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Tools: software to support creation, delivery, use and improvement of open learning content including searching and organisation of content, content and learning management systems, content development fools and online learning communities.
Implementation resources: Intellectual property licenses to promote open publishing of materials, design-principles and localization of content.
UTS ePress (2020, September 11). How do open access (OA) books perform compared to non-OA books? University of Technology Sydney. https://utsepress.blog/2020/09/11/how-do-open-access-oa-books-perform-compared-to-non-oa-books/
Julien, B. L., Lexis, L., Salisbury, F., Russell, K., & Loch, B. (2018). Human Physiology Students’ Perceptions of etextbooks: Towards Open Access as an Alternative to Traditional Textbooks. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 26(7), 38–51.
Jhangiani, R. S. and Biswas-Diener, R. (eds) (2017) Open: The Philosophy and Practices that are Revolutionizing Education and Science. London: Ubiquity Press. DOI: https://doi.org/10.5334/bbc
Affordable education. Transparent science. Accessible scholarship. These ideals are slowly becoming a reality thanks to the open education, open science, and open access movements. Running separate - if parallel - courses, they all share a philosophy of equity, progress, and justice. This book shares the stories, motives, insights, and practical tips from global leaders in the open movement.
The SPARC Definition of OER:
"The foundation of Open Education is Open Educational Resources (OER), which are teaching, learning, and research resources that are free of cost and access barriers, and which also carry legal permission for open use.
Generally, this permission is granted by use of an open license (for example, Creative Commons licenses) which allows anyone to freely use, adapt and share the resource-anytime, anywhere.