Recommendation of open educational resources. An approach based on linked open data

Author(s):  
Janneth Chicaiza ◽  
Nelson Piedra ◽  
Jorge Lopez-Vargas ◽  
Edmundo Tovar-Caro
Author(s):  
Alexander Mikroyannidis ◽  
John Domingue ◽  
Maria Maleshkova ◽  
Barry Norton ◽  
Elena Simperl

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 129 ◽  
Author(s):  
Paul Stacey ◽  
Garin Fons ◽  
Theresa M Bernardo

The Global Food Safety Partnership (GFSP) is a public/private partnership established through the World Bank to improve food safety systems through a globally coordinated and locally-driven approach. This concept paper aims to establish a framework to help GFSP fully leverage the potential of open models.In preparing this paper the authors spoke to many different GFSP stakeholders who asked questions about open models such as:what is it?what’s in it for me?why use an open rather than a proprietary model?how will open models generate equivalent or greater sustainable revenue streams compared to the current “traditional” approaches? This last question came up many times with assertions that traditional service providers need to see opportunity for equivalent or greater revenue dollars before they will buy-in. This paper identifies open value propositions for GFSP stakeholders and proposes a framework for creating and structuring that value.Open Educational Resources (OER) were the primary open practice GFSP partners spoke to us about, as they provide a logical entry point for collaboration. Going forward, funders should consider requiring that educational resources and concomitant data resulting from their sponsorship should be open, as a public good. There are, however, many other forms of open practice that bring value to the GFSP. Nine different open strategies and tactics (Appendix A) are described, including: open content (including OER and open courseware), open data, open access (research), open government, open source software, open standards, open policy, open licensing and open hardware. It is recommended that all stakeholders proactively pursue "openness" as an operating principle.This paper presents an overall GFSP Open Ecosystem Engagement Strategy within which specific local case examples can be situated. Two different case examples, China and Colombia, are presented to show both project-based and crowd-sourced, direct-to-public paths through this ecosystem.


Author(s):  
Rory McGreal ◽  
Terry Anderson ◽  
Dianne Conrad

<p class="Abstract">Canada’s important areas of expertise in open educational resources (OER) are beginning to be built upon or replicated more broadly in all education and training sectors. This paper provides an overview of the state of the art in OER initiatives and open higher education in general in Canada, providing insights into what is happening nationally and provincially. There are growing examples of OER initiatives from several Canadian institutions offering free courses to Canadians and international learners. National open education initiatives include the federal government's Open Data pilot project and the Council of Ministers of Education of Canada (CMEC) support for the Open Educational Resource Paris Declaration, as well as Creative Commons Canada. Regionally, the western provinces of British Columbia and Alberta are supporting OER as part of major open education initiatives.</p>


Author(s):  
Santa Vallejo-Figueroa ◽  
Miguel Rodriguez-Artacho ◽  
Manuel Castro-Gil ◽  
Elio San Cristobal

2019 ◽  
Vol 22 (6) ◽  
pp. 65-72
Author(s):  
N. G. Sosnina

The aim of research is to describe the foreign experience of open educational resources implementation in higher education on the example of Canada. The concept of open education in this country requires federal and regional support from the government. Currently, there is a number of initiatives, aimed at maximizing the development of open educational resources. An increasing number of open educational resource initiatives in Canadian universities offer free courses to both Canadians and international students. National open education initiatives include the following projects: “Open Data”, the federal government “pilot” project; support of Canadian Council of Ministers of Education within 2012 Paris Open Educational Resources Declaration; and the Creative Society of Canada. British Columbia and Alberta support open educational resources as a part of the most important open education initiatives at the regional level. However, a number of problems prevent the full development of the open education system.Materials and methods of research include discourse-analysis of domestic and foreign scientific sources, devoted to the problems of open education. The methodological basis is the study of the legal framework of open education, a retrospective analysis of the open education development process in Canadian universities and the analysis of existing open educational projects.The results of the study show that the need to implement the policy of open education imposes new requirements to the process of determining the level of educational programs development and the formation of a unified system of formal credits.Conclusion. The Canadian examination of open educational resources regulates all sectors of education and training in the country. This examination is a review of the results of open education principles implementation at the national and regional levels. The article discusses the features of both regional and foreign projects functioning. The advantages of open educational policy for different segments of the population are described.


First Monday ◽  
2019 ◽  
Author(s):  
Jeremiah H. Kalir

This paper describes the use of open Web annotation (OWA) for collaborative learning among online communities. OWA is defined by the open standards, principles, and practices associated with the open Web. Specifically, this case study examines collaborative learning mediated by the OWA technology Hypothesis, a standards-compliant and open-source technology that situates collaboration in texts-as-contexts. Hypothesis OWA supports a repertoire of six collaborative learning practices: Affording multimodal expression, establishing connections across contexts, archiving activity, visualizing expertise and cognition, contributing to open educational resources, and fostering open educational practices. The use of Hypothesis OWA is then described in three online communities associated with scientific research and communication, educator professional development, and Web literacy and fact-checking. The article concludes by advancing three broad questions and related research agendas regarding how OWA as collaborative learning attends to linkages among formal and informal learning environments, the growth of both open educational resources and practices, and the use of open data as learning analytics.


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