Set learning free.

In this unit, we:

• Postulated that in a digital world, where the cost of replicating knowledge is near zero, as individuals working together we can widen access to learning for all using the open web and open content licensing.
• Considered the relationships between digital freedom and education.
• Reflected on the shortcomings of copyright as a mechanism to regulate the ownership of ideas in a digital world and the necessity to align our educational practices with our core values in fostering an ecology of creativity in education.
• Provided a framework for defining OER according to three interrelated dimensions:
  • Educational values: namely that OER should be free;
  • Pedagogical utility: ensuring that OER embeds the permissions of the 4Rs (reuse, revise, remix and redistribute); and
  • Technology enablers: specifying that OER should consider access to the technical tools required for editing and that OER should be meaningfully editable to facilitate the 4R activities.
• Considered the implications of OER for learning in a digital age with a focus on solving real-world problems.
  

Closing activity

Activity

This activity is based on #Open Textbook Tweet, a short publication containing microblog contributions from educators, administrators, and learners reflecting on the phenomenon of open education resources and open textbooks.

1. Download a copy of the book #Open Textbook Tweet (859 KB), which is available under an open content license.
2. Scan the text reading selected “tweets” as you page through the text. Write down the entry numbers of those you particularly like.
3. From your shortlist of selected tweets, pick your favourite.
4. Re-publish your favourite tweet (retweet) by posting a verbatim copy as a WENote post below. Include the corresponding entry number of the tweet from the bookin your post, for example: 112: There is a great future for OER. We need to embrace the concept that education is a fundamental right for all. Alternatively, be creative and post your own “tweet”.

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