positioned to run or support OER production and publication operations. Many university libraries already have the technical, service, and policy infrastructure in place that would provide economies of scale for nascent and mature OER projects. Given a number of aligning factors, the University of Michigan (U-M) has an excellent opportunity to integrate Open.Michigan, its OER operation, into the University Library. This paper presents the case for greater university library involvement in OER projects generally, with U-M as a case study.

Open Education Resources are educational materials purposely made available for free use by others. They offer tremendous potential for reducing costs and increasing access to education especially in the developing world. This paper discusses issues of quality, localization, adaptation and integration that need to be addressed in order to make OER adoption a successful strategy.

This research project aimed the following goal: promote the creation, use and disclosure of OER in a Group of Schools, involving schools and teachers from different learning levels, expecting to test and validate the use of OER, in a learning-teaching model towards curricular innovation. Defining as a starting point different subjects and teachers from distinct academic areas, we have implemented a set of activities leading to the creation of OER supported, when possible, in FLOSS tools. We adopted an action research methodology with a dual purpose: to act within a community of teachers and students, while increasing at the same time their knowledge, as well as the researcher's. The activity was developed cooperatively in order to process a certain reality of the teaching-learning process, through practical/reflective action towards it and inducing its implementation by others in the Portuguese School System, based on the production and sharing OER.

Much of the attention around OERs has been on institutional projects which make explicit learning content available. These can be classified as 'big OER' but another form of OER is that of small scale, individually produced resources using web 2.0 type services, which are classified as 'little OER'. This paper examines some of the differences between the use of these two types of OER to highlight issues in open education. These include attitudes towards reputation, the intentionality of the resource, models of sustainability, the implicit affordances of resources and the context of their hosting sites.

Los términos objetos de aprendizaje (OA) y recursos educativos abiertos (OER) resultan de interés en muchos ámbitos sociales, principalmente en el de la educación superior, porque constituyen una valiosa posibilidad de equidad o justicia social a través del acceso, aplicación y generación de conocimiento. Para que los OER aporten a sus diseñadores o usuarios todas sus ventajas y características, tales como reusabilidad, accesibilidad, interoperabilidad y aplicabilidad en el marco de los objetivos planteados para su creación, deben estar alineados a las tendencias y avances de la sociedad como fin y la tecnología como medio. El presente artículo presenta la investigación efectuada por las autoras sobre tres aspectos seleccionados de la prospectiva actual de los OER estándares de accesibilidad, la incorporación de componentes sociales y la web semántica. La integración de herramientas sociales favorecen la intervención activa de los diseñadores y usuarios de los OER con lo cual se logra el aprendizaje colaborativo; además el proceso de creación de los OER es más rápido, facilitando el acceso de los mismos a través de buscadores que se encuentran enlazados a plataformas educativas y herramientas sociales (Web 2.0). Asimismo, el etiquetado social por parte de usuarios a los OER añaden metadatos descriptivos en los mismos; finalmente, se debe considerar el uso de licencias de propiedad intelectual que permitan reconocer a los autores y reutilizar el material de forma abierta. Els termes objectes d'aprenentatge (OA) i recursos educatius oberts (OER) són d'interès en molts àmbits socials, principalment en el de l'educació superior, perquè constitueixen una valuosa possibilitat d'equitat o justícia social a través de l'accés, aplicació i generació de coneixement. Perquè els OER aportin als dissenyadors o als usuaris tots els avantatges i les característiques que tenen, com ara reusabilitat, accessibilitat, interoperabilitat i aplicabilitat en el marc dels objectius plantejats per a crear-los, han d'estar alineats a les tendències i avenços de la societat com a fi i la tecnologia com a mitjà. Aquest article presenta la recerca duta a terme per les autores sobre tres aspectes seleccionats de la prospectiva actual dels OER estàndards d'accessibilitat, la incorporació de components socials i el Web semàntic. La integració d'eines socials afavoreixen la intervenció activa dels dissenyadors i usuaris dels OER i amb això s'aconsegueix l'aprenentatge col·laboratiu; a més a més, el procés de creació dels OER és més ràpid, ja que facilita que s'hi accedeixi a través de cercadors que estan enllaçats a plataformes educatives i eines socials (Web 2.0). Així mateix, l'etiquetatge social per part d'usuaris als OER hi afegeixen metadades descriptives; finalment, s'ha de considerar l'ús de llicències de propietat intel·lectual que permetin reconèixer els autors i reutilitzar el material de forma oberta. The terms 'learning objects' (LOs) and 'open educational resources' (OERs) are of interest in many areas of society, particularly in higher education, offering a valuable opportunity for equity and social justice through access, implementation and knowledge generation. For OERs to provide designers and users with all its advantages and features such as reusability, accessibility, interoperability, and applicability in the context of the objectives set for its creation, they must be aligned with the trends and developments in society as an end with technology as a medium. This paper presents research on three aspects of the future possibilities of OERs: accessibility standards, the incorporation of social components and the semantic web. Integrating social tools encourages the active involvement of OER designers and users, which in turn brings about collaborative learning. The creation of OER material is also faster, with easier access to them through search engines linked to educational platforms and social tools (Web 2.0). In addition, social tagging by users adds descriptive metadata to the OERs. Finally the use of intellectual property licenses which acknowledges the authors and allows free use of the material should be considered.

Open educational resource (OER) initiatives have made the shift from being a fringe activity to one that is increasingly considered as a key component in both teaching and learning in higher education and in the fulfilment of universities' mission and goals. Although the reduction in the cost of materials is often cited as a potential benefit of OER, this potential benefit has not yet been realised in practice necessitating thoughtful consideration of various strategies for new OER initiatives such as the OpenContent directory at the University of Cape Town (UCT) in South Africa. This paper reviews the range of sustainability strategies mentioned in the literature, plots the results of a small-scale OER sustainability survey against these strategies and explains how these findings and other papers on OER initiatives were used to inform an in-house workshop at UCT to deliberate the future strategy for the sustainability of OER at UCT.

The Food Safety Knowledge Network (FSKN) was developed through the collaboration of Michigan State University and a professional network of international food industry retailers and manufacturers. The key objective of the FSKN project is to provide technical resources, in a cost effective way, in order to promote food safety in developing countries and for small and less developed companies. FSKN uses a competency based model including a framework, OERs, and assessments. These tools are being used to support face-to-face training, fully online training, and to gauge the learning outcomes of a series of pilot groups which were held in India, Egypt, and China.

The place of technology in the development of coherent educational responses to environmental and socio-economic disruption is here placed under scrutiny. One emerging area of interest is the role of technology in addressing more complex learning futures, and more especially in facilitating individual and social resilience, or the ability to manage and overcome disruption. However, the extent to which higher education practitioners can utilise technology to this end is framed by their approaches to the curriculum, and the socio-cultural practices within which they are located. This paper discusses how open education might enable learners to engage with uncertainty through social action within a form of higher education that is more resilient to economic, environmental and energy-related disruption. It asks whether open higher education can be (re)claimed by users and communities within specific contexts and curricula, in order to engage with an uncertain world.

Welcome to The Open Education Conference in Barcelona. This is an International forum to present and discuss innovations and research about Open Education and Open Educational Resources (OER) movement. This year the main topic of the conference is OER: Impact and Sustainability. We are going to learn about Open Education projects around the world; how they are designed, implemented and sustained, what the different communities of learners need to allow OER projects to become a transforming engine for education, improving learning outcomes, and facilitating access to education to more and more people. We strongly encourage your participation during the Conference and social events that we have organised. The Open Education 2010 Executive Committee

The possibilities and expansion of the use of Web 2.0 has opened up a world of possibilities in online learning. In spite of the integration of these tools in education major changes are required in the educational design of instructional processes. This paper presents an educational experience conducted by the Open University of Catalonia using the social network Facebook for the purpose of testing a learning model that uses a participation and collaboration methodology among users based on the use of open educational resources. - The aim of the experience is to test an Open Social Learning (OSL) model, understood to be a virtual learning environment open to the Internet community, based on the use of open resources and on a methodology focused on the participation and collaboration of users in the construction of knowledge. - The topic chosen for this experience in Facebook was 2.0 Journeys: online tools and resources. The objective of this 5 weeks course was to provide students with resources for managing the various textual, photographic, audiovisual and multimedia materials resulting from a journey. - The most important changes in the design and development of a course based on OSL are the role of the teacher, the role of the student, the type of content and the methodology: - The teacher mixes with the participants, guiding them and offering the benefit of his/her experience and knowledge. - Students learn through their participation and collaboration with a mixed group of users. - The content is open and editable under different types of license that specify the level of accessibility. - The methodology of the course was based on the creation of a learning community able to self-manage its learning process. For this a facilitator was needed and also a central activity was established for people to participate and contribute in the community. - We used an ethnographic methodology and also questionnaires to students in order to acquire results regarding the quality of this type of learning experience. - Some of the data obtained raised questions to consider for future designs of educational situations based on OSL: - Difficulties in breaking the facilitator-centred structure - Change in the time required to adapt to the system and to achieve the objectives - Lack of commitment with free courses - The trend to return to traditional ways of learning - Accreditation - This experience has taught all of us that education can happen any time and in any place but not in any way.

The Open University of Catalonia (UOC: Universitat Oberta de Catalunya) is currently implementing its 2009-2014 Strategic Plan, which devotes an entire section to open educational resources. The working group on this topic is drafting a report that establishes the objectives to be met, analyses the current lay of the land and sets out the actions required to meet the objectives. This paper examines each of these three points.

The decision to publish educational materials openly and under free licenses brings up the challenge of doing it in a sustainable way. Some lessons can be learned from the business models for production, maintenance and distribution of Free and Open Source Software. The Free Technology Academy (FTA) has taken on these challenges and has implemented some of these models. We briefly review the FTA educational programme, methodologies and organisation, and see to which extent these models are proving successful in the case of the FTA.

The development of open educational resources (OERs) is becoming a strategic priority for governments and education institutions around the world, in response to funding cuts and rising costs in educational provision. In the United Kingdom, a government-sponsored Pilot Programme on Open Educational Recourses (JISC/HEA, 2009) was launched in 2009 with an initial budget of £5.7m. This paper reviews the key sustainability issues identified by the projects including the different approaches and models that have been adopted in order to sustain the continuing development and release of OER once funding has ended. The analysis also considers the challenges relating to the development and implementation of policies and processes for sustainable OER practice within institutions and among academics. The paper concludes by drawing on the experiences from the wider United Kingdom and international OER communities to develop a sustainable OER ecosystem model that can facilitate discussions on future development of OER initiatives.

The introduction of open educational resources (OER) in two Ghanaian universities through a grant-funded project was embraced with a lot of enthusiasm. The project started on a high note and the Colleges of Health Sciences in the two universities produced a significant number of e-learning materials as health OER in the first year. Growing challenges such as faculty time commitments, technological and infrastructural constraints, shortage of technical expertise, lack of awareness beyond the early adopters and non-existent system for OER dissemination and use set in. These exposed the fact that institutional policy and integration was essential to ensure effective implementation and sustainability of OER efforts. Informed by the early OER experiences at the two institutions, this paper proposes that institutions in low resource settings perhaps need to pay close attention to awareness creation, initiative structuring, funding, capacity building, systemization for scalability and motivation if OER sustainability is to be achieved.

In light of the fact that several studies indicate that students can benefit from deeper understandings of the processes by which historical accounts are constructed, history educators have increasingly been focused on finding ways to teach students how to read and reason about events in the same manner as professional historians (Wineburg, 2001; Spoehr & Spoehr, 1994; Hynd, Holschuh, & Hubbard, 2004; Wiley & Voss, 1996). One possible resource for supporting this development may come out of emerging web-based technologies. New technologies and increased access to historical records and artifacts posted the Internet may be precisely the tools that can help students (Bass, Rosenzweig, & Mason, 1999). Given the right context, we believe it is possible to combine such resources and tools to create an environment for students that could strengthen their abilities to read and reason about historical events. Moreover, we believe that social media, specifically, microblogging (Nardi, Schiano, Gumbrecht, & Swartz, 2004) could play a key role.

This chapter examines the meaning of “open” in terms of tools, resources, and education, and goes on to explore the association between open approaches to education and the development of online social learning. It considers why this form of learning is emerging so strongly at this point, what its underlying principles are, and how it can be defined. Openness is identified as one of the motivating rationales for a social media space tuned for learning, called SocialLearn, which is currently being trialed at The Open University in the UK. SocialLearn has been designed to support online social learning by helping users to clarify their intention, ground their learning and engage in learning conversations. The emerging design concept and implementation are described here, with a focus on what personalization means in this context, and on how learning analytics could be used to provide different types of recommendation that support learning.

Initiatives to stimulate the development and propagation of open educational resources (OER) need a sufficiently large community that can be mobilized to participate in this endeavour. Failure to achieve this could lead to underuse of OER. In the context of the Wikiwijs initiative a large scale survey was undertaken amongst primary and secondary school teachers to explore possible determinants of the educational use of digital learning materials (DLMs). Basing on the Integrative Model of Behaviour Prediction it was conjectured that self-efficacy, attitude and perceived norm would take a central role in explaining the intention to use DLMs. Several other predictors were added to the model as well whose effects were hypothesized to be mediated by the three central variables. All conjectured relationships were found using path analysis on survey data from 1484 teachers. Intention to DLMs was most strongly determined by self-efficacy, followed by attitude. ICT proficiency was in its turn the strongest predictor of self-efficacy. Perceived norm played only a limited role in the intention to use DLMs. Concluding, it seems paramount for the success of projects such as Wikiwijs to train teachers in the use of digital learning materials and ICT (e.g. the digital blackboard) and to impact on their attitude.

In this paper we discuss and analyze the process of using a learning object repository and building a social network on the top of it, including aspects related to open source technologies, promoting the use of the repository by means of social networks and helping learners to develop their own learning paths. En aquest treball es tracta i analitza el procés de l'ús d'un repositori d'objectes d'aprenentatge sobre el qual es desenvolupa una xarxa social, i que inclou aspectes relacionats amb tecnologies de codi obert, de manera que es promou l'ús del dipòsit a través de les xarxes socials i s'ajuda als alumnes a desenvolupar els seus propis itineraris d'aprenentatge. En este trabajo se trata y analiza el proceso del uso de un repositorio de objetos de aprendizaje sobre el cual se desarrolla una red social, incluyendo aspectos relacionados con tecnologías de código abierto, promoviendo así el uso del repositorio a través de las redes sociales y ayudando a los alumnos a desarrollar sus propios itinerarios de aprendizaje.

Based on a discussion of the background, features and limitations of open online courses, this paper describes a technological solution to support their offering, built on online tools that don't require self-managed hosting. This is a proof of concept that intends to highlight the possibilities and obstacles related to this kind of educational practice in a Latin American context.

This paper analyses the use of open video editing tools to support the creation and production of online collaborative audiovisual projects for higher education. It focuses on the possibilities offered by these tools to promote collective creation in virtual environments.

The higher education sector has become increasingly competitive and prospective students are adopting a consumerist approach to institution and programme choice. In response, higher education marketing has become more complex, market-oriented and business-like. Financial sustainability of open education resource (OER) projects is a widespread concern. This paper explores the extent to which a classical product placement framework can be applied to OERs to justify institutional funding in OER projects as a marketing investment. It is argued that OERs designed on this premise can increase cognitive, affective and conative brand outcomes while providing the traditional educational and societal benefits associated with OERs. A series of propositions are presented that may form the basis of a future research agenda.

Michigan State University and OER Africa are creating a win-win collaboration of existing organizations for African publishing, localizing, and sharing of teaching and learning materials that fill critical resource gaps in African MSc agriculture curriculum. By the end of the 18-month planning and pilot initiative, African agriculture universities, faculty, students, researchers, NGO leaders, extension staff, and farmers will participate in building AgShare by demonstrating its benefits and outcomes and by building momentum and support for growth.

Open Education, and specifically the OER movement, seeks to provide universal access to knowledge, undermining the historical enclosure and the increasing privatisation of the public education system. In this paper we examine this aspiration by submitting the implicit theoretical assumptions of Open Education to the test of critical political economy. We acknowledge the Open Education movement's revolutionary potential but outline the inherent limitations of its current focus on the commons (property relations) rather than the social relations of capitalist production (wage work, the company) and because of this, argue that it will only achieve limited, rather than revolutionary, impact.

This paper presents practical experiences using Open educational Resources (OER) for basic and elementary education (K12), educational research and research training on two inter-institutional projects with the collaboration of thirteen higher education institutions and with the support of the Corporación de Universidades para el Desarrollo del Internet (CUDI) and by the Consejo Nacional de Ciencia y Tecnología (CONACYT) of Mexico and hosted by the Tecnológico de Monterrey. The first initiative is titled "Knowledge Hub for K-12 Education" with the main goal of enrich a catalog of Open Educational Resources for basic and elementary education (K-12) for Mexico and Spanish speaking countries in Latin-America. The main goal of the second initiative is to build a collection of Open Educational Resources for Mobile Learning to address the issue of educational research and research training.

Traditionally, institutions that offer education over the Internet have tended to use educational platforms of the so-called learning management systems, LMS, that offer the student a range of services such as documentation repositories, forums, email, etc, within a closed environment, accessible with a user name and a password and with a standard way of functioning. Various studies show that the market clearly leans towards the use of this kind of platform, with an unmistakable leader focussed on a strategy of growth through acquisitions and a competitor developing open source material. However, it is likely that the trend for the future is towards a situation of isomorphism with the normative environment, where an increasingly predominant place is held by loosely integrated open tools characterised by total functional independence. This article speculates on the possible development in this direction and describes some of the possible consequences for students, teachers and institutions. Tradicionalmente, las instituciones que ofrecen educación a través de la Red han tendido al uso de plataformas educativas (learning management systems, o LMS) que ofrecen al alumno una gama de servicios, tales como repositorios de documentación, foros, correo, etc. en un entorno cerrado, accesible mediante nombre de usuario y contraseña, y con un funcionamiento uniforme. Aunque los diferentes estudios muestran un mercado claramente inclinado al uso de este tipo de plataformas, con un líder claro centrado en una estrategia de crecimiento por adquisiciones y un competidor basado en un desarrollo de código abierto, cabría esperar que el escenario del futuro tendiese a una situación de isomorfismo con el entorno normativo, en el que predominan cada vez más herramientas de tipo abierto caracterizadas por una total independencia de funciones e integradas de manera laxa. El presente artículo especula sobre esa posible evolución y avanza algunas de las posibles consecuencias para alumnos, profesores e instituciones. Tradicionalment, les institucions que ofereixen educació a través de la Xarxa han tendit a usar plataformes educatives (learning management systems, o LMS) que ofereixen a l'alumne una gamma de serveis -com ara repositoris de documentació, fòrums, correu, etc.- en un entorn tancat, accessible mitjançant un nom d'usuari i una contrasenya, i amb un funcionament uniforme. Encara que els diferents estudis mostren un mercat clarament inclinat a l'ús d'aquest tipus de plataformes, amb un líder clar centrat en una estratègia de creixement per adquisicions i un competidor basat en un desenvolupament de codi obert, es podria esperar que l'escenari del futur tendís a una situació d'isomorfisme amb l'entorn normatiu, en què predominen cada vegada més eines de tipus obert caracteritzades per una total independència de funcions i integrades de manera laxa. Aquest article especula sobre aquesta possible evolució i avança algunes de les possibles conseqüències per a alumnes, professors i institucions.

Peer-reviewed Los contenidos educativos en abierto han sido un tema de intenso debate a nivel institucional desde hace relativamente poco tiempo, coincidiendo con la difusión de diversas experiencias internacionales al respecto. En este monográfico se presentan diversos proyectos y propuestas que abordan el tema desde los diferentes enfoques habituales en este ámbito, combinando los aspectos metodológicos y tecnológicos con ejemplos de buenas prácticas que están implantando políticas institucionales en esta dirección en muchas organizaciones, tanto educativas como de la Administración pública. Open educational resources have been the subject of intense debate at an institutional level for a relatively short time, coinciding with the diffusion of diverse international experiences in this matter. This monograph presents various projects and proposals that address the issue from different approaches that are commonly employed within this ambit, combining methodological and technological aspects with examples of good practices that are introducing institutional policies in this direction within many organisations, both educational and from Public Administration. Els continguts educatius en obert han estat un tema d'intens debat a escala institucional des de fa relativament poc temps, coincidint amb la difusió de diverses experiències internacionals sobre aquesta qüestió. En aquest monogràfic es presenten diversos projectes i propostes que aborden el tema des dels diferents enfocaments habituals en aquest àmbit, combinant els aspectes metodològics i tecnològics amb exemples de bones pràctiques que estan implantant polítiques institucionals en aquesta direcció en moltes organitzacions, tant educatives com de l'Administració pública.

Evidence of sustainability, or the potential to achieve this, is increasingly a pre-requisite for OER activity, whether imposed by funders, by institutions requiring a 'business case' for OER, or practitioners themselves - academics, educational technologists and librarians, concerned about how to justify engagement with a unfamiliar, and unproven practices, in today's climate of limited resource. However, it is not clear what is meant by 'sustainability' in relation to OER, what will be needed to achieve or demonstrate this, nor who the expectation of sustainability relates to. This paper draws on experiences of UK OER projects to identify aspirations that those involved in delivering OER activity have for OER sustainability ¿ what a 'manifesto' for OER sustainability beyond project funding, based on OER use, might look like.

Much of the attention around OERs has been on institutional projects which make explicit learning content available. These can be classified as 'big OER' but another form of OER is that of small scale, individually produced resources using web 2.0 type services, which are classified as 'little OER'. This paper examines some of the differences between the use of these two types of OER to highlight issues in open education. These include attitudes towards reputation, the intentionality of the resource, models of sustainability, the implicit affordances of resources and the context of their hosting sites.

The present paper shows de design of an experimental study conducted with large groups using educational innovation methodologies at the Polytechnic University of Madrid. Concretely, we have chosen the course titled “History and Politics of Sports” that belongs to the Physical Activity and Sport Science Degree. The selection of this course is because the syllabus is basically theoretical and there are four large groups of freshmen students who do not have previous experiences in a teaching-learning process based on educational innovation. It is hope that the results of this research can be extrapolated to other courses with similar characteristics.

Oxford University learning technologies group offer a model for effective practice in creating and using OER in research-led teaching environments where academic practice includes dissemination of research which aids/supplements teaching but is not primarily designed as a teaching resource. The University is perceived by many people to be an exclusive institution. It is certainly unique and complex, with characteristics and traditions established over 900 years. An Oxford education offers an exciting combination of privilege and open-mindedness. The role and sustainability of open education technologies in this environment is subtle. Any strategy to effectively encourage the uptake of OERs must be informed by original thinking and reflection about the culture of the organisation. The OpenSpires project was a successful initiative to establish a sustainable set of policies and workflows that would allow departments from across the University of Oxford to regularly publish high quality open content material for global reuse.

Over the last two decades, as a result of the introduction and intensive use of technologies for information and general knowledge, especially from the internet, the university is living in a process of complete transformation that affects it´s academic and organizational structures as well as the conception of educational methodology. The ICTs have demonstrated a need to establish coherent institutional strategies in their use and application, along with the possibility to expand the sphere of institutional action, in regards to general access to higher education. All of this shows an existing change from a model of education based on the transmission of knowledge, that was rather limited and under restricted access, to another that should fundamentally facilitates the competence to learn from people that live in the world in constant change, with open access to information and general knowledge. In addition, all of this implies a transformation in the dynamics of communication and diffusion of scientific knowledge that is now converted into something open and accessible which is subject to an analysis of knowledge social networks

Compare and contrast foundation funded OER with taxpayer funded OER in terms of global vs. local goals, licensing options, use cases, and outcomes.

Many educators and educational institutions have yet to integrate web-based practices into their classrooms and curricula. As a result, it can be difficult to prototype and evaluate approaches to transforming classrooms from static endpoints to dynamic, content-creating nodes in the online information ecosystem. But many scholastic journalism programs have already embraced the capabilities of the Internet for virtual collaboration, dissemination, and reader participation. Because of this, scholastic journalism can act as a test-bed for integrating web-based sharing and collaboration practices into classrooms. Student Journalism 2.0 was a research project to integrate open copyright licenses into two scholastic journalism programs, to document outcomes, and to identify recommendations and remaining challenges for similar integrations. Video and audio recordings of two participating high school journalism programs informed the research. In describing the steps of our integration process, we note some important legal, technical, and social challenges. Legal worries such as uncertainty over copyright ownership could lead districts and administrators to disallow open licensing of student work. Publication platforms among journalism classrooms are far from standardized, making any integration of new technologies and practices difficult to achieve at scale. And teachers and students face challenges re-conceptualizing the role their class work can play online.

In this paper we address the implementation strategies regarding Open Educational Resources within a multicampus setting. A comparison is made between 3 institutions that are taking a very different approach: K.U.Leuven, which is a traditional university, the Open Universiteit (Netherlands) which is in the process of starting up the Network Open Polytechnics, and the Universitat Oberta de Catalunya. We are looking deeper into the pedagogical and organizational issues involved in implementing an OER strategy and show how OER holds the promise of flexible solutions for reaching at first sight very divergent goals. ispartof: pages:1-13 ispartof: Barcelona Open Ed 2010. Conference proceedings book pages:1-13 ispartof: Opened location:Barcelona date:1 Sep - 4 Sep 2010 status: published

This case study introduces our continuous work to enhance the virtual classroom in order to provide faculty and students with an environment open to their needs, compliant with learning standards and, therefore compatible with other e-learning environments, and based on open source software. The result is a modulable, sustainable and interoperable learning environment that can be adapted to different teaching and learning situations by incorporating the LMS integrated tools as well as wikis, blogs, forums and Moodle activities among others.

In most initiatives to publish Open Educational Resources (OER), the production of OER is the activity with the highest costs. Based on literature and personal experiences a list of relevant characteristics of production processes for OER are determined. Three cases are compared with each other on these characteristics. Most influence on costs are human costs and the type of OER created.

This article presents preliminary findings from a research study conducted by the Institute for the Study of Knowledge Management in Education on the role of open educational resources (OER) in transforming pedagogy. Based on a study of art and humanities teachers participating in an OER training network, the study reveals how exposure to OER resources and tools support collaboration among teachers, as well as new conversations about teaching practices. These findings have implications for engaging teachers in adopting new OER use practices, and for how OER can be integrated as a model for innovation in teaching and in resource development.