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"Es una experiencia de co-creación colaborativa de Recursos Educativos Abiertos (REA) entre docentes del suroccidente colombiano. Pretende que desde la vivencia propia y la reflexión colectiva, se identifiquen y valoren las posibilidades de este tipo de recursos para contextos escolares diversos, en el marco de los desafíos y retos de la educación en el siglo XXI."

muy interesante

"People now buy songs, not albums. They read articles, not newspapers. So why not mix and match learning "modules" rather than lock into 12-week university courses?"

@Kevin - thanks for sharing. I really share many of the sentiments of this article - but the modularisation of the curriculum also raise some interesting and possibly disturbing points. For example, our current diploma/degree structures are based on the premise that the final outcomes of a diploma or a degree is the result, inter alia, of the unique combination of a number of different courses/modules which, together, allow students to provide evidence of competency in all of the outcomes. While I sincerely think there is a place for just-in-time learning and short courses, and secondly, that the notion of a four-year degree may be outdated - I am wondering about the notion of the curriculum as journey.

Thank you sharing this! I think this is new and innovative idea. I wouldn't mind trying this kind of system at my school.

This report addresses four main questions: * How can sustainable cost/benefit models for OER initiatives be developed? * What are the intellectual property rights issues linked to OER initiatives? * What are the incentives and barriers for universities and faculty staff to deliver their materials to OER initiatives? * How can access and usefulness for the users of OER initiatives be improved? This is part of an OECD series of reports looking at the impact of Open Knowledge on education systems and learning

Hi Matt, Thanks for sharing this OECD report from the year 2007. The OECD is really forward looking. One sentence strikes me: "Wikipedia has two employees and well over a million articles in multiple languages." Yes, that was true, back in the year 2007.

A very interesting paper that discusses issues around OER, as well as some topics already covered in the course is, "Giving Knowledge for Free: The Emergence of Open Educational Resources" (Centre for Educational Research and Innovation, Organisation for Economic Co-operation and Development). The paper highlights some of the barriers, sustainability issues, and how to improve access and usefulness of open educational resources. I found the paper very comprehensive, with many additional resources. While published in 2007, when conversations around OER were fairly new, many of the points they raise are still in discussion and relevant.

"MELIBEA is a Spanish database that uses a composite formula with eight weighted conditions to estimate the effectiveness of Open Access mandates (registered in ROARMAP). We analyzed 68 mandated institutions for publication years 2011-2013 to determine how well the MELIBEA score and its individual conditions predict what percentage of published articles indexed by Web of Knowledge is deposited in each institution's OA repository, and when. We found a small but significant positive correlation (0.18) between MELIBEA score and deposit percentage. We also found that for three of the eight MELIBEA conditions (deposit timing, internal use, and opt-outs), one value of each was strongly associated with deposit percentage or deposit latency (immediate deposit required, deposit required for performance evaluation, unconditional opt-out allowed for the OA requirement but no opt-out for deposit requirement). When we updated the initial values and weights of the MELIBEA formula for mandate effectiveness to reflect the empirical association we had found, the score's predictive power doubled (.36). There are not yet enough OA mandates to test further mandate conditions that might contribute to mandate effectiveness, but these findings already suggest that it would be useful for future mandates to adopt these three conditions so as to maximize their effectiveness, and thereby the growth of OA. "

Strings attached: I needed an id!

We - students, graduate students and professors from different universities of Russia, Ukraine, Belarus, Kazakhstan, CIS and non-CIS countries. We believe that the essence of higher education is not in memorizing 30-40 books on the list of disciplines. A good engineer - not the one who knows by heart the formulas, theorems and methods, and the one who knows the ways of solving problems and approaches to the study of various problems.

It's absolutely shameful that so few library and information science journals are open access: if any professional associations have a professional imperative towards improving the scholarly and cultural communication processes, it is librarians and other information professionals. This substantial (but still woefully short) list of open access journals that publish on library and information science will be a great resource for those of us in this course who are aspiring or practicing librarians. As we've heard over and over again throughout this course, advocacy is absolutely essential if open access principles are ever to receive wider acceptance and implementation; that's why it's important that, as practicing information professionals, we use open access publications for our research whenever we can. Lists like this one allow us to streamline our research in ways that align most closely with our professional values, though of course currently there just isn't enough published to allow us to rely exclusively on open access material for our own work. But having lists like this also allows us to determine where our research should be submitted; otherwise, by publishing in paid journals, we are only making things worse. This all being said, most lists like this that I could find online were either outdated and incomplete, part of a larger database that made hyperlinking difficult, or-like this one-they lacked any explanation of what sorts of articles could be found within; even this one hasn't been updated in eighteen months. But as is so often the case with open access, we must take what we can get.

Hi, thank you for sharing the link! I agree with your comments. However, I am very pleased that I found my professional journal on the list :)

For all interested in Open Knowledge in Edinburgh -there is a meet up!

What Forbes has to say about Open Data.

University open access publisher turns 10!

The key functions of the Open Access Button are finding free research, making more research available and also advocacy. Have not tried yet, but seems interesting.

As we consider the opportunities and challenges around open knowledge on the web, I find it interesting to consider situation antithetical to such openness such as China. This blog highlights some of the words and phrases that have been blocked by the Chinese government on Weibo, the Chinese equivalent of Twitter, along with possible explanation for why they may have been blocked. The Chinese government employs over 2 million workers to monitor the internet in China. (http://www.bbc.com/news/world-asia-china-24396957)

Wikipedia sí ha Convertido En Una enciclopedia estafa MUCHOS Artículos de Gran Calidad Sobre Una Amplia Gama de Tópicos en Mas de 200 idiomas. Pero also Contiene Artículos de Mala Calidad y dudosa veracidad. Esto! Hace Que Los Visitantes al sitio en sí planteen la siguiente Pregunta: ¿de Como de Fiable es article ONU de Wikipedia?

"Although the Directory of Open Access Journals reports that nearly two-thirds of OA journals listed there do not charge authors, a recent study indicates that 50% of OA articles have been published after the author paid a fee." That still leaves at least 50% of OA journals that DO NOT charge author fees. This is often forgotten.