The Technical Directions chapters presented in this book explore a wide range of technical issues relating to the release of open educational resources into the wild. Within this context, the authors have identified not only future technical directions but also the implications of current real world practice. Underpinning many of these technical issues and directions is the concept of an open content ecosystem. By adopting the principles and ethos of openness and exploiting existing open technical approaches and applications, the global OER community has the potential to develop a rich ecosystem of services. Many of these services and applications may not be designed specifically for OER, but can be regarded as \"OER-friendly\". Given the fuzzy boundaries between open education, open source, open access, open educational resources, open content and free online content, this pluralistic approach to infrastructure may be more sustainable than centralised approaches. The key characteristics of this OER-friendly ecosystem are: prominence given to licensing, integrated tools and APIs, aggregation and remix solutions, educational authoring platforms, and rich release and export functionality. This approach consists of small parts loosely joined. Within this ecosystem there is potential to drive demand for mainstream content services to adopt more OER-friendly functionality, primarily through rich APIs and licensing-aware resource handling. It is neither feasible nor desirable for the OER community to develop a separate infrastructure, but rather to enrich existing tools, services and applications to support OER, and to support the signposting of OER-friendly services.<\/p>\n
Key considerations in developing OER-friendly digital infrastructure include:<\/p>\n
The funded phase of UKOER ended in October 2012 and it is to early to predict the longer-term impact of the programmes on the embedding of OER and the continued development of digital infrastructure to support open educational resources and practices in the UK. The programmes have been viewed positively by those involved, though some have questioned whether they could have had a greater impact on the wider UK HE community:<\/p>\n
\"Now the funding has come to an end what\u2019s going to be the long term legacy, what are the sustainability issues and what do we do to try and raise the profile of OERs? Has UKOER met the needs of academics at the digital chalk face, i.e. resources that can be reused in multiple different contexts? Is there lots of high quality content that academics want to use and assimilate into their teaching?\"1<\/a><\/sup><\/p><\/blockquote>\n
While these are valid questions, it is clear that an identifiable community has grown up around UKOER and that many of the most active and engaged members of that community are those who have contributed to innovative technical developments. A recent discussion on the oer-discuss mailing list around continued use of the ukoer tag for classifying resources, and whether the tag now represented a community, rather than simply resources produced during the funded phases of the programmes, generated an overwhelming response and it appears that this debate is likely to continue.2<\/a><\/sup><\/p>\n
Within the wider context, \"openness\" continues to gather momentum through initiatives such as Open Access and Open Government. These policies have the effect of changing expectations regarding access as well as raising awareness of open licensing approaches such as Creative Commons.<\/p>\n
In terms of future technical direction, there are a number of international initiatives and developments that have the potential to have an impact on OER digital infrastructure developments going forward.<\/p>\n
\nLearning Registry<\/h3>\n
While there has been some interest in the Learning Registry from technical developers within the UK, and the JLeRN Experiment met with considerable success, the impact on the UK F\/HE sector has been negligible at this point in time. However it is still possible that the technical approaches developed by the Learning Registry will have considerable impact on solutions for dealing with the messy problem of learning resource description and management. It may also be significant that Cisco, Dell and Amazon have all recently expressed some interest in running Learning Registry production nodes.3<\/a><\/sup><\/p>\n
LRMI<\/h3>\n
Like the Learning Registry, the Learning Resource Metadata Initiative has not been developed specifically for open educational resources, however it does have the potential to have considerable impact on our ability to describe and find OERs. Although the specification has only recently been released, it has already been adopted by MIT OpenCourseWare. MIT OCW intend to launch a new site in late November 2012 which will allow users to browse all 2,150 courses \u201cby topic, course number or by department, and filter results according to the content type they are seeking, such as video or interactive simulations\".4<\/a><\/sup> As part of this redesign MIT OCW have implemented some elements of LRMI on a large scale. No doubt the community will watch the relaunch of MIT OWC with interest and it will be intriguing to see whether the adoption and implementation of LRMI has a significant impact on the ability of users to easily find resources that meet their requirements.<\/p>\n
Pearson Blue Sky<\/h3>\n
Two developments related to the publishing domain may also have an impact on OER technical infrastructure developments. In early November 2012 Pearson announced a new OER search engine, Project Blue Sky5<\/a><\/sup>, which will launch as a beta in early 2013. The search engine, which is powered by Gooru Learning\u2019s \u201csearch engine for learning materials\u201d, includes content from a range of sources including MIT OCW, Connexions and OER Commons. According to the project\u2019s press release, Blue Sky will:<\/p>\n
\u201cleverage Gooru\u2019s powerful search capabilities to build applications that seamlessly integrate high-quality learning resources on the web, including OER, with instructor-created and Pearson content.\u201d6<\/a><\/sup><\/p><\/blockquote>\n
No information was available at the time of writing about what licences Blue Sky resources would be released under. Large commercial publishers have been slow to engage with open educational resource initiatives, and there is arguably some scepticism as to their commitment to open education practices and business models, so it will be interesting to see whether Pearson\u2019s initiative will gain traction in this space. In this context it is also relevant to note the involvement of Elsevier in the UKOER Phase 3 PublishOER project, which explored the partialities of blending copyrighted publisher resources with OERs.<\/p>\n
CEN ISSS WS-LT eTernity<\/h3>\n
A new project involving textbook publishers has also been launched by the European CEN-ISSS Workshop on Learning Technologies. The aim of the eTernity initiative is to:<\/p>\n
\"develop common vision, frameworks and specifications for e-textbooks for educational purposes. The idea is to fulfil educational requirements for e-textbooks as a channel for creating interactive, adaptable, personlizable resources to improve learning, education and training.\"7<\/a><\/sup><\/p><\/blockquote>\n
Although eTernity appears to be focused primarily on etextbooks, the project website acknowledges that:<\/p>\n
\"OER is changing the publishing model of educational resources, making the learners themselves and their teachers a more prominent actor in content development, and promoting a redefinition of the content creation and use life cycle.\"8<\/a><\/sup><\/p><\/blockquote>\n
It is not clear at this early stage how the CEN WS-LT project will engage with OER developers and users, or how the technical direction of this initiative will develop, however it is significant that publishers, both in Europe and the US are increasingly realising the need to engage with the OER community.<\/p>\n
EU \"Opening up Education\"<\/h3>\n
The European Union\u2019s Directorate General for Education and Culture recently conducted a consultation on \u201cOpening up Education \u2013 a proposal for a European Initiative to enhance education and skills development through new technologies\u201d.9<\/a><\/sup> The objective of the consultation was to explore the perceived need for EU action to promote the use of Open Educational Resources (OER) and of ICT in education. The consultation is ambitious in that it covers both open educational resources and the use of ICT in education more general and it is unfortunate that the two have become conflated in some places in the consultation document, as this could lead to unrealistic expectations of what OER developments alone can achieve.<\/p>\n
The consultation document identifies four priority areas:<\/p>\n
\n
- Access inclusion and equity<\/li>\n
- Quality efficiency and internationalisation<\/li>\n
- Teaching educational practices and assessment<\/li>\n
- Policy development<\/li>\n<\/ul>\n
While it is encouraging that the EU recognises the importance of OER at European policy level, the benefits of some of the possible actions proposed are debatable, e.g. establishing a single \u201cEU-wide platform facilitating access to all OER portals\u201d. There is also a questionable focus on European quality standards for open educational resources.<\/p>\n
The findings of the EU consultation are due to be published in late 2012 in a communication on \u201cRethinking Skills aiming to increase the quantity, quality and relevance of skills supply for higher economic and social outcomes.\u201d This Communication will announce a new EU Initiative on \"Opening up Education\": a proposal to exploit the potential contribution of ICTs and Open Educational Resources (OER) to education and skills development, with a further communication on \"Opening up Education\" planned for mid 2013.<\/p>\n
UNESCO OER mapping<\/h3>\n
UNESCO are still an active and influential participant in global OER developments and have recently put forward a proposal to create a world map of OER projects and developments10<\/a><\/sup>. Discussions around this topic have attracted participants from around the globe and it is interesting to note some of the technical issues and assumptions that have surfaced. There have been some calls for centralisation (e.g. a single global OER repository) and standardisation (e.g. of packaging formats, metadata, controlled vocabularies and even international curricula mappings) that seem unrealistic if not misguided. However at the same time it is encouraging that many participants, particularly those outwith Europe and the US, have voiced a strong preference for using open source solutions in preference to proprietary applications wherever they are available, e.g. adopting Open Street map, rather than Google maps. The scope of the project is still under discussion but it seems fair to say that there is considerable enthusiasm for the initiative worldwide.<\/p>\n
Conclusion<\/h2>\n
Over the three years of the UK OER Programmes, from 2009 to 2012, there has been a huge growth in open content and open educational resources. Whilst mainstream awareness of the OER concept within education may be low, the practices of many web users suggest an appetite for sharing and reusing digital resources.<\/p>\n
The UK's contribution to the global commons is significant, in terms of the rich educational content released into the wild, and the knowledge and expertise generated by these projects and initiatives. The OER community now needs to utilise both political will and international funding where it is available to embed the principles of OER into accessible applications and services that the majority of educators and learners can use. It may be that the term \"OER\" is transitional, but even if that is so, its legacy could be a richer digital infrastructure for all.<\/p>\n
<\/p>\n
\n
- Lafferty, N., (2012), Musings on UKOER, http:\/\/mededelearning.wordpress.com\/2012\/11\/22\/musings-on-ukoer\/ ^<\/a><\/sup><\/li>\n
- End of programme, what now? on oer-discss.jiscmail.com,https:\/\/www.jiscmail.ac.uk\/cgi-bin\/webadmin?A1=ind1211&L=OER-DISCUSS&X=380941136E0E5DCDF3&Y=lmc%40strath.ac.uk#3. Campbell, L.M., (2012), The great UKOER Tag Debate,http:\/\/blogs.cetis.ac.uk\/lmc\/2012\/11\/14\/the-great-ukoer-tag-debate\/. Thomas, A., (2012), UKOER: What\u2019s In A Tag?,http:\/\/infteam.jiscinvolve.org\/wp\/2012\/11\/14\/ukoer_tag\/ ^<\/a><\/sup><\/li>\n
- Steve Midgeley, quoted in Barker,P., (2012), At the end of the JLeRN Experiment, http:\/\/blogs.cetis.ac.uk\/philb\/2012\/10\/26\/at-the-end-of-the-jlern-experiment\/ ^<\/a><\/sup><\/li>\n
- MIT OpenCourseWare to Launch Improved Site Design. http:\/\/ocw.mit.edu\/about\/media-coverage\/press-releases\/redesign-2012\/ ^<\/a><\/sup><\/li>\n
- Pearson Blue Sky, http:\/\/www.pearsonlearningsolutions.com\/pearson-bluesky\/ ^<\/a><\/sup><\/li>\n
- Pearson announces Project Blue Sky: A Cloud-based content service that breaks through to Open Educational Resources,http:\/\/pitchengine.com\/pearsonlearningsolutions\/pearson-announces-project-blue-sky-a-cloudbased-content-service-that-breaks-through-to-open-educational-resources. ^<\/a><\/sup><\/li>\n
- eTernity \u2013 a new initiative of CEN-ISSS, http:\/\/etextbookseurope.eu\/ ^<\/a><\/sup><\/li>\n
- eTernity \u2013 Digital Publishing and Learning, http:\/\/etextbookseurope.eu\/?q=node\/10 ^<\/a><\/sup><\/li>\n
- EU Directorate General for Education and Culture, \u201cOpening up Education \u2013 a proposal for a European Initiative to enhance education and skills development through new technologies\u201d, http:\/\/ec.europa.eu\/dgs\/education_culture\/consult\/open_en.htm ^<\/a><\/sup><\/li>\n
- Mapping the landscape of Open Educational Resources institutional initiatives, https:\/\/unescochair.athabascau.ca\/oer-mapping-exercise ^<\/a><\/sup><\/li>\n<\/ol>\n\n","rendered":"
Open content ecosystems<\/h2>\n
The Technical Directions chapters presented in this book explore a wide range of technical issues relating to the release of open educational resources into the wild. Within this context, the authors have identified not only future technical directions but also the implications of current real world practice. Underpinning many of these technical issues and directions is the concept of an open content ecosystem. By adopting the principles and ethos of openness and exploiting existing open technical approaches and applications, the global OER community has the potential to develop a rich ecosystem of services. Many of these services and applications may not be designed specifically for OER, but can be regarded as “OER-friendly”. Given the fuzzy boundaries between open education, open source, open access, open educational resources, open content and free online content, this pluralistic approach to infrastructure may be more sustainable than centralised approaches. The key characteristics of this OER-friendly ecosystem are: prominence given to licensing, integrated tools and APIs, aggregation and remix solutions, educational authoring platforms, and rich release and export functionality. This approach consists of small parts loosely joined. Within this ecosystem there is potential to drive demand for mainstream content services to adopt more OER-friendly functionality, primarily through rich APIs and licensing-aware resource handling. It is neither feasible nor desirable for the OER community to develop a separate infrastructure, but rather to enrich existing tools, services and applications to support OER, and to support the signposting of OER-friendly services.<\/p>\n
Key considerations in developing OER-friendly digital infrastructure include:<\/p>\n
\n
- The format of OERs varies greatly, making it difficult for developers to anticipate the presentation and editing technologies required within platforms, (see Resource management).<\/li>\n<\/ul>\n
\n
- Content packaging approaches commonly used by learning management systems do not fit well with the web-based model of presenting OER, (see Resource management).<\/li>\n<\/ul>\n
\n
- Many OERs are composed of audio visual materials. Enriched licensing expression, annotation, transcription and metadata for discovery are a priority for many users and producers of audio visual OERs. Openly licensed content makes the development of these approaches easier and their take-up is likely to extend well beyond the OER domain. This has positive implications for the sustainability of technical solutions, (see Resource description).<\/li>\n<\/ul>\n
\n
- There is always a delicate balance to be struck by content services regarding requirements placed on contributors to provide descriptive metadata, (see Resource description).<\/li>\n<\/ul>\n
\n
- Deriving metadata from authoring environments and from secondary usage may reduce the requirement on contributors to produce rich resource descriptions. These approaches are worthy of further investigation, (see Paradata – activity data about learning resources, Resource management and Resource description).<\/li>\n<\/ul>\n
\n
- Completing the loop from creation to description to end use is an ecosystem-level challenge. Resource descriptions that feed the major search engines may increase the drivers for contributors and system developers to create or generate richer metadata. This should be a major priority for OER platform providers, (see Paradata – activity data about learning resources and SEO and discoverability).<\/li>\n<\/ul>\n
\n
- Interest in usage data and social sharing is likely to continue to grow, from both content provider and content user perspectives. Services should explore approaches to surface and share this data, (see Paradata – activity data about learning resources and SEO and discoverability).<\/li>\n<\/ul>\n
\n
- OER-friendly platforms should enable metadata about the content to be syndicated via RSS, and also imported and exported via emerging SWORD-type technologies, (see Resource management).<\/li>\n<\/ul>\n
\n
- Whilst open educational resources are not a distinct resource type in any technical sense, there may be benefits to developing OERs within education-specific authoring tools. These OER-friendly authoring tools could be designed to produce content in both LMS and web friendly formats, (see Resource management).<\/li>\n<\/ul>\n
\n
- Platforms that enable editing of resources at source level hold great promise, both for collaborative authoring and for reuse and repurposing. However the complexity of such systems is greater than standard content repositories, particularly if they are to handle the multiple formats required. One of the key challenges will be to provide user interfaces that provided access to rich functionality in a user friendly way, (see Resource management).<\/li>\n<\/ul>\n
\n
- Creative Commons licences are a key aspect of OER, though other open licences may emerge. Consequently a priority for the OER ecosystem is the creation of interoperable systems that can support the selection, presentation and use of open licences, (see Licensing and attribution).<\/li>\n<\/ul>\n
<\/div>\nFuture technical directions<\/h2>\n
The funded phase of UKOER ended in October 2012 and it is to early to predict the longer-term impact of the programmes on the embedding of OER and the continued development of digital infrastructure to support open educational resources and practices in the UK. The programmes have been viewed positively by those involved, though some have questioned whether they could have had a greater impact on the wider UK HE community:<\/p>\n
\n“Now the funding has come to an end what\u2019s going to be the long term legacy, what are the sustainability issues and what do we do to try and raise the profile of OERs? Has UKOER met the needs of academics at the digital chalk face, i.e. resources that can be reused in multiple different contexts? Is there lots of high quality content that academics want to use and assimilate into their teaching?”1<\/a><\/sup><\/p>\n<\/blockquote>\n
While these are valid questions, it is clear that an identifiable community has grown up around UKOER and that many of the most active and engaged members of that community are those who have contributed to innovative technical developments. A recent discussion on the oer-discuss mailing list around continued use of the ukoer tag for classifying resources, and whether the tag now represented a community, rather than simply resources produced during the funded phases of the programmes, generated an overwhelming response and it appears that this debate is likely to continue.2<\/a><\/sup><\/p>\n
Within the wider context, “openness” continues to gather momentum through initiatives such as Open Access and Open Government. These policies have the effect of changing expectations regarding access as well as raising awareness of open licensing approaches such as Creative Commons.<\/p>\n
In terms of future technical direction, there are a number of international initiatives and developments that have the potential to have an impact on OER digital infrastructure developments going forward.<\/p>\n
\nLearning Registry<\/h3>\n
While there has been some interest in the Learning Registry from technical developers within the UK, and the JLeRN Experiment met with considerable success, the impact on the UK F\/HE sector has been negligible at this point in time. However it is still possible that the technical approaches developed by the Learning Registry will have considerable impact on solutions for dealing with the messy problem of learning resource description and management. It may also be significant that Cisco, Dell and Amazon have all recently expressed some interest in running Learning Registry production nodes.3<\/a><\/sup><\/p>\n
LRMI<\/h3>\n
Like the Learning Registry, the Learning Resource Metadata Initiative has not been developed specifically for open educational resources, however it does have the potential to have considerable impact on our ability to describe and find OERs. Although the specification has only recently been released, it has already been adopted by MIT OpenCourseWare. MIT OCW intend to launch a new site in late November 2012 which will allow users to browse all 2,150 courses \u201cby topic, course number or by department, and filter results according to the content type they are seeking, such as video or interactive simulations”.4<\/a><\/sup> As part of this redesign MIT OCW have implemented some elements of LRMI on a large scale. No doubt the community will watch the relaunch of MIT OWC with interest and it will be intriguing to see whether the adoption and implementation of LRMI has a significant impact on the ability of users to easily find resources that meet their requirements.<\/p>\n
Pearson Blue Sky<\/h3>\n
Two developments related to the publishing domain may also have an impact on OER technical infrastructure developments. In early November 2012 Pearson announced a new OER search engine, Project Blue Sky5<\/a><\/sup>, which will launch as a beta in early 2013. The search engine, which is powered by Gooru Learning\u2019s \u201csearch engine for learning materials\u201d, includes content from a range of sources including MIT OCW, Connexions and OER Commons. According to the project\u2019s press release, Blue Sky will:<\/p>\n
\n\u201cleverage Gooru\u2019s powerful search capabilities to build applications that seamlessly integrate high-quality learning resources on the web, including OER, with instructor-created and Pearson content.\u201d6<\/a><\/sup><\/p>\n<\/blockquote>\n
No information was available at the time of writing about what licences Blue Sky resources would be released under. Large commercial publishers have been slow to engage with open educational resource initiatives, and there is arguably some scepticism as to their commitment to open education practices and business models, so it will be interesting to see whether Pearson\u2019s initiative will gain traction in this space. In this context it is also relevant to note the involvement of Elsevier in the UKOER Phase 3 PublishOER project, which explored the partialities of blending copyrighted publisher resources with OERs.<\/p>\n
CEN ISSS WS-LT eTernity<\/h3>\n
A new project involving textbook publishers has also been launched by the European CEN-ISSS Workshop on Learning Technologies. The aim of the eTernity initiative is to:<\/p>\n
\n“develop common vision, frameworks and specifications for e-textbooks for educational purposes. The idea is to fulfil educational requirements for e-textbooks as a channel for creating interactive, adaptable, personlizable resources to improve learning, education and training.”7<\/a><\/sup><\/p>\n<\/blockquote>\n
Although eTernity appears to be focused primarily on etextbooks, the project website acknowledges that:<\/p>\n
\n“OER is changing the publishing model of educational resources, making the learners themselves and their teachers a more prominent actor in content development, and promoting a redefinition of the content creation and use life cycle.”8<\/a><\/sup><\/p>\n<\/blockquote>\n
It is not clear at this early stage how the CEN WS-LT project will engage with OER developers and users, or how the technical direction of this initiative will develop, however it is significant that publishers, both in Europe and the US are increasingly realising the need to engage with the OER community.<\/p>\n
EU “Opening up Education”<\/h3>\n
The European Union\u2019s Directorate General for Education and Culture recently conducted a consultation on \u201cOpening up Education \u2013 a proposal for a European Initiative to enhance education and skills development through new technologies\u201d.9<\/a><\/sup> The objective of the consultation was to explore the perceived need for EU action to promote the use of Open Educational Resources (OER) and of ICT in education. The consultation is ambitious in that it covers both open educational resources and the use of ICT in education more general and it is unfortunate that the two have become conflated in some places in the consultation document, as this could lead to unrealistic expectations of what OER developments alone can achieve.<\/p>\n
The consultation document identifies four priority areas:<\/p>\n
\n
- Access inclusion and equity<\/li>\n
- Quality efficiency and internationalisation<\/li>\n
- Teaching educational practices and assessment<\/li>\n
- Policy development<\/li>\n<\/ul>\n
While it is encouraging that the EU recognises the importance of OER at European policy level, the benefits of some of the possible actions proposed are debatable, e.g. establishing a single \u201cEU-wide platform facilitating access to all OER portals\u201d. There is also a questionable focus on European quality standards for open educational resources.<\/p>\n
The findings of the EU consultation are due to be published in late 2012 in a communication on \u201cRethinking Skills aiming to increase the quantity, quality and relevance of skills supply for higher economic and social outcomes.\u201d This Communication will announce a new EU Initiative on “Opening up Education”: a proposal to exploit the potential contribution of ICTs and Open Educational Resources (OER) to education and skills development, with a further communication on “Opening up Education” planned for mid 2013.<\/p>\n
UNESCO OER mapping<\/h3>\n
UNESCO are still an active and influential participant in global OER developments and have recently put forward a proposal to create a world map of OER projects and developments10<\/a><\/sup>. Discussions around this topic have attracted participants from around the globe and it is interesting to note some of the technical issues and assumptions that have surfaced. There have been some calls for centralisation (e.g. a single global OER repository) and standardisation (e.g. of packaging formats, metadata, controlled vocabularies and even international curricula mappings) that seem unrealistic if not misguided. However at the same time it is encouraging that many participants, particularly those outwith Europe and the US, have voiced a strong preference for using open source solutions in preference to proprietary applications wherever they are available, e.g. adopting Open Street map, rather than Google maps. The scope of the project is still under discussion but it seems fair to say that there is considerable enthusiasm for the initiative worldwide.<\/p>\n
Conclusion<\/h2>\n
Over the three years of the UK OER Programmes, from 2009 to 2012, there has been a huge growth in open content and open educational resources. Whilst mainstream awareness of the OER concept within education may be low, the practices of many web users suggest an appetite for sharing and reusing digital resources.<\/p>\n
The UK’s contribution to the global commons is significant, in terms of the rich educational content released into the wild, and the knowledge and expertise generated by these projects and initiatives. The OER community now needs to utilise both political will and international funding where it is available to embed the principles of OER into accessible applications and services that the majority of educators and learners can use. It may be that the term “OER” is transitional, but even if that is so, its legacy could be a richer digital infrastructure for all.<\/p>\n
<\/p>\n
\n
- Lafferty, N., (2012), Musings on UKOER, http:\/\/mededelearning.wordpress.com\/2012\/11\/22\/musings-on-ukoer\/ ^<\/a><\/sup><\/li>\n
- End of programme, what now? on oer-discss.jiscmail.com,https:\/\/www.jiscmail.ac.uk\/cgi-bin\/webadmin?A1=ind1211&L=OER-DISCUSS&X=380941136E0E5DCDF3&Y=lmc%40strath.ac.uk#3. Campbell, L.M., (2012), The great UKOER Tag Debate,http:\/\/blogs.cetis.ac.uk\/lmc\/2012\/11\/14\/the-great-ukoer-tag-debate\/. Thomas, A., (2012), UKOER: What\u2019s In A Tag?,http:\/\/infteam.jiscinvolve.org\/wp\/2012\/11\/14\/ukoer_tag\/ ^<\/a><\/sup><\/li>\n
- Steve Midgeley, quoted in Barker,P., (2012), At the end of the JLeRN Experiment, http:\/\/blogs.cetis.ac.uk\/philb\/2012\/10\/26\/at-the-end-of-the-jlern-experiment\/ ^<\/a><\/sup><\/li>\n
- MIT OpenCourseWare to Launch Improved Site Design. http:\/\/ocw.mit.edu\/about\/media-coverage\/press-releases\/redesign-2012\/ ^<\/a><\/sup><\/li>\n
- Pearson Blue Sky, http:\/\/www.pearsonlearningsolutions.com\/pearson-bluesky\/ ^<\/a><\/sup><\/li>\n
- Pearson announces Project Blue Sky: A Cloud-based content service that breaks through to Open Educational Resources,http:\/\/pitchengine.com\/pearsonlearningsolutions\/pearson-announces-project-blue-sky-a-cloudbased-content-service-that-breaks-through-to-open-educational-resources. ^<\/a><\/sup><\/li>\n
- eTernity \u2013 a new initiative of CEN-ISSS, http:\/\/etextbookseurope.eu\/ ^<\/a><\/sup><\/li>\n
- eTernity \u2013 Digital Publishing and Learning, http:\/\/etextbookseurope.eu\/?q=node\/10 ^<\/a><\/sup><\/li>\n
- EU Directorate General for Education and Culture, \u201cOpening up Education \u2013 a proposal for a European Initiative to enhance education and skills development through new technologies\u201d, http:\/\/ec.europa.eu\/dgs\/education_culture\/consult\/open_en.htm ^<\/a><\/sup><\/li>\n
- Mapping the landscape of Open Educational Resources institutional initiatives, https:\/\/unescochair.athabascau.ca\/oer-mapping-exercise ^<\/a><\/sup><\/li>\n<\/ol>\n","protected":false},"author":1,"menu_order":10,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-44","chapter","type-chapter","status-publish","hentry"],"part":29,"_links":{"self":[{"href":"https:\/\/books.pjjk.net\/intothewild\/wp-json\/pressbooks\/v2\/chapters\/44","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/books.pjjk.net\/intothewild\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/books.pjjk.net\/intothewild\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/books.pjjk.net\/intothewild\/wp-json\/wp\/v2\/users\/1"}],"version-history":[{"count":0,"href":"https:\/\/books.pjjk.net\/intothewild\/wp-json\/pressbooks\/v2\/chapters\/44\/revisions"}],"part":[{"href":"https:\/\/books.pjjk.net\/intothewild\/wp-json\/pressbooks\/v2\/parts\/29"}],"metadata":[{"href":"https:\/\/books.pjjk.net\/intothewild\/wp-json\/pressbooks\/v2\/chapters\/44\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/books.pjjk.net\/intothewild\/wp-json\/wp\/v2\/media?parent=44"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/books.pjjk.net\/intothewild\/wp-json\/pressbooks\/v2\/chapter-type?post=44"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/books.pjjk.net\/intothewild\/wp-json\/wp\/v2\/contributor?post=44"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/books.pjjk.net\/intothewild\/wp-json\/wp\/v2\/license?post=44"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}