OER Africa

Kwame Nkrumah University adopts CC Attribution for OER policy

Jane Park, May 11th, 2011

KNUST OER production workshop team<br />
KNUST OER production workshop team by bagaball / CC BY

The Kwame Nkrumah University of Science and Technology (KNUST) has adopted a university-wide open educational resources (OER) policy with CC Attribution as the default license for university material. KNUST’s “Policy for Development and Use of Open Educational Resources (OER)” (pdf) outlines the purpose, role, and process of OER production at the university, and specifically states that,

“Materials produced which do not indicate any specific conditions for sharing will automatically be considered to have been shared under a Creative Commons Attribution license.”

The policy is available at the KNUST website and, in line with their policy, is available for use under CC BY.

KNUST is a partner institution in the African Health OER Network and works closely with the University of Michigan Medical School and Dental School to develop and distribute health OER. KNUST OER is hosted at http://web.knust.edu.gh/oer but is also duplicated for use at the Open.Michigan and OER Africa sites.

You can help us improve the case study on KNUST here.

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Back to School Conclusion: The Open Trajectory of Learning

Alex Kozak, September 4th, 2009

As students around the world return to school, ccLearn blogs about the evolving education landscape, ongoing projects to improve educational resources, education technology, and the future of education. Browse the “Back to School” tag for more posts in this series.

Today’s predictions about the future of learning might eventually seem as preposterous as early 20th century predictions of flying cars and robot butlers. But what we sometimes forget is that our vision for the future today will ultimately shape the outcomes of tomorrow–not in a causal, deterministic way, but in an enabling way. By sharing our hopes and dreams for an open future for learning, we foster an environment in which it can happen.

At ccLearn, we strongly believe that the future for education and learning is one that includes technical, legal, and social openness.

The spaces in which teaching and learning occur are increasingly moving towards technical openness by running open source software, integrating machine readable metadata, and adopting open formats. Schools, colleges, and universities involved in open courseware, wikis, and other organizations engaged in online knowledge delivery are beginning to embrace RDFa and metadata standards like ccREL, open video codecs, open document formats, and open software solutions. More open technology continues to be developed, and there is no indication that this will stop or slow down.

Members of the global education community have been moving towards legal openness by converging on Creative Commons licenses that allow sustainable redistribution and remixing as the de facto licensing standard. This phenomenon is international- Creative Commons has been ported to 51 countries (7 in progress), with CC licensed educational resources being used all over the world. Although ccLearn found in our recent report “What status for ‘open’?” that some institutions have some homework to do on what it means to be open, we are well on the road towards a robust and scalable legal standard for open educational resources.

Perhaps most powerfully, we are beginning to see a move towards social openness in educational institutions in the prototyping of new models for learning involvement, organization, and assessment that maximizes the availability of learning to all people, everywhere. By leveraging the power of online organization and open content, often times coupled with a willingness to re-conceptualize what it means to be an educator, new possibilities for learning will emerge, leading to a more educated world.

We can’t fully predict today what kinds of practices, pedagogies, and technologies open education will enable tomorrow. But we are in a position to claim that our goal for an open future enables the creation of these new and better practices, technologies, and social structures.

ccLearn would like to thank The William and Flora Hewlett Foundation for their continued support of open education, the Creative Commons staff who make our work possible, and all of you for your continued support of a truly global commons. We hope that you all continue to contribute to open source learning software, embrace open formats, license your educational works with Creative Commons licenses, and get engaged in the world movement towards an open future for learning.


En Estados Unidos están de regreso al colegio este mes y con este contexto en ccLearn, han venido publicando una serie de entradas algunas de ellas ya quedaron comentadas en español, creo que justifica comentar y traducir lo pertinente:

De regreso al colegio, conclusiones: El camino abierto para el aprendizaje

La entrada de cierre para el ciclo de ccLearn sobre el regreso al colegio esta nuevamente a cargo de Alex Kozak quien indica como desde ccLearn, se cree firmemente en un futuro del proceso de educación y aprendizaje atravesado por la idea de apertura en lo técnico, lo legal y lo social.

Los espacios en los que la docencia y el aprendizaje se dan para Kozak están migrando a estándares abiertos en con el uso de software open source, integrando metadatos que pueden ser leídos por las máquinas y adoptando formatos abiertos. Escuelas, Universidades y en general instituciones de educación superior que desarrollan courseware abiertos, wikis y otras organizaciones involucradas en los procesos de disponer del conocimiento a través de la red están empezando a adoptar RDFa y estandares de metadatos como ccREL, codecs para video abierto, formatos abiertos de editores de textos, y soluciones de software abierto o libre.

De otro lado la comunidad global del sector educativo se esta moviendo hacia la apertura legal, sus decisiones de adopción de licencias Creative Commons como un estándar converge para permitir la redistribución y mezcla de los recursos . Este es un fenómeno internacional- Creative Commons se ha adaptado al sistema legal de 51 países (7 mas lo están haciendo), los recursos educativos licenciados con CC se usan por todo el mundo. En todo caso se debe considerar que ccLearn encontró en su informe “What status for ‘open’?” que algunas instituciones todavía tienen que revisar lo que significa abierto, pero que el camino hacia estándares de apertura en los recursos educativos esta en marcha.

Para Kozak incluso lo llamativo es que se esta empezando a ver una mayor apertura en lo social en relación con los pilotos educativos en los nuevos modelos que las instituciones ensayan. A la hora de abordar el proceso de aprendizaje, la organizacion, y valoracion de estos pilotos están maximizando la idea de hacerlo accesible a cualquiera en cualquier lugar. Kozak cree que apalancando la capacidad de las organizaciones en linea y del contenido abierto, junto con el cada vez mas frecuente deseo de re-conceptualizar lo que significa ser docente, nuevas posibilidades para el aprendizaje surgirán para llevarnos a un mundo mas educado.

Para Kozak aunque no podamos predecir las practicas, pedagogías y tecnologías que favorecerá una educación abierta mañana si podemos decir que la meta de un futuro abierto permitirá la creación de esas nuevas practicas, tecnologías y estructuras sociales.

Breve comentario desde mi propia óptica

Aunque en regiones como América Latina nos hacen falta datos para asumir como ciertas muchas de las afirmaciones de Kozak para el mundo anglosajón lo cierto es que la sensación que hay en el ambiente es que muchas de sus conclusiones pueden ser extensibles a nuestra realidad,

De hecho algunos otras de las entradas de este ciclo de regreso al colegio que hizo ccLearn se referían a proyectos concretos que mostraban proyectos y practicas abiertas (Vital signs y el caso de los libros de texto). Creo que deberíamos visibilizar algunas de las muchas iniciativas que están ocurriendo en nuestra región para conocerlas y aprender de ellas… espero poder hacerlo muy pronto! (si tienen ideas dejen su comentario y hagamos seguimiento de ellas juntos)

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Back to School: Open Educational Resources in Africa

Aurelia J. Schultz, September 1st, 2009

As students around the world return to school, ccLearn blogs about the evolving education landscape, ongoing projects to improve educational resources, education technology, and the future of education. Browse the “Back to School” tag for more posts in this series.

In the United States, the turn from August into September means new pencils, books and backpacks as the nation’s students start a new school year. In other parts of the world, students are returning from semester breaks or going on with classes as usual. And in some cases, with almost no books, let alone new ones.

This is far too often the case in many African schools. Teachers face not only a lack of student materials, but also a lack of access to teaching resources. For years generous donors have attempted to address this problem by supplying schools copies of textbooks, desks and other equipment. Helpful in many ways, but merely giving supplies doesn’t alleviate some of the biggest problems. Take the text books for example.

In many countries, the required text books are outdated. Governments cannot afford newer books, so without a market, new books don’t get written. Sometimes newer books might exist, but only in one language. For a country attempting to teach primary school in several native languages, this presents a huge problem, especially when considering the copyright restrictions on translating a work. The same situations exist for teaching materials as well as text books.

Enter open educational resources, or OER.

OER are materials, tools, and media used for teaching and learning that are free from copyright restrictions or publicly licensed for anyone to use, adapt, and redistribute. And several organizations around the continent are using OER to address the specific challenges surrounding access to teaching materials:

Siyavula LogoIn South Africa, a new project of the Shuttleworth Foundation is helping South African primary and secondary school teachers share their resources. The aim of Siyavula (pronounced see-ah-hoo-la) is to ensure that South Africa has a complete OER curriculum for all primary and secondary grades. The project was designed with the new South African school curriculum in mind, which requires teachers to develop more of their own content. Some teachers formed small groups to adapt to the new South African curriculum requirements, sharing their developments with their groups and offering each other support. Siyavula is building upon this model, helping new groups to form and offering workshops on developing, finding and sharing resources.

The Siyavula system includes a large repository of curriculum, currently complete from grades R (like the US’s kindergarten) through 9 in both English and Afrikaans. One great part of the Siyavula system is that as teachers develop and adapt materials, they submit them back into the Siyavula system where the materials are reviewed by curriculum advisers. This ensures the OER materials always meet the country’s education standards. Because OER are, well, open, there are no restrictions on translating works like there are on materials under full copyright. This has allowed Siyavula users to translate much of the material into Xhosa. Ideally other languages will follow.

oer africa logoWhile Siyavula is tackling primary and secondary education, another organization is focusing on higher education across Africa. OER Africa is currently active in several countries across the continent. Through partnerships with various universities in Africa and elsewhere, OER Africa helps facilitate the sharing of resources between universities and training schools. This program is particularly exciting because it has African universities sharing with each other, instead of just receiving materials from the United States or Europe. Additionally, in the instances where African universities and outside universities are partnered together, the relationship really is mutually beneficial.

One example of the mutual beneficial relationships in OER Africa was explained by Project Director Catherine Ngugi during the Open Education 2009 conference keynote address. Collaboration between the University of Michigan and Kwame Nkrumah University of Science and Technology in the Health OER program has given students at KNUST access to materials that help them study common medical issues and has given students at Michigan resources about infectious diseases to which they otherwise would not have had access. (As someone who has had to worry about doctors in the US not knowing enough about tropical medicine, this exchange makes me really happy.) KNUST and Michigan also share and receive information with schools in Ghana and South Africa.

OER does more than just supply teachers with educational materials. It helps them customize their curriculum to their own needs, their own locations and their own students. Organizations like Siyavula and ORE Africa are helping to change the face of education on the continent, for the better. Creative Commons is proud that its licenses help make that possible.

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