Abstract
The Open Educational Resources (OER) community supports the belief that knowledge is a public good and, combined with technological advancement, can provide an extraordinary opportunity to help equalize the distribution of high-quality knowledge and educational opportunities for everyone in the world. This chapter’s hypothesis centres on the premise that: “The OER ecology does not seem to be widely adopted or understood and that game-playing has the potential to raise awareness and improve understanding of such relationships in an entertaining manner, while engaging in a deep discussion about OER best practices.” To address this hypothesis, the authors present OERopoly, a game that has been designed and developed to raise awareness about OER. They set out to assess game-playing as a means of improving collaborative learning opportunities around OER projects through this OER ecology: the OER projects themselves, the online communities, and the Web 2.0 technologies used by OER projects.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
