An important element of open educational resources (OER) is the permission to use the materials in new ways, including revising and remixing them. Prior research has shown that the revision and remix rates for OER are relatively low. In this study we examined the extent to which the openly licensed Flat World Knowledge textbooks were being revised and remixed. We found that the levels of revision and remix were similar to those of other OER collections. We discuss the possible significance and implication of these findings.
Present trends in the mainstream adoption of educational technology coupled
to the increased acceptance and adoption of openness in terms of sharing
resources and open access force higher education into a radical rethink of
its structures and educational strategies. This article examines the current
shift in focus from the simple production and sharing of open educational
resources (OER) towards wider concepts such as open educational practices
(OEP) and cultures (OEC). OER involves mostly educators whereas OEP
and OEC demand the commitment of management, administrators and
This openness is already spawning alternative types of peer-based
collaborative learning both inside and outside the formal education system.
In particular the increased awareness of the importance of informal learning has raised a clear need for
some kind of certification model and the current open badges initiative lead by Mozilla and several US
authorities is examined and discussed. In 2011 the OER university partnership announced an innovative
approach to combining formal and informal learning by planning to offer credible credentials for students
who have acquired the necessary skills through their own learning paths. The road to future higher
education may not be entirely behind the campus walls
Networking is a key skill in professional careers, supporting the individual’s growth and learning. However, little is known about how professionals intentionally manage the connections in their personal networks and which factors influence their decisions in connecting with others for the purpose of learning. In this article, we present a model of personal professional networking for creating a personal learning network, based on an investigation through a literature study, semi–structured interviews and a survey.
This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and the harnessing of information flows on networks. This resonates with the notion of emergent learning as learning in which actors and system co-evolve within a MOOC and where the level of presence of actors on the MOOC influences learning outcomes.
This study is a comparison of AUPress with three other traditional (non-open access) Canadian university presses. The analysis is based on the rankings that are correlated with book sales on Amazon.com and Amazon.ca. Statistical methods include the sampling of the sales ranking of randomly selected books from each press. The results of one-way ANOVA analyses show that there is no significant difference in the ranking of printed books sold by AUPress in comparison with traditional university presses. However, AUPress, can demonstrate a significantly larger readership for its books as evidenced by the number of downloads of the open electronic versions