Abstract
The fast growing Open Content movement has profound consequences for pedagogical approaches to learning. This paper will explore the use of Open Content in higher education, including training for scientists and scholars at large, and consider its pedagogic implications. Relevance of these issues is expected to grow in the near future, involving the ability of scholars to cope with the increased need to access, search through, and fruitfully draw knowledge from data, especially for teams where cross-disciplinary competences are required to analyse, evaluate, and exchange data across a variety of research fields.
Highlights
There is no clear agreement on exactly what we mean by Open Content or Open Educational Resources (OER)
The idea of Open Content is based on the emergence and rapid spread of Open Source Software
In developing a community based on Open Content and Open Educational Resources, we need to explore the process of narrative, albeit sometimes mediated through technology for understanding the social meanings of knowledge and ideas and the social use of such resources
Summary
There is no clear agreement on exactly what we mean by Open Content or Open Educational Resources (OER). Notwithstanding such problems of definition and scope, there has been a groundswell of interest and activity in OERs in the past three years This includes initiatives such as the MIT Open Courseware initiative to provide open access to Courseware or projects such as Rice University's Connexions project to develop community repositories of modular learning programmes. Perhaps more fundamental, is the growing development of shared internet based resources such as Wikipedia, the Creative Commons licensed open encyclopaedia based on user contributions, and of media sharing sites such as YouTube and services for sharing bookmarks such as Deli.cio.us or CiteULike. The signatories, drawn from leading universities and cultural organisations throughout Europe, committed themselves to promoting “the new open access paradigm to gain the most benefit for science and society.” In this short paper we will examine the driving forces behind Open Content and Open Educational Resources. If the results of such research are to be applied, they must be captured and disseminated in ways that facilitate their discovery by the people who are in the best position or have the greatest need to apply them (Collier at al., 2003)
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