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This weeks module 4 in the Stanford Online course OpenKnowledge: Changing the Global Course of Learning is not only about copyleft and economics of open, but also about Open Education. Just this week President Obama highlights Open Education in a speech to U.N. and updates the U.S. The course requires to seek, sense and share resources, and bookmark them at Diigo. I have found a range of resources about Open Education and Open Educational Resources from the Netherlands. Those are listed below, including a couple of other links. At least there is written a lot about OE&OER in the Netherlands.

After reading a brief history of copyright law after the advent of the printing press, it is easy to see that copyright has always been an evolving concept. With the internet we again find ourselves needing to redefine what copyright means and who its serving. The Stationers' Company era of copyright offered no protections to the author of the work, and now we offer a lot of protections to the author of the work - and the technologies we use to access works of knowledge and art are unable to do so with the current laws. I appreciate the videos in the current module that detailed the advances some countries are making in evolving copyright law to be more flexible and keep the user in mind.

Slides from Leslie Chan's talk on What is Open Science and What Role Does it Play in Development?

Is true that open access benefits the academic development of students and agree with it, but it would also be important to know whether college students and teachers and researchers know how to use information resources open access or if known. It is important to give more publicity to information resources in order to open the knowledge society makes use of them to create new knowledge for society.

This article relates to Module 1 and the lack of online privacy that we have with the increase of social media. This also affects intellectual property, and nothing is ever concealed or anonymous.

A very interesting response to the Wiley article from Module 2. The case for forcing a choice between a CMS and only open resources seems to be one that is set for failure as I don't think it is realistic to expect every college student to have the self-motivation to persevere through learning how to navigate the open web for learning without the scaffolding and structure provided by a CMS

This is old, but still relevant to the discussion of module2. Twitter made a big difference in tracking down the suspects of the Boston bombing.

A great news, especially for the "immediately" aspect! "A consortium of six leading UK medical research charities will support the costs of making research articles from their funded research immediately and freely openly available to scientists, patients, and donors alike, through the recently announced joint Charity Open Access Fund."

From the UNESCO Institute for Education, published in 2002. Quote "As humanity invented writing 5000 years ago, the culture of shared knowledge reached a new dimension; its horizon went on expanding until it became planetary through Internet." That is just something I needed while evaluating the John Willinsky video in module 5, hoping to find an answer to his question why do we want access to knowledge.

While attending another work-related webinar, I heard about this web site and thought about this class. On the surface, this site looks like a portal to many, many other image and video repositories about the history and geography of the United States. Many are contributed by local public libraries, museums, archives, and historical societies. What caught my attention and connect to this course is that all the metadata of the repositories are open access, so that developers can take advantages of the metadata and create additional apps. In this sense, this site becomes a platform. The contents from the various repositories have different degrees of rights and restrictions for reuse, some are under CC, some are protected by copyright, but the metadata is all open!

Have you ever been in a similar situation? It´s important to know your rights on the street as well as on the internet, does anyone know a good resource for reading about what our rights are on the internet? Besides that, does the internet give us more freedom or does it take it away by monitoring us and making our personal profiles into data? I think that was the transcending question and dilemma which the first module presented, so do we accept the internet as an oxymoron, if not what is happening in the world inregards to being able to opt out from being monitored and used as a statistic and still enjoy the benefits of internet.

The competencies discussed by Dr. Jenkins in the Module 3 video, for those who are interested, are: "Play - the capacity to experiment with your surroundings as a form of problem-solving Performance - the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation - the ability to interpret and construct dynamic models of real world processes Appropriation - the ability to meaningfully sample and remix media content Multitasking - the ability to scan one's environment and shift focus as needed to salient details. Distributed Cognition - the ability to interact meaningfully with tools that expand mental capacities Collective Intelligence - the ability to pool knowledge and compare notes with others toward a common goal Judgment - the ability to evaluate the reliability and credibility of different information sources Transmedia Navigation - the ability to follow the flow of stories and information across multiple modalities Networking - the ability to search for, synthesize, and disseminate information Negotiation - the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms."

A book containing the twitter statuses of people supposedly working on a novel is presented in this link. I am wondering if this is theft of intelectual property. While writing tweets may be public domain knowledge, making money by copying the exact phrasing into a work of your own seems like plagiarism. What are your takes on this?

uhm weird

A good example for module 4. I guess, as long as the 2nd creator made a permission to use those tweets before publishing it into book. But that person should also exercise the intellectual property guidelines or norms before anything else.

This is a neat idea. You start a sketch on your tablet and send it out into the world. Someone else sees your sketch and is inspired to do something else to it. Through successive iterations you have a new sketch that many people have collaborated on. It turns into something unexpected and new.

There is a project called Scratch (http://scratch.mit.edu/), which is a software that allows children and teenagers to learn to program graphically, can share their programs and work collaboratively. Thank you for sharing. -------- Existe un proyecto llamado Scratch (http://scratch.mit.edu/), el cual es un software que permite a niños y adolescentes a aprender a programar de manera gráfica, pueden compartir sus programas y trabajar colaborativamente. Gracias por compartir.

El vídeo de Mozorov del módulo 3 me ha recordado esta animación de RSA con la charla de Ken Robinson acerca de las reformas del sistema educativo. La educación no puede matar la creatividad, debe conectar los aprendizajes y sacar lo mejor de cada uno de nosotros, como veíamos en el módulo 2. Que lo disfrutéis!

This is related to Africa wild life

Knowledge, taken as a synonym for learning, and its properties in a matrix of types and qualities. Another resource I found while evaluating the John Willinsky video in module 5. You can find properties, if you look for them.

Ukufunda, which means "learn" in isiZulu, is the name of the virtual school that was developed by Mxit Reach, UNICEF and the Department of Basic Education. It's an innovation in the South African education system that will address inequalities in the school system, raise education standards and put the power of education in the hands of every learner, teacher and parent.

Shule.Info is a project that puts data about Tanzanian schools online, providing information for the overall country, regions, and individual schools. The website is also in both English and Swahili, the language of the majority of Tanzanians. This is a great attempt at making this open data accessible and understandable to the people to who need it. "We all know that education in Tanzania is in a state of crisis. Massive failure rates. Not enough teachers. Not enough books. Poor teaching. And many more problems. So what do you do if you are a parent, brother or sister and want to find a good school? What if you are a council or national government leader and want to track progress? Right now it is very difficult to do so, because data is not easily available. And when you can access data, it is very difficult to understand and use. Open data is in fact relevant to all of us in making beter decisions. It is not just a concept for technical experts. If we knew which medicines were available in our nearest health centres we would save ourselves wasted trips. If we had live traffic updates we could better plan our travel. And if we had data on school performance we would have the chance to make better decisions about our children's education and potentially shape the course of their future differently."