Brian Lamb, at the University of British Columbia, and his weblog on social learning, online learning, and open education

The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities. Step-by-step mathematical solutions to the activities. Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.

The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities. Step-by-step mathematical solutions to the activities. Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.

The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities. Step-by-step mathematical solutions to the activities. Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.

This unit gives a historical background to mathematics education in South Africa, to outcomes-based education and to the national curriculum statement for mathematics. The traditional approach to teaching mathematics is then contrasted with an approach to teaching mathematics that focuses on ÔdoingŐ mathematics, and mathematics as a science of pattern and order, in which learners actively explore mathematical ideas in a conducive classroom environment.

This unit gives a historical background to mathematics education in South Africa, to outcomes-based education and to the national curriculum statement for mathematics. The traditional approach to teaching mathematics is then contrasted with an approach to teaching mathematics that focuses on 'doing' mathematics, and mathematics as a science of pattern and order, in which learners actively explore mathematical ideas in a conducive classroom environment.

The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities. Step-by-step mathematical solutions to the activities. Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities

In this unit, the theoretical basis for teaching mathematics -- constructivism -- is explored. Varieties of teaching strategies based on constructivist understandings of how learning best takes place are described

In this unit, the theoretical basis for teaching mathematics Đ constructivism Đ is explored. Varieties of teaching strategies based on constructivist understandings of how learning best takes place are described

This paper discusses the concept of Open Educational Resources (OERs). The discussion then
shift to OER sustainability, a fundamental element essential for the success of OER. Special attention is given to the following as they relate to the OER sustainability: instructional design & presentation; cost of production and maintenance; support; and OER communities of practice as relate to scalability. The paper concludes with recommendations for OERs future research.

Issues in Informing Science and Information Technology 4. 2007

This resource guide is a compendium of the individual handbooks that were prepared for the AgShare university partners. It is subdivided into sections, such as lecture materials, student readings, websites, and video.

Amee Godwin's contribution to the OSS and OER in Education Series. In this post, she writes about OER as an active collaborative process aimed at enhancing teaching and learning.

Andy Lane's contribution to the OSS and OER in Education Series. In this post, he describes Open Learning and Open Educational Resources activities and projects at The UK Open University. He asks some critical questions about what it means to talk about Open Teaching (whether using OERs or not) and how might that teaching be organized so that it is supportive of informal and/or formal learning.

Pat Masson will be writing from personal experience about the barriers to institutional adoption of open source software.

Pat Masson will be writing from personal experience about the barriers to institutional adoption of open source software.

Summary of Pat Mason's posting - Barriers to the Adoption of Open Source: Personal and Professional Observations

This Guide comprises three sections. The first – a summary of the key issues – is presented in the form of a set of ‘Frequently Asked Questions’. Its purpose is to provide readers with a quick and user-friendly introduction to Open Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively. The second section is a more comprehensive analysis of these issues, presented in the form of a traditional research paper. For those who have a deeper interest in OER, this section will assist with making the case for OER more substantively. The third section is a set of appendices, containing more detailed information about specific areas of relevance to OER. These are aimed at people who are looking for substantive information regarding a specific area of interest. Prepared by Neil Butcherfor the Commonwealth of Learning & UNESCOEdited by Asha Kanwar (COL) and Stamenka Uvalić-Trumbić (UNESCO) Reader Comments

A group of educators will meet at Foothill College this week to begin studying how to encourage widespread adoption of free online textbooks.

Funded by a $530,000 grant from the William and Flora Hewlett Foundation, the Community College Consortium for Open Educational Resources hopes to ease the burden on students who routinely pay $150 for clunky, hard-bound books, according to Judy Baker, dean of Foothill Global Access, an online-learning program.

The majority of grant money will go to the consortium's new Open Textbook Project, a collaboration with other schools and educational groups already using Web-based books to study the long-term feasibility of switching to online books, she said.

This presentation was delivered November 18 2009 at the Teaching with Technology Miniconference hosted by the Centre for Educational Technology at UCT. Higher education institutions in the 21st century find themselves in a complex and often contradictory environment as many of the world's leading institutions are formulating policy to give their content away for free and are investing significant resources in establishing open content platforms while other smaller institutions are holding onto content and proprietary systems in order to protect their identity and intellectual capital. The open educational resources OER movement follows in the wake of open source software and open access publishing initiatives and is fast transforming the way in which teaching and learning materials are created, shared and appropriated. Drawing on the concept of the Knowledge Commons and the principle of sharing knowledge for greater good, the OER movement has the potential to play a substantial role in disrupting the traditional flow of information and transforming how institutions view their pedagogical practices. The OER UCT project hosted by the Centre for Educational Technology at the University of Cape Town and funded by the Shuttleworth Foundation aims to showcase the teaching efforts of UCT academics by encouraging the publication of resources as OER. The project is also in the process of building a directory listing the UCT Collection of OER which will go live from early 2010 offering unprecedented potential for the sharing and visibility of teaching materials and global institutional and individual profiling on international OER sites. In this presentation Michael Paskevicius and Michelle Willmers will introduce the new terrain of OER and showcase the teaching and learning materials created by UCT academics that are already available worldwide and how UCT is gearing up to help you do the same