Open Educational Resources: Policy, Costs and Transformation
Notice bibliographique
Résumé
Open Educational Resources (OER) — teaching, learning and research materials that their owners make free for others to use, revise and share — offer a powerful means of expanding the reach and effectiveness of worldwide education. The Commonwealth of Learning (COL) and UNESCO co-organised the World OER Congress in 2012 in Paris. That Congress resulted in the OER Paris Declaration: a statement that urged governments around the world to release, as OER, all teaching, learning and research materials developed with public funds. This book, drawing on 15 case studies contributed by 29 OER researchers and policy-makers from 15 countries across six continents, examines the implementation of the pivotal declaration through the thematic lenses of policy, costs and transformation. The case studies provide a detailed picture of OER policies and initiatives as they are unfolding in different country contexts and adopting a range of approaches, from bottom-up to top-down. The book illuminates the impacts of OER on the costs of producing, distributing and providing access to learning materials, and shows the way that OER can transform the teaching and learning methodology mindset. Recommendations on key actions to be taken by policy-makers, practitioners, OER developers and users are also outlined, particularly within the context of Education 2030. Clearly, progress is being made, although more work must be done if the international community is to realise the full potential of OER. Contents Foreword by the President and CEO, Commonwealth of Learning Foreword by the Assistant Director-General for Education, UNESCO Introduction Open Educational Resources: Policy, Costs and Transformation | Rory McGreal, Fengchun Miao and Sanjaya Mishra Chapter 1 Open Educational Practices in Australia | Carina Bossu Chapter 2 Open Educational Resources Policy for Developing a Knowledge-Based Economy in the Kingdom of Bahrain | Nawal Ebrahim Al Khater, Hala Amer and Fadheela Tallaq Chapter 3 The State of Open Educational Resources in Brazil: Policies and Realities | Carolina Rossini and Oona Castro Chapter 4 Open Educational Resources in Canada | Rory McGreal, Terry Anderson and Dianne Conrad Chapter 5 Caribbean Open Textbooks Initiative | Neil Butcher, Andrew Moore and Sarah Hoosen Chapter 6 Open Educational Resources in Germany | Ulf-Daniel Ehlers Chapter 7 Copyrights in OER Publishing in India: The Case of the National Programme on Technology-Enhanced Learning | Mangala Sunder Krishnan iv Chapter 8 The Promise of Open Educational Resources in Indonesia | Petra Wiyakti Bodrogini and Mohammad Rinaldi Chapter 9 Using Open Educational Resources for Undergraduate Programme Development at Wawasan Open University | Teik Kooi Liew Chapter 10 OERu: Realising Sustainable Education Futures | Wayne Mackintosh Chapter 11 Integrating ICT for Innovative Educational Solutions in Oman: Leveraging OER Policy to Enhance Teaching and Learning | Maimoona Al Abri and Saif Hamed Hilal Al Busaidi Chapter 12 The Polish Open e-Textbooks Project as a Policy Model for Openness of Public Educational Resources | Alek Tarkowski Chapter 13 Open Access to Educational Resources Through Federal Portals and OER in Russia | Svetlana Knyazeva and Aleksei Sigalov Chapter 14 Open Educational Resources for Early Literacy in Africa: The Role of the African Storybook Initiative | Tessa Welch and Jennifer Glennie Chapter 15 Developing an Infrastructure Support for Faculty Use of Open Educational Resources: The Case of the Washington State Community and Technical Colleges System | Boyoung Chae and Mark Jenkins Conclusions | Fengchun Miao, Sanjaya Mishra and Rory McGreal
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,017 | 0,046 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,003 | 0,007 |
| Études des sciences et des technologies | 0,008 | 0,032 |
| Communication savante | 0,055 | 0,055 |
| Science ouverte | 0,003 | 0,020 |
| Intégrité de la recherche | 0,016 | 0,011 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,015 | 0,003 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».