Reviews and Testimonials
An impressive array of chapter authors use case studies and analyses to dig deeply into understanding how to effectively support learners and other users as they engage in individual and collaborative development and learning using [Open Educational Resources]. [...] This book provides a powerful introduction into how ideas and activities such as these and more are changing the way that we think about schooling and learning.
– Marshall Smith, Director of AcrossWorld and former Director of International Affairs at the U.S. Department of Education.
Organized into four sections each with their own introduction, the chapters range from narratives and case studies to analytical empirical works, sharing theory and practical writings, focusing on the widening participation and open educational resource communities; the production, reuse, and recreation of open educational resources; sharing user-generated content; and social learning, rich media, and games. [...] This volume is geared for those in higher education, although some of the knowledge might also cross into lower schools such as fostering OER communities of practice with teachers, digital storytelling, peer-support, and collaborating.
– Sara Marcus, American Reference Books Annual
Action research, case studies, personal reflection on experience and formal reports, combined with such diverse topics as the study of architecture, engineering, professional development for teachers, open laboratory networks and learning a foreign language, are brought together in this text, ensuring that any reader with an interest in OERs will find the book thought-provoking.Collaborative learning 2.0: open educational resources is a useful resource for anyone wishing to explore the potential of OER and to gain insight into recent developments and experiences.
– Helen Nitschke, Australian International School, Australian Library Journal
This collection (...) does deliver a wide-ranging review of the ideas and activities currently driving OER and how they are changing the way educators are thinking about teaching and learning.
– David Mason, Victoria University of Wellington, Online Information Review, Vol. 37, No. 4