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OpenEd: Week 6 Background Readings in Copyright and the Public Domain

Understanding the importance and value of the public domain, how much (what percentage) of this value would you estimate is realized when works are licensed with a CreativeCommons or GFDL license? To what degree would the open educational resources movement (and therefore the world) be additionally benefited if OERs were simply placed in the public domain? Please explain.I think taht we can only measure the percentage of these licenses seeing how many rights we get about a work because a work which is in the public domain means that it’s free for use and re-use by anyone and there aren’t any restrictions upon the use of work and nobody can get rights over it. Therefore, the percentages in CC are variable because we can configure them in many forms: Attribution, Attribution- No Derivate Works, Attribution - No Derivate Works - Non commercial, Attribution -Non commercial, Attribution - Non commercial - Share alike, Attribution - Share alike. The GDFL license is criticized because it has…

OpenEd: Week 5 Example Open Education Projects

These projects have in common that they share a big number of online courses to anyone with free use. Inside each site we can find many type materials like lectures notes, videos, demonstrations, etc and are classified by matters. Each one is supported by organizations and partners; the most referenced is The William and Flora Hewlett Foundation. I think that all sites have a collaborative content production, between users, between teachers, and others, for example the MIT OCW has a workflow where some people modified the resource and other sites also have options to reuse their items to create a new item. Also all sites make a reference about free licenses like Creative Commons License and others. In addition, we can observe that the English language is the native language. The things that differentiate them are:The topics of courses.The MIT translate their courses to other languages like Spanish, Portuguese and Chinese.The people who develop and publish the courses are dif…

OpenEd: Week 2,3,4 Background Readings in Open Education

QUESTIONS: What do these overviews of the field have in common? What do they emphasize differently? What are the aims of the authors of each report? Do you see a bias toward or against any ideas, organizations, or approaches in any of the reports? Which report spoke the most clearly to you, and why do you think it did? Based on where the field is now, and these initial ideas about where it might go, what part of the open education movement is most interesting to you? Why?The common matter in theses overviews is the OER movement what it is developing in current time, studying about their enablers and inhibitors. (See attributes to be an OER)The OER (Open Educational Resources) movement is very recent and arise the needed to address all initiatives of different institutions and foundations about it.The first overviews define some concepts, who are involved, enablers and inhibitors of the movement and treat the situation with general view point enumerating the different projects existent…

OpenEd: Week 1 Why Open Education?

QUESTIONS: In your opinion, is the "right to education" a basic human right? Why or why not? In your opinion, is open *access* to free, high-quality educational opportunity sufficient, or is it necessary to *mandate* education through a certain age or level?In my opinion the "right to education" is a basic human right. One reason for me is that without education couldn’t access to a worthy employment in labour market (first article, Tomaševski, page 9), therefore, they can’t have a normal life, for example, buy food, clothes, etc... And this is a basic human right:http://www.un.org/Overview/rights.htmlLike a simile, I can say that such the minds as the stomach need to be fed. They are two different kinds of famine, but both help to develop to the human beings, one develops the personality and qualities, and the other develops the body.The poverty education generates ignorance, illiterate and other evils which must be resolved quickly. I can’t imagine a world where …

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