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Wyszukujesz frazę "Open Educational Resources (OER)" wg kryterium: Temat


Wyświetlanie 1-3 z 3
Tytuł:
Wykorzystywanie utworów w dydaktyce w świetle ochrony autorskoprawnej. Dozwolony użytek i otwarte zasoby edukacyjne
Autorzy:
Osmańska, Monika
Powiązania:
https://bibliotekanauki.pl/articles/2225068.pdf
Data publikacji:
2014-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
copyright law
fair use for educational purposes
amendment to the Copyright Law
the Creative Commons licenses
Open Educational Resources (OER)
Opis:
Fair use allows to certain limited uses of copyrighted work without permission from the author or right holder. As a limitation and exception to the exclusive right of the author of a creative work fair use is permitted for educational purposes in the Polish law and is covered by the Polish copyright law articles. In view of high importance of education fair use for educational purposes seems to be wholly justified. The paper presents the issue of possible use of copyrighted works in teaching process which comes from the Polish Act on Copyright and Related Rights. It analyses whether the provisions are adequate in the face of the development of digital and web-based information technology. Some amendments to the Polish copyright law are proposed. Another issue discussed in the paper is whether and to what extend so-called Open Educational Resources (OER – freely accessible, openly licensed documents and media that are useful for teaching, learning etc.) can present a real alternative to fair use.
Źródło:
Themis Polska Nova; 2014, 2(7); 190-223
2084-4522
Pojawia się w:
Themis Polska Nova
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Open educational resources: between mcschool and creative school
Autorzy:
Janowska, Anna Anetta
Powiązania:
https://bibliotekanauki.pl/articles/954202.pdf
Data publikacji:
2016
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
open educational resources
OER
McDonaldization
McSchool
creative school
Opis:
The purpose of the paper is to analyse whether open educational resources (OER), perceived by their enthusiasts as a key factor to economic, social and environmental progress, are a sufficient element to trigger a revolution in education - the world education systems suffering from the process of McDonaldization which impedes them from evolving towards the XXI century “creative school” structure. The analysis, based on a number of surveys conducted and published in Poland between 2013 and 2015 (Poland being in fact used as a case study) reveals, firstly, that the usage of OER is less frequent and common than it is supposed to be. Secondly, these resources serve as a complement to the traditional methodologies rather than a source of creative change, their real potential remaining undiscovered. Last but not least, to flourish, this potential demands a switch of paradigm at each level of the educational ecosystem, which principally means more freedom for teachers to create their own methodologies, including creative usage of OER, and ways of assessing students.
Źródło:
Journal of Education Culture and Society; 2016, 7, 2; 288-297
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Learning in the digitally transforming world – challenges and chances
Autorzy:
Tatiana, Kurbanow,
Powiązania:
https://bibliotekanauki.pl/articles/892593.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
knowledge society
knowledge-based economy
PLE (Personal Learning Environment)
lifelong learning
new literacies
OER (Open Educational Resources)
OCW (OpenCourseWare) Consortium.
Opis:
The contemporary university – as any other educational, social, business, or government institution – functions in condition of what David Harvey has called time-space compression: everything is happening here without distances, differences or frontiers; and everything is happening now without past or future. The very structure of the knowledge has changed: it has become complex, interdisciplinary, rather problem-based than discipline-based. Purely intellectual knowledge is no longer relevant; its true value is determined by its potential for commercial application. Besides, with constant advent of new technologies, both knowledge and skills turn obsolete in no time. Thus, the university must equip learners with tools, strategies and resources which would allow them to independently upgrade their knowledge and skills whenever demanded throughout their after-university professional or academic careers. In the present article, I outline new literacies essential for a learner to study in a technology-enhanced global classroom, and review the potential of the new technology for education. I then consider constructing Personal Learning Environments (PLEs) as a means to individualize and support learning in different contexts. Having gained attention of educators since 2004, PLE represents an evolving trend in sustainable education due to its potential to let learners create their own educational spaces in order to direct their own learning, to pursue individual educational goals, and to expand learning far beyond the classroom.
Źródło:
Kwartalnik Pedagogiczny; 2016, 61(3 (241)); 159-180
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-3 z 3

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