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As open educational resources and OCW increase in popularity and usage, there are a number of new resources out there that do offer just that. You probably already know about: Khan Academy and Wikipedia, for example. But in the spirit of 10 years of OCW, here's a list of 10 cool OER and OCW resources that you might not know about, but should know:

eLearn Space. George Siemens. Everything elearning resources guides

Open education sites exemplify how technology is democratizing education. These sites allow both learners and teachers to create their own curriculum, whether it's used in or out of the classroom.

This course will introduce participants to the major contributions being made to the field of instructional technology by researchers today. Each week, a new professor or researcher will introduce his or her central contribution to the field. Date: September 12, 2011 - May 2012 Technologies Used: Through out this "course" participants will use a variety of technologies, for example, blogs, Second Life, RSS Readers, UStream, etc. Course resources will be provided using gRSShopper and online seminars delivered using Elluminate. Facilitators: Dave Cormier, George Siemens and Stephen Downes will co-facilitate this innovative and timely course.

This Google Site is being developed by Helen Barrett to focus on Assessment for Learning, especially in ePortfolios, with a lot of resources to support the process. The Google Site tool is being used so that others interested in this topic could contribute to the development of this site. In addition to samples of rubrics, this site could provide links to examples of portfolios used for different purposes for assessment (both formative and summative).

Overview Instructional design (ID) has gained prominence in elearning due to its systemized approach to creating and evaluating the student learning experience. While the term itself might sound complex, in reality, all teachers follow some process of designing instruction already. Often, when a teacher first encounters ID, the response is "Oh, I already do that...". So, for many ID is just naming an existing process. Why is ID so important online? In a classroom, challenges and concerns can be addressed in "real time". If some component of a course or lesson is unclear, students can get immediate clarification. Online, however, this is not possible. In order to eliminate student frustrations, potential ambiguities and concerns need to be addressed before the course goes live. ID is the process that enables and verifies quality. Instructional design anticipates and plans for student experiences in a static environment where teacher feedback and clarification may be delayed.

George Siemens, Kathleen Matheos A power shift is occurring in higher education, driven by two trends: (a) the increased freedom of learners to access, create, and re-create content; and (b) the opportunity for learners to interact with each other outside of a mediating agent. Information access and dialogue, previously under control of the educator, can now be readily fulfilled by learners. When the essential mandate of universities is buffeted by global, social/political, technological, and educational change pressures, questions about the future of universities become prominent. The integrated university faces numerous challenges, including a decoupling of research and teaching functions. Do we still need physical classrooms? Are courses effective when information is fluid across disciplines and subject to continual changes? What value does a university provide society when educational resources and processes are open and transparent?

The Public Domain Review aspires to become a bounteous gateway into the whopping plenitude that is the public domain, helping our readers to explore this rich terrain by surfacing unusual and obscure works, and offering fresh reflections and unfamiliar angles on material which is more well known.

Even if you have a 21st Century classroom(flexible and adaptable); even if you are a 21st Century teacher ; (an adaptor, a communicator, a leader and a learner, a visionary and a model, a collaborator and risk taker) even if your curriculum reflects the new paradigm and you have the facilities and resources that could enable 21st century learning - you will only be a 21st century teacher if how you teach changes as well. Your pedagogy must also change.

So much have been written about Bloom's taxonomy; one click in a search engine will flood your page with hundreds of articles all of which revolve around this taxonomy. Only few are those who have tried to customize it to fit in the 21st century educational paradigm. As a fan of Bloom's pedagogy and being a classroom practitioner, I always look for new ways to improve my learning and teaching, and honestly speaking , if you are a teacher/ educator and still do not understand Bloom's taxonomy then you are missing out on a great educational resource.

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