Copyright, Intellectual Property, and Open Educational Resources

2017 ◽  
pp. 226-243
Keyword(s):  
Intellectual Property ◽  
Open Educational Resources ◽  
Educational Resources

Intellectual Property in an Age of Open Source and Anonymity

2011 ◽  
pp. 39-57
Keyword(s):  
Intellectual Property ◽  
Web 2.0 ◽  
Social Networking ◽  
Open Source ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Systems ◽  
Global Community ◽  
Web 2.0 Tools

Current intellectual property (IP) laws are under scrutiny. The increased connectivity and sharing capabilities afforded by social networking Web 2.0 tools have added new dimensions and challenges to different sectors of society, including businesses and educational systems alike. This chapter explores why current laws do not meet the needs of a changing global community and probes into options afforded by Open Educational Resources (OER).

scholarly journals Curriculum, intellectual property rights and open educational resources in British universities—and beyond

2010 ◽  
Vol 22 (3) ◽  
pp. 162-176 ◽  
Author(s):  
David Hawkridge ◽  
Alejandro Armellini ◽  
Samuel Nikoi ◽  
Tania Rowlett ◽  
Gabi Witthaus
Keyword(s):  
Intellectual Property ◽  
Property Rights ◽  
Intellectual Property Rights ◽  
Open Educational Resources ◽  
Educational Resources

scholarly journals Best collaborative practices for advocacy and promotion of Open Educational Resources

2019 ◽  
Vol 3 (2) ◽  
pp. 10-14
Author(s):  
Stamatina Koutsileou ◽  
Christina Anastasopoulou ◽  
Stavroula Christaki ◽  
Nikolaos Mitrou
Keyword(s):  
Intellectual Property ◽  
Academic Libraries ◽  
Relevant Literature ◽  
Academic Community ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Digital Competence ◽  
Institutional Repositories ◽  
Recent Trends ◽  
Global Conference

Purpose – The present study, after reviewing the relevant literature and the recent trends that became evident from the Open Education Global Conference 2018 (and other similar fora), documents the best practices to be adopted by the Greek academic libraries, in order to support the OER actions in Higher Education by making the Academic Community aware of the culture of OER adoption/use.    Design/methodology/approach – It emerged from the analysis of the empirical results of a relevant research conducted among faculty of Greek Universities. The research inquired into the support/guidance that academic libraries offer to the faculty of their institutions for: a. adopting/using Open Educational Resources (OER), b. creating OER and c. OER intellectual property (copyright).    Findings – The results of the research showed that most of the faculty does not consider academic libraries much supportive of them in any of the three areas investigated -as opposed to what occurs in Europe and internationally.    Originality/value – The practices documented could: a. gain advantage from the existing library infrastructure and enhance the know-how and digital competence of librarians in the following areas: OER location, intellectual property (copyright), metadata and quality assurance, institutional repositories (storage and preservation), b. support faculty and students in cultivating their digital skills and thus achieving “OER Literacy”. 

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

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