2012 WORLD OPEN EDUCATIONAL RESOURCES (OER) CONGRESS UNESCO, PARIS, JUNE 20-22, 2012
2012 PARIS OER DECLARATION
the term Open Educational Resources (OER) was coined at UNESCO’s 2002 Forum on Open Courseware and designates “teaching, learning and research materials in any medium, digital or otherwise, that reside in 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. Open licensing is built within the existing framework of intellectual property rights as defined by relevant international conventions and respects the authorship of the work”;
declaraciones internacionales relativas a...
“the right of everyone to education”; to provide quality basic education for all children, youth and adults;“to build a people-centred, inclusive and development-oriented Information Society where everyone can create, access, utilize and share information and knowledge”;the Promotion and Use of Multilingualism and Universal Access to Cyberspace;Protection and Promotion of the Diversity of Cultural Expression;the rights of persons with disabilities to education;the fundamental role of Adult Learning and Education.
Noting that Open Educational Resources (OER) promote the aims of the international statements quoted above; la 2012 PARIS OER DECLARATION recommends that States, within their capacities and authority:
a. Foster awareness and use of OER (Promote and use OER to widen access to education at all levels, both formal and non-formal, in a perspective of lifelong learning, thus contributing to social inclusion, gender equity and special needs education. Improve both cost-efficiency and quality of teaching and learning outcomes through greater use of OER)
b. Facilitate enabling environments for use of Information and Communications Technologies (ICT).Bridge the digital divide by developing adequate infrastructure, in particular, affordable broadband connectivity,
widespread mobile technology and reliable electrical power supply. Improve media and information literacy and encourage the development and use of OER in open standard digital formats.
c. Reinforce the development of strategies and policies on OER. Promote the development of specific policies for the production and use of OER within wider strategies for advancing education.
d. Promote the understanding and use of open licensing frameworks. Facilitate the re-use, revision, remixing and redistribution of educational materials across the world through open licensing, which refers to a range of frameworks that allow different kinds of uses, while respecting the rights of any copyright holder.
e. Support capacity building for the sustainable development of quality learning materials. Support institutions, train and motivate teachers and other personnel to produce and share high-quality, accessible educational resources, taking into account local needs and the full diversity of learners. Promote quality assurance and peer review of OER. Encourage the development of mechanisms for the assessment and certification of learning outcomes achieved through OER.
f. Foster strategic alliances for OER. Take advantage of evolving technology to create opportunities for sharing materials which have been released under an open license in diverse media and ensure sustainability through new strategic partnerships within and among the education, industry, library, media and telecommunications sectors.
g. Encourage the development and adaptation of OER in a variety of languages and cultural contexts. Favour the production and use of OER in local languages and diverse cultural contexts to ensure their relevance and accessibility. Intergovernmental organisations should encourage the sharing of OER across languages and cultures, respecting indigenous knowledge and rights.
h. Encourage research on OER. Foster research on the development, use, evaluation and re-contextualisation of OER as well as on the opportunities and challenges they present, and their impact on the quality and cost-efficiency of teaching and learning in order to strengthen the evidence base for public investment in OER.
i. Facilitate finding, retrieving and sharing of OER. Encourage the development of user-friendly tools to locate and retrieve OER that are specific and relevant to particular needs. Adopt appropriate open standards to ensure interoperability and to facilitate the use of OER in diverse media.
j. Encourage the open licensing of educational materials produced with public funds. Governments/competent authorities can create substantial benefits for their citizens by ensuring that educational materials developed with public funds be made available under open licenses (with any restrictions they deem necessary) in order to maximize the impact of the investment.
One of the best examples of OERs is the MIT OpenCourseWare project, which makes the course materials from nearly all MIT courses free and available online. The World Bank has recently launched the Open Knowledge Repository, an online collection of World Bank publications released under Creative Commons licensing. Through the repository, their research and reports are published online for educators, researchers and students around the world.
Try over 600 free online courses from The Open University.
Available from introductory to advanced level, each takes between 1 and 50 hours to study.
Complete activities to assess your progress and compare your thoughts with sample answers.
Sign up for free to track your progress, connect with other learners in our discussion forums and find the tools to help you learn.
Read more in Getting started.
|Arts and Humanities|
|Business and Management|
|Childhood and Youth|
|Computing and ICT|
|Engineering and Technology|
|Environment, Development and International Studies|
|Health and Social Care|
|Mathematics and Statistics|
Guidelines for Open Educational Resources (OER) in Higher Education Unesco
Canadas open University
OpenLearn The Open University (la universidad virtual para pequeños estados de la COMMONWEALTH), 11 millones de usuarios, eBooks interactivos
The Open Educational resource University
Commonwealth of Learning. Learning for Development ¡¡¡¡¡¡
Open content licensing for educators is a free online workshop designed for educators and students who want to learn more about open education resources, copyright, and creative commons licenses. ¡¡¡¡¡¡¡
The course materials were developed as a collaborative project by volunteers from the OER Foundation, WikiEducator, the OpenCourseWare Consortium and Creative Commons with funding support from UNESCO. The course will provide prerequisite knowledge required by educators to legally remix open education materials and help institutions to take informed decisions about open content licenses.
The workshop is scheduled for 20 June - 3 July 2012. to coincide with the UNESCO World OER Congress in Paris.
Participants will need approximately 1 hour for each session of the workshop at a time which suits your own schedule. The workshop is divided into 5 sessions each spanning two working days.
During Session 1 you will create a microblog account which we will use to share ideas and thoughts throughout the workshop. You can use WENotes on WikiEducator, identi.ca or Twitter. We begin with a welcome from Stephen Downes followed by a short reflective reading on teaching as a vocation and profession. We look forward to reading your thoughts on the discussion activity. We commence our journey into open content licensing for educators by asking participants what they consider fair and reasonable practice. We will wrap up Session 1 with a reflection on the meaning of freedom in education and you will share your thoughts with the group using microblog posts.
During Session 2 we consider issues associated with the ownership of ideas in education in a digital world. We introduce and define the concept of Open Education Resources (OER). While working through the materials below, we encourage participants to share their thoughts and reflections with the group on WEnotes, identi.ca, or Twitter. Remember to include the #OCL4ED tag in your posts so all participants can read these using the agregated feed for this course.
During Session 3 we explore the fundamentals of copyright including: the history, what copyright protects, who owns your copyright and how copyright works in an international context. This is pre-requiste knowledge to understanding your rights and how open content licensing works. There are a few taster quizes embedded in the course materials and we invite you to share your thoughts on WENotes, identi.ca, or Twitter using the #OCL4ED tag as you work through and reflect on the materials. We conclude with a case study (with feedback to the core questions) and a reflective discussion activity.
During Session 4 we introduce the free legal tools provided by Creative Commons which educators can use to refine their copyright. The Session starts with a video signpost from Cathy Casserly of Creative Commons. We will explain how Creative Commons works and introduce the six licenses. Finally you will learn about the compatibility among the different licenses. We invite participants to share their thoughts and experiences via WENotes, identi.ca or Twitter.
During Session 5 we will consider recommendations on the choice of license for OER from the perspective of the OER Foundation, a "pro-freedom" educational charity. We will consider the Creative Commons licenses which meet the requirements of the free cultural works definition derived from the "essential freedoms" and why these are important for education. We conclude with technical considerations which educators should consider in parallel with the choice of license.
Knowledge Series: Marketing and Branding of Open and Distance Learning
The marketing and branding strategies described in this guide should help leaders of ODL institutions in their efforts to successfully position their institutions within their respective education systems.
Quality Assurance Toolkit for Open and Distance Non-formal Education
Non-formal education and training is an extremely wide field, encompassing themes with an enormous and ever-increasing need, including adult literacy, basic education for out-of-school children, life skills, work skills, gender equity and community development. Evidence of direct and tangible benefits to individuals, communities and economies must be demonstrated if these programmes are to receive the funding and support that they need. QA systems applied in educational contexts are generally concerned with inputs — how much money is spent, what staffing, resources and support are provided, what kinds of teaching and learning are involved, and so on. There is an assumption — not always fulfilled — that the higher the standards of the inputs, the higher the quality of the outputs. In this toolkit, we propose a different approach: the evaluation of the programmes’ outcomes, outputs and impacts.
Guidelines for OER in Higher Education
Stemming from the open educational resources (OER) policy forum last December and wide consultation, UNESCO and COL have developed Guidelines for OER in Higher Education. The guidelines are intended to help key stakeholder groups (governments, higher education institutions, teaching staff, student bodies, quality assurance/accreditation bodies and academic recognition bodies) as they assess the implications of OER for their future policies and actions. Sir John Daniel and UNESCO Director-General Ms. Irina Bokova will launch the publication at the UNESCO General Conference on 1 November.
A Basic Guide to Open Educational Resources (OER)
Prepared by Neil Butcher for the Commonwealth of Learning & UNESCO
Edited by Asha Kanwar (COL) and Stamenka Uvalić-Trumbić (UNESCO)
A summary of the key issues as FAQs: to provide readers with a quick and user-friendly introduction to Open Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively.
Plus: A comprehensive analysis of these issues.
And: A set of appendices, containing more detail.
Instructional Design Tool
Developing quality course materials requires a specific set of skills. COL’s new Instructional Design Tool is a rigorous, yet simple resource that supports the development of quality courses and learning materials. Through this tool, COL is encouraging institutions to maximise the effectiveness, efficiency and appeal of the learning experience.
The Commonwealth of Learning Review and Improvement Model (COL RIM) for Higher Education Institutions
3.- UNESCO ¡¡¡¡¡¡¡¡
The MIT OpenCourseWare site is one of 26 other web sites to be recognized this year by a committee of member librarians from across the United States. Selection criteria include the quality, depth, usefulness, and uniqueness of the content, as well as the ease of accessing the information.