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The UNESCO OER Community 2005-2009: From Collective Interaction to Collaborative Action

The UNESCO OER Community 2005-2009: From Collective Interaction to Collaborative Action

Susan D’Antoni
Copyright: © 2012 |Pages: 22
ISBN13: 9781466603004|ISBN10: 1466603003|EISBN13: 9781466603011
DOI: 10.4018/978-1-4666-0300-4.ch002
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MLA

D’Antoni, Susan. "The UNESCO OER Community 2005-2009: From Collective Interaction to Collaborative Action." Collaborative Learning 2.0: Open Educational Resources, edited by Alexandra Okada, et al., IGI Global, 2012, pp. 16-37. https://doi.org/10.4018/978-1-4666-0300-4.ch002

APA

D’Antoni, S. (2012). The UNESCO OER Community 2005-2009: From Collective Interaction to Collaborative Action. In A. Okada, T. Connolly, & P. Scott (Eds.), Collaborative Learning 2.0: Open Educational Resources (pp. 16-37). IGI Global. https://doi.org/10.4018/978-1-4666-0300-4.ch002

Chicago

D’Antoni, Susan. "The UNESCO OER Community 2005-2009: From Collective Interaction to Collaborative Action." In Collaborative Learning 2.0: Open Educational Resources, edited by Alexandra Okada, Teresa Connolly, and Peter J. Scott, 16-37. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-0300-4.ch002

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Abstract

This is the story of an international community convened to raise awareness of the growing Open Educational Resources (OER) movement. The experience of the international OER Community underlines the potential of the Internet to link people in an inclusive manner to promote collaboration – individuals who would never normally be able to meet and hold focussed discussions over a sustained period. Launched by an international organization, the UNESCO International Institute for Educational Planning (IIEP), and supported the primary champion of the OER movement, the William and Flora Hewlett Foundation, the OER community was exemplary in its interaction, action, and longevity. From 2005, the members of the community have come together from time to time to discuss OER in what can be described as a series of virtual seminars. At two points they put forward their opinion of the priorities to advance the OER movement. Now, with support from the UNESCO Chair in OER at Canada’s Athabasca University, they are about to be invited to make another contribution. This is both the story of a community as a case study, and a personal reflection.

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