OPEN EDUCATIONAL
RESOURCES, COURSEWARE & REPOSITORIES: A PARADIGM SHIFT IN E-LEARNING
Ajeet Kumar Jha,
Defence Scientific
Information & Documentation Centre (DESIDOC)
Metcalfe House, Delhi-
110054
ABSTRACT
To cope up with the technological advancement and the
constraints of various copyright laws, the concept of open source educational
resources and open courseware have been evolved. This paper discusses about the
free and open source software and their characteristics. Deals with the various
open educational resources and their characteristics. Highlights the various
national and international attempts has been made in this area.
Keyword: OER, Open Educational Resources, OCW, Open
Courseware, FOSS
1 INTRODUCTION
The overall shape of information society is changing day by
day. It has become difficult to imaging the coming future due to technological
advancement. Just think about 20 years back, Microsoft and IBM have their
empire in the software fields. Every thing was priced and the computer people
were totally depends upon them. But now there are just opposite situation. To
break the monopolies of these commercial vendors, people come forward and the
concept of open access, free software & open educational resources has been
evolved. Information and Communication Technology (ICT) is an important driving
force in this change.
The free worldwide online encyclopedia, educational
resources, open course materials, open and free online degrees, many operating
systems, software with source code are show the open source revolution. Now a
day many of these are available to users freely.
2 FREE AND OPEN SOURCE SOFTWARE
With the technological advancements and to cope up with the
copyright issues free and open source software (FOSS) established itself as
vital software resources in almost all the areas of ICT. FOSS refers to
software that is distributed under a license which is recognized either as free
software or open source software (OSS). Basically the open source software has
its roots in free software. The Free Software Foundation defines the free
software as “the software that gives the user the freedom to share study and
modify it”. It is called the free software because the user is free. It is a
matter of users’ liberty, to run, copy, distribute, study, change and improve.
The free software is provided by Free Software Foundation (FSF) and open source
software by Open Source Initiatives (OSI).
3 CHARACTERISTICS OF OPEN SOURCE/ FREE SOFTWARE
The FSF has identified the four characteristics i.e. freedom
0 to freedom 3 of FOSS. Apart from these, there are some more characteristics
given below:
●
Freedom 0: The freedom to run the program, for
any purpose
●
Freedom1: The freedom to study how the program
works, and adapt it to users’ need. The access of the source code is
precondition for this.
●
Freedom 2: The freedom to redistribute copies so
user can help others.
●
Freedom 3: The freedom to improve the program
and release improvements for the benefit of masses.
●
Freedom 4: It should be commercial but not
priced.
●
Freedom 5: It should be under GPL (General
Public License).
●
Freedom 6: The licenses of free software are
based on copyright.
●
Freedom 7: The software manuals should be
available freely.
4
OPEN KNOWLEDGE INITIATIVE (OKI)
The
Open Knowledge Initiative (OKI) is a MIT led community effort that has defined
a service-oriented architecture to facilitate the construction and use of
educational applications. OKI promotes specifications that describe how the
components of a software environment communicate with each other and with other
enterprise information and communications systems. The project is based on a
modular and layered approach, which separates different types of services
needed to support learning activities.
5
OPEN EDUCATIONAL RESOURCES (OER)
Open
Educational Resources can be defined as free and open digital publications of
high quality materials organized as courses that include lectures, related
reading materials, snapshots of discussions, assignments, evaluations, etc.
Access to these resources radically breaks down the barriers to quality
education and allows everyone to access course material that is prepared and
evaluated by experts. Further, the educational resources available under the
OER format have been evaluated not only by subject experts but also education
experts to increase the educational utility of this material. In recent years,
open educational resource material has been prepared in an open standard format
and is interactive in nature (National Knowledge Commission Report on Open
Access & Open Education Resources).
Open
Educational Resources, or OER, is a term that came out of UNESCO’s 2002 Forum
on the Impact of Open Courseware for Higher Education in Developing Countries
funded by the William and Flora Hewlett Foundation. It is intended to denote
“educational materials and resources offered freely and openly for anyone to
use and under some licenses re-mix, improve and redistribute” (Wikipedia).
Many
OER initiatives have been motivated by the ideals of open science. It has
sometimes been argued that all knowledge should be openly accessible and
reusable, so that it can lead to societal benefits. The creation of knowledge
occurs incrementally, by reinterpreting and adding to the existing “body of
knowledge.” Proprietary and secret knowledge, therefore, can be viewed as
unfair appropriation of the work of others. Particularly in the Western
enlightenment movement, free knowledge has historically been perceived also as
a key to individual freedom and social progress. As a result, the idea of free access
to knowledge is deeply rooted in the norms of science. The OER tends to be
associated more with the academic sector than with the association, charitable
organization, or corporate sector. The availability and inclination of academic
subject matter experts to participate in a movement of this sort is perhaps a
driving reason for the academic stronghold in the movement, but certainly
portions of the work being done by technical and management support
organizations like Tech Soup (see TechSoup, Learning, and Web 2.0) fit under
the OER umbrella, and groups like LINGOs are primed for making a more
meaningful contribution to it than they appear to have done to date. The OER
movement was partly inspired by the open source software movement where one
give software away for free and allow others to use and improve it (this is the
open side).
OER
will facilitate educational transformation in essentially two different ways.
It will be integrated in the existing educational practices, where the adoption
of new technologies will gradually lead to new forms of practice. The impact
and benefits of OER on existing practices can, in principle, be studied by
analyzing how OER increases their efficiency. OER will, however, also enable
qualitatively new practices and new approaches in organizing education and
learning. In this case, the potential benefits need to be described
qualitatively. Efficiency, by construction, can only measure improvement in a
given process and it cannot, by definition, compare the benefits of incomparable
things. When educational processes and objectives qualitatively change, new
systems are needed for measuring their performance and benefits.
5.
1 Historical Development of OER
The
credit to start OER goes to MIT. This was followed by The Open Courseware
Consortium which is a by-product of MIT's OER initiative, and its rate of
growth makes this a clear success in the educational field. Free online
encyclopedia i.e. Wikipedia, Online collection i.e. Project Gutenberg, Linux as
operating system, software such as openoffice.org, browser as Mozila, Google as
search engines are some milestones in the Open CourseWare (OCW).
5.2
Charectiristics of OER
●
OERs provide teaching and learning materials
that are freely available and offered online for anyone to use.
●
While some OERs include Open CourseWare or other
educational materials, they may also offer the means to alter those courses
through editing, adding to those courses through publication, and the ability
to shape the tools that share those resources.
●
They may maintain forums or other platforms
where individuals can collaborate on building educational tools and
documentation and the reach for those materials.
6
OER IN INDIAN SCENARIO
6.1 NPTEL:
NPTEL stands for National Programme on Technology Enhanced Learning. It is a
joint venture by Seven IITs (Delhi, Kanpur, Kharagpur, Mumbai, Chennai,
Roorkee, Guwahati) and India Institute of Science, Bangalore funded by Ministry
of Human Resource Development, Govt. of India. With the objective to enhance
the quality of engineering education in the country by developing curriculum
based video and web courses, this programme is initially started in five major
Engineering Subjects i.e. Civil Engineering, Computer Science &
Engineering., Electrical Engineering, Electronics and Communication Engineering
and Mechanical Engineering. Faculty from these various institutions are
involved in developing their classroom course material in electronic form.
Currently, the program has 120 web based courses and 115 video courses in the
core sciences, computer science, civil engineering, electrical engineering,
electronics and material engineering. The NPTEL also provides an opportunity
for teachers and students from rural areas to learn from these high quality
lectures and improve the quality of teaching in these rural colleges. The
approximate cost of development of material per course is about Rs. 500,000 to
600,000. One must has register to access the site's contents
6.2 Ekalavya
Project: The Ekalavya project is an attempt to generate an interactive
platform for the creation, absorption, dissemination and usage of knowledge for
the well being of the individual and the society. It is a significant step
forward to bring together students, teachers, and working professionals to meaningfully
enhance the productivity of the group and spread knowledge. The Ekalavya portal
aims at a free exchange of knowledge and ideas, by placing all the relevant
academic material in the open source, thus making considerable contribution to
society. It is envisaged that the Ekalavya project will become an
all-encompassing activity over the years, using IT effectively for education.
It aspires to build large collaborative communities where seekers are matched
by the givers. This project is launched by IIT, Bombay. In this project, the
content is developed in various Indian languages and is distributed through the
internet. The Ekalavya project has also developed an Open Source Educational
Resources Animation Repository (OSCAR) and provides web-based interactive
animations for teaching various concepts and technologies. OSCAR provides a
platform for mentors/professors to suggest ideas for animation and for
developers/students to create content based on the suggested ideas and
guidance. Funding for the Ekalavya and OSCAR project comes mainly from private
industry.
6.3
Education-Grid: The Education Grid portal is provided as a platform for
the educational community to support generation and sharing of education
resources across the different institutions, universities and colleges of
higher education. The portal is also intended to facilitate collaboration,
sharing of knowledge, best practices and co-operation to improve the quality of
education offered in the colleges and in the open learning mode. In many ways, Education
Grid is complementary to the National Program on Technology Enhanced Learning
(NPTEL) that is being executed by the IITs and IISc to develop content in large
number of courses for engineering colleges. It provides development and
deployment of systems and processes that use NPTEL and other open content for
conducting quality education in the colleges. It maintains pedagogically sound
and refereed educational resources in identified subjects. Subject specific
portals are developed and these portals are governed by subject experts within
the program. This project is supported by the Human Resource Ministry at IIIT,
Kerala. Currently, this program also offers open educational resources only in
the sciences and engineering sciences.
6.4
Medknow Publications: Medknow Publications is the largest publisher in
India for academic and scientific biomedical journals. Medknow pioneers in
'fee-less-free' model of open access publishing and provides immediate free
access to the electronic editions of the journals without charging the author
or author's institution for submission, processing or publication of the
articles. Medknow, with over 40 print + online journals, is probably the
largest open access publisher of print journals in the world which does not charge
author or author institution for submission, processing or publication of
articles.
6.5
e-GyanKosh: It is a national digital repository of Indira Gandhi
National Open University (IGNOU). It uses DSpace software for its development.
This e-repository of knowledge envisages to store, index, preserve, distribute
and share the digital learning resources for open & distance learing
institutes. This repository is available on 24*7 basis. This repository was
started with two communities: India and Pan African e-networks. Under the
community India, there are sub-communities based on IGNOU various
divisions/courses/schools.
6.6
UNESCO SALIS e-Learning Portal: This e-portal is developed for
awareness raising on information literacy for South Asia. To access this portal
one has to register which is free. With cooperation of UNESCO, the Society for
the Advancement of Library & Information Science (SALIS), India launched a
project ‘Interactive e-learning portal’ on information literacy competency
development skills for South Asia. With the aim to raise awareness and enhance
information Literacy competency skill for layman and informational
professional, this project was started. The objective of this project is
totally based on UNESCO’s mandate to bridge the digital divide & UNESCO’s
vision of knowledge societies. It covers the course on ICT, information
literacy, its standards, models, assessments, information service for disabled
people, right to information, etc.
6.7
NCERT Online Textbook: NCERT has initiated the step towards making
school textbooks available on the Internet for students and teachers. Through
this endeavours a variety of pedagogical possibilities would open up for
students and teachers throughout the country. To make available the textbooks
to every users freely & to implement the right to know/ education, NCERT
has developed this website. Almost the latest editions of books are available
in e-format. This portal navigates to the user to textbook chapter by title/
subject of the book for a particular class.
6.8
CEC Learning Object Repository: This is an open courseware developed by
Consortium for Educational Communication (CEC), New Delhi with the
collaboration of UGC, Educational Multimedia Research Centre, Audio-Visual
Research Centre, Vyas Channel. Under this project various multimedia based
television programme has been developed which are based on syllabus of school,
polytechnic & university levels. These are available on various national
educational channels.
7
OER IN INTERNATIONAL SCENARIO
7.1
MIT Open Course Ware: MIT is known as the leading in this area when
around six year back it had initiated this revolutionary movement. MIT Open
CourseWare (OCW) is a web-based publication of virtually all MIT course
content. OCW is open and available to the world and is a permanent MIT
activity. The OCW provides open access to course materials for up to 1,550 MIT courses, representing 34 departments and all
five MIT schools. The goal is to include materials from all MIT courses by next
year. MIT's OCW began to provide users with open access to class syllabi,
lecture notes, course calendars, problem sets and solutions, exams, reading
lists, and even a selection of video lectures in 2003. Eleven other U.S.
colleges plan to follow MIT's example, and six of those 12 colleges have
offered an online presence (other than MIT). It is just not a MIT degree and
MIT does not provide any certificate of complitions. It covers almost all the
subject areas such as Aeronautics and Astronautics , Anthropology, Architecture, Biological Engineering
, Chemical Engineering, Biology , Chemistry, etc.
7.2
Research Papers in Economics (RePEc): It is an collaborative effort of
hundreds of volunteers in 63 countries to enhance the dissemination of research
in economics. The heart of this project is a decentralized database of working
papers, journal articles and software components. All RePEc materials are
freely available. It holds about 5,80,000 items of interest, over 4,70,000 of
which are available online.
7.3
Public Library of Science (PLoS): It is a non-profit advocacy and
publishing organization. They publish a growing collection of open access
scientific and medical journals whose complete contents are freely available
online. Their long-term goals are to create an online "public library of
science" containing every scientific and medical paper ever published and
to develop the information technologies needed to maximize the value of this
resource. This collection features videos produced by PLoS.
7.4
Monterey Institute for Technology and Education (MITE): It is an
educational non-profit organisation committed to improving access to education.
This library of open educational resources features course materials for seven
advanced placement courses from MITE. These high school level materials are
available for free download. The various subjects in this are Calculus,
Environmental Science, Physics, United States Government, United States
History, etc.
7.5
Commonwealth of Learning (COL): This link navigates to the curriculum
and course material development and transfer, one valuable tool among many
contained on this site that will help in publishing efforts. COL also maintains
two online databases of learning content (Learning Object Repository) that
provides support to Commonwealth countries free of charge.
7.6
Utah State University Open Course Ware: It is a publication of Utah
State University. With believe that all humans’ beings are endowed with a
capacity to learn, improve, and progress an educational opportunity should be
given to them, Utah State open courseware provides a collection of educational
material used in formal campus courses, and seeks to provide people around the
world with an opportunity to access high quality learning opportunities. Utah
State University open courseware assures that no individual who is prepared and
who desires the opportunity to advance his or her education is turned away. USU
OCW provides an unprecedented degree of free and open access to the knowledge
and expertise of our faculty for the benefit of every citizen of the state of
Utah and every person in the world.
7.7
E-Science Projects: It is a project of Oxford University devoted to
various subjects e.g. Physics, Engineering, Health, Biological Environment,
Grid technology etc.
7.8
Johns Hopkins School of Public Health (JHSPH) Open CourseWare: This
OCW provides access to content of the school's most popular courses in
medicine. As challenges to the world's health escalate daily, the School feels
a moral imperative to provide equal and open access to information and
knowledge about the obstacles to the public's health and their potential
solutions.
7.9
Tufts Open CourseWare: It is part of a new educational movement
initiated by MIT that provides free access to course content for everyone
online. Tufts' initial course offerings demonstrate the University's strength
in the life sciences in addition to its multidisciplinary approach,
international perspective and underlying ethic of service to its local,
national and international communities. Some of the features of this OCW are
does not require any registration, does not grant credit, degrees, or certificates,
does not provide access to Tufts faculty; however feedback is shared. Some of
the well known courses of this OCW are Three-Dimensional Modeling, Animation
and Rendering using Blender 3D Software, patho-physiology of Infectious
Diseases, Medicine, Epidemiology and Biostatistics, Zoological Medicine.
7.10
Arxiv.org: It is a project of Cornell University Library & allows
open access to 4,74,593 e-prints in Physics, Maths, Computer Sc., Quantitative
Biology & Statistics.
7.11
EduCause: EduCause is a nonprofit association whose mission is to
advance higher education by promoting the intelligent use of information
technology. Get involved in one of their many initiatives, including the
EduCause Learning Initiative (ELI) that supports new collegiate learning
environments that use IT to improve the quality of teaching and learning,
contain or reduce rising costs, and provide greater access to higher education.
7.12
Global Education & Learning Community (GELC): GELC embraces open source and Java developers
around the globe who share a passion and commitment to contributing to the
development of useful, quality code for applications/services that meet the
needs of their end users. for the development of useful tools, resources and
best practices that help education world wide.
7.13
IBM University Initiative: The IBM University Initiative helps faculty
and researchers at higher education institutions worldwide use and implement
the latest technology into curriculum and research. By joining, one will gain
access to software, hardware, training, course materials, and other tools for
academic research and collaboration.
7.14
OpenCourse.org:
OpenCourse.org hosts virtual communities that develop, evaluate, and use open,
non-proprietary learning objects in their discipline. Collaboration among
teachers, researchers and students is welcome with the common purpose of
developing open, reusable learning assets (e.g. animations, simulations,
models, case studies, etc.). Anyone with an interest in education,
collaboration and sharing can join this.
7.15
Multimedia Education Resource for Learning and Teaching Online (MERLOT):
MERLOT maintains its currency through ongoing and continuing communication with
its worldwide supporters in a variety of ways, including the annual MERLOT
international conference, the journal of online learning and teaching (JOLT),
member publications, and news. The Web site contains leading edge,
user-centered, searchable collections of peer reviewed, higher education,
online learning materials created by registered members and a set of faculty
development support services.
7.16
Open Learning Initiative
(OLI): The OLI project, initiated by Carnegie Mellon,
offers modules based upon crucial elements of instructional design grounded in
cognitive theory, formative evaluation for students and faculty, and iterative
course improvement based on empirical evidence. Each module undergoes scrutiny
by OLI researchers who conduct a variety of studies to examine the
effectiveness and usability of various educational innovations. Some courses
are open, others are accessible to students with access codes. These courses
are disseminated at no cost to individual students and at low cost to
institutions.
7.17
Sofia:
The Sofia initiative was launched by Foothill-De Anza Community College
District in March of 2004. The goal of Sofia is to publish community
college-level course content and make it freely accessible on the world wide
web to support teaching and learning. Quality materials are identified and
selected from the submissions through a peer review process. Materials are
reviewed for quality, depth, instructional design, completeness, and use of
interactivity and multimedia prior to publication. Sofia provides a vehicle for
faculty to share their intellectual assets, gain wide recognition for their
contribution to their profession, and play a key role in improving equal access
to educational materials beyond their classes. Sofia pilot publishes eight open
courses on Creative Typography, Elementary Statistics, Physical Geography,
Enterprise Network Security, Introduction to Java Programming, Introduction to
Macromedia Flash, Musicianship, Webpage Authoring.
7.18
Sakai:
Sakai is an online collaboration and learning environment. It was evolved due
to merging by learning management systems among Indiana University, the
University of Michigan, Stanford, and MIT. Many users of Sakai deploy it to
support teaching and learning, ad hoc group collaboration, support for
portfolios and research collaboration. Sakai's development model is called
"Community Source" because many of the developers creating Sakai are
drawn from the "community" of organizations that have adopted and are
using Sakai software. The Sakai software includes many of the features common
to course management systems, including document distribution, a gradebook,
discussion, live chat, assignment uploads, and online testing.
7.19
Research Channel:
In cooperation with the University of Washington, Research Channel is developing a
laboratory as a testbed to facilitate collaborative investigations into
cutting-edge technologies. Having dedicated engineering spaces and
high-performance network facilities including 10 Gigabit Ethernet allows
Research Channel to more effectively carry out its work of developing, testing
and demonstrating media streaming and networking innovations. Recent projects
include multipoint low-latency high-definition videoconferencing and live,
high-definition video from the seafloor.
7.20
The Open University:
The Open University (OU) is the United Kingdom's only university dedicated to
distance learning. Through academic research, pedagogic innovation and
collaborative partnership, the OU seeks to be a world leader in the design,
content and delivery of supported open and distance learning. The latter
development process is conducted through the OU's LabSpace,
described as "the experimental zone for OpenLearn." LabSpace is
designed as a community-led site, primarily for educators, providing a range of
online tools to foster the concept of sharing and re-use of materials.
7.21
OER Commons:
OER Commons is the first comprehensive open learning network where teachers and
professors from pre-K to graduate school can access their colleagues' course
materials, share their own, and collaborate on affecting today's classrooms. It
uses Web 2.0 features (tags, ratings, comments, reviews, and social networking)
to create an online experience that engages educators in sharing their best
teaching and learning practices.
7.22
Connexions: The Connexions open educational resource platform at the
Rice University aims at publishing “knowledge chunks” or modules that can be
combined and linked to produce custom courses. Connexions is not limited to the
content produced within its host institution; instead, anyone can submit
contributions that will be peer-reviewed after publication. Connexions is
internationally focused, interdisciplinary, and grassroots organized. There are
now 3531 modules and 182 courses developed by a worldwide community of authors
in fields ranging from computer science to music and from mathematics to
biodiversity. Most modules are in English, but there are also modules written
in Chinese, Italian, Japanese, Portuguese, Spanish, and Thai.
7.23
SHERPA: SHERPA is investigating issues in the future of scholarly
communication. It is developing open-access institutional repositories in
universities to facilitate the rapid and efficient worldwide dissemination of
research. The main services of SHERPA are RoMEO (publisher's copyright &
archiving policies: one can use this site to find a summary of permission that
are normally given as part of each publisher’s copyright transfer agreement),
JULIET (research funders archiving mandates and guidelines), Open DOAR
(worldwide Directory of Open Access Repositories) & SHERPA Search (simple
full-text search of UK repositories).
7.24
Directory of Open Access Repositories (Open-DOAR): Open
DOAR is an authoritative directory of academic open access repositories. Each
Open DOAR repository has been visited by project staff to check the information
that is recorded here. This in-depth approach does not rely on automated
analysis and gives a quality-controlled list of repositories. The current
directory lists repositories and allows breakdown and selection by a variety of
criteria. Open DOAR has also been identified as a key resource for the open
access community.
7.25
Virtual University for Small States of the Commonwealth (VUSSC): It was
established in 2006 through collaboration between education ministers of the
Commonwealth Heads of Government and the Commonwealth of Learning (COL), the Virtual
University for Small States of the Commonwealth (VUSSC) is an effort to foster
a collaborative network for educators in small states in various regions around
the world. VUSSC uses a wiki platform to bring together "learning content
developers" who are committed to the collaborative development and sharing
of free content resources for education. The project was launched in August
2006 with a “boot camp,” with participants from Antigua & Barbuda,
Barbados, Belize, Botswana, Comores, Cyprus, Dominica, the Gambia, Jamaica,
Lesotho, Maldives, Malta, Mauritius, Namibia, Papua New Guinea, Samoa,
Seychelles, St. Kitts & Nevis, St. Vincent & the Grenadines, Swaziland,
Tonga, Trinidad & Tobago, Tuvalu and Vanuatu.
7.26
Open Access News: The open Access News is regarded as news from open
access movement. It is a type of blog which consist of more news than comments.
7.27
eXe: The eXe project is developing an off-line authoring environment to
assist teachers and academics in the publishing of web content without the need
to become proficient in HTML or XML markup. This open source software project
is funded by a grant from the Tertiary Education Commission of New Zealand. eXe
supports the definition and modification of pedagogical models through
instructional devices, or iDevices. iDevices can be used to package reusable
processes or instructional templates. The project is still in early
development. The release 0.18 in September 2006 added support for math iDevice
and multimedia iDevice, as well as support for Czech, Tagalog, Twi and Ewe
languages.
8
CONCLUSION:
The
open educational resources, open courseware, repositories and free softwares
are demand of the technological era. The price of publishing and printing has
been increasing day-by-day and for author as well as publishers both are in
hanging situation. Apart from this the reader also faces the price hick and
accessibility problems. The concept of open educational resources has emerged
as a tool to cope up this situation. In fact it is the true way in fulfillment
of right to information for everyone and also information literacy. One should
always keep in the mind while developing open educational resources that
sustainability should be their. Another aspect of OER should be transformed
from Institutional Repositories to Knowledge Repositories. There is still much
to be done to raise awareness and implement standards across the OER movement.
One more significant step forward in improving access to OER materials and
information.
9
ACKNOWLEDGEMENTS
The author is very
much thankful to Dr AL Moorthy, Director, DESIDOC to encourage and provide all
necessary support to complete this paper.
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Hoe, Nah Soo.2006. Breaking barriers: The
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Liang, Lawrence. 2007. Free/ open source
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Das, Anup Kumar. 2008. Open access to knowledge
and information. New Delhi: UNESCO.
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Bissell, Ahrash. 2007. Towards a global learning
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Ilkka Tuomi. 2006. Open educational resources:
what they are and why do they matter
Report prepared for the OECD. pp. 1-44 (Report)
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http://www.oercommons.org
8.
http://divectory.fsf.org
9.
http://www.gnu.org/philosophy/free-sw.html
10. http://en.wikipedia.org/wiki/Open_Content
11. http://en.wikipedia.org/wiki/Open_Textbooks
12. http://www.gnu.org/links/links.html
13. http://www.okiproject.org/
14. http://www.wikieducator.org/VUSSC.
15. http://cnx.org/
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18. http://sofia.fhda.edu
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21. http://www.cec-lor.edu.in/
Table-1
List of Open Educational Resources
INTERNATIONAL
|
|||
1.
|
MIT Open Courseware
|
|
|
2.
|
SOFIA
|
http://sofia.fhda.edu
|
|
3.
|
JHSPH Open Courseware
|
|
|
4.
|
Tufts Open Courseware
|
http://ocw.tufts.edu
|
|
5.
|
Utah State University Open
CourseWare
|
ocw.usu.edu/
|
|
6.
|
Open Learning Initiative at Carnegie
Mellon
|
http://www.cmu.edu/oli/overview/index.html
|
|
7.
|
Information Management Resource Kit (FAO)
|
http://www.fao.org/imark
|
|
8.
|
The OCW Consortium
|
http://www.ocwconsortium.org/
|
|
9.
|
EduCommons
|
http://cosl.usu.edu/projects/educommons/
|
|
10.
|
Hewlett Foundation
|
http://www.hewlett.org/Programs/Education/OER
|
|
11.
|
Howard Hughes Medical Institute
|
http://www.hhmi.org/biointeractive/vlabs/
|
|
12.
|
Public Library of Science (PLoS)
|
www.plos.org/
|
|
13.
|
Monterey Institute for Technology and
Education (MITE)
|
www.montereyinstitute.org/
|
|
14.
|
Commonwealth of Learning
|
www.col.org/
|
|
15.
|
EduCause
|
www.educause.edu/
|
|
16.
|
Global Education & Learning Community
|
https://edu-gelc.dev.java.net/
|
|
17.
|
IBM University Initiative
|
http://www-304.ibm.com/jct09002c/university/scholars/academicinitiative/
|
|
18.
|
www.opencourse.org
|
||
19.
|
MERLOT
|
www.merlot.org/
|
|
20.
|
www.cmu.edu/oli/
|
||
21.
|
www.sofia.usra.edu/
|
||
22.
|
www.sakaiproject.org/
|
||
23.
|
www.researchchannel.org/
|
||
24.
|
www.open.ac.uk/
|
||
25.
|
www.oercommons.org/
|
||
26.
|
University of Washington
|
http://onlinelearning.washington.edu/ol/
|
|
27.
|
Open Yale
|
oyc.yale.edu/
|
|
28.
|
China Open Resources for Education
|
www.core.org.cn/en/
|
|
29.
|
Fulbright Economics Teaching Program
|
www.fetp.edu.vn/home.cfm
|
|
30.
|
Japan OpenCourseWare Alliance
|
www.jocw.jp
|
|
31.
|
ParisTech OpenCourseWare
|
www.paristech.org/en/etudier_libres.html
|
|
32.
|
Universia Open CourseWare (Spanish/Portuguese)
|
ocw.universia.net
|
|
33.
|
African Virtual University
|
www.users.globalnet.co.uk/~univghana/avuproject.htm
|
|
34.
|
Princeton Archive Lectures
|
http://www.princeton.edu/WebMedia/lectures/
|
|
35.
|
Open2.Net
|
http://www.open2.net/
|
|
36.
|
Self (Sharing Knowledge about Free Software)
|
http://www.selfproject.eu/
|
|
37.
|
The Bazaar
|
http://www.bazaar.org/
|
|
38.
|
WikiEducator
|
http://www.wikieducator.org/Main_Page
|
|
39.
|
University of California - San Diego
|
http://www.ucsd.edu/portal/site/ucsd
|
|
40.
|
University of Notre Dame
|
http://ocw.nd.edu/
|
|
41.
|
Open Access News
|
http://www.earlham.edu/~peters/fos/fosblog.html
|
|
42.
|
SHERPA RoMEO
|
||
43.
|
E-Science Projects
|
http://e-science.ox.ac.uk/public
|
|
44.
|
RePEc (Research Papers in Economics)
|
http://repec.org
|
|
45.
|
Arxiv.org
|
http://arxiv.org
|
|
46.
|
eXe
|
http://exelearning.org/.
|
|
47.
|
Connexions
|
http://cnx.org/
|
|
48.
|
VUSSC
|
http://www.wikieducator.org/VUSSC.
|
|
INDIAN
|
|||
49.
|
National Program on Technology Enhanced Learning
|
http://nptel.iitm.ac.in/
|
|
50.
|
Education Grid
|
http://www.edugrid.ac.in/
|
|
51.
|
Ekalavya project
|
http://ekalavya.it.iitb.ac.in/ekalavyaHome.do
|
|
52.
|
Medknow Publications
|
http://www.medknow.com
|
|
53.
|
E-Gyan Kosh
|
http://www.egyankosh.ac.in/
|
|
54.
|
CEC Learning Object Repository
|
http://www.cec-lor.edu.in/
|
|
55.
|
UNESCO- SALIS e-Learning Portal
|
http://salisonline.org/
|
|
56.
|
NCERT Books Online
|
http://www.ncert.nic.in/textbooks/testing/Index.htm
|