This collection provides an overview of the 2008-'09 Open Education Cup competition. Contest rules, author resources, and example content are provided. This competition is intended to encourage development of original educational content in the field of parallel computing, with cash prizes awarded to contest winners. Selected modules will be included as part of a new collection available through Connexions.

In this unit, the shift from the rule-based, teaching by telling approach to a problem-solving approach to mathematics teaching is explained and illustrated with numerous mathematics examples.

In this unit, the shift from the rule-based, teaching by telling approach to a problem-solving approach to mathematics teaching is explained and illustrated with numerous mathematics examples.

In addition to outlining a step-by-step approach for a problem-based lesson, this unit looks at the role of group work and co-operative learning in the mathematics class, as well as the role of practice in problem-based mathematics classes.

This unit explores outcomes-based assessment of mathematics in terms of five main questions Đ Why assess? (the purposes of assessment); What to assess? (achievement of outcomes, but also understanding, reasoning and problem-solving ability); How to assess? (methods, tools and techniques); How to interpret the results of assessment? (the importance of criteria and rubrics for outcomes-based assessment) ; and How to report on assessment? (developing meaningful report cards).

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 explores the implications of the fundamental assumption in this module Đ that ALL children can learn mathematics, whatever their background or language or sex, and regardless of learning disabilities they may have. It gives practical guidance on how teachers can adapt their lessons according to the specific needs of their learners.

This unit explores the implications of the fundamental assumption in this module Đ that ALL children can learn mathematics, whatever their background or language or sex, and regardless of learning disabilities they may have. It gives practical guidance on how teachers can adapt their lessons according to the specific needs of their learners.

This unit explores the implications of the fundamental assumption in this module Đ that ALL children can learn mathematics, whatever their background or language or sex, and regardless of learning disabilities they may have. It gives practical guidance on how teachers can adapt their lessons according to the specific needs of their learners.

This unit explores the implications of the fundamental assumption in this module Đ that ALL children can learn mathematics, whatever their background or language or sex, and regardless of learning disabilities they may have. It gives practical guidance on how teachers can adapt their lessons according to the specific needs of their learners.

These guidelines have arisen from the University of Western Cape (UWC) Faculty of Dentistry's experiences of participating in the African Health OER pilot project. It covers copyright policy, attribution and acknowledgement procedures, and the peer review process for content released as Open Education Resources (OER).

Junior Primary Mathematics was developed for in-service training of junior primary/foundation phase teachers in South Africa in the late 1990s. However, with the exception of Chapter Three, the topics and approaches will be useful for the training of junior primary mathematics teachers in other African countries. In order to adapt the book, Chapter Three could simply be replaced with a chapter covering the scope and expectations of the national curriculum in the particular country for which it is intended.A pdf versionof the resource is also available.

Foundation Phase Wrap-around Guide to accompany the ACEMaths materials (Six units) (Wits, Johannesburg, South Africa) Adapted by Manono Mdluli At Wits University in 2009 an ACE in Foundation Phase mathematics was offered along-side many other ACE programmes initiated as a result of the departmental roll-out of bursaries for teachers to improve their qualifications. Manono Mdluli had heard about the ACEMaths materials and chose to use them for one of her modules. But she wrote a full wrap-around guide for the tutors who would lecture the course so that all classes (which had to run parallel) would use the ACEMaths materials in a similar way. This guide was written to focus the pedagogical input at the Foundation Phase level.

In February 2006 OECD convened an expert meeting in Malmo Sweden to examine the definitional and conceptual issues related to Open Educational Resources. This document summarizes the key issues discussed at the meeting.

This is the report of the Forum on the Impact of Open Courseware for Higher Education in Developing Countries, convened in Paris by UNESCO July 1-3, 2002, with the support of the William and Flora Hewlett Foundation and organizational assistance from the Western Cooperative for Educational Telecommunications, WCET. Participants mapped a collaborative course, involving colleges and universities from around the world, for the productive and creative use of openly shared educational resources. This report, prepared by John Witherspoon, summarizes the themes that emerged from that meeting.

This is the report of the Forum on the Impact of Open Courseware for Higher Education in Developing Countries, convened in Paris by UNESCO July 1-3, 2002, with the support of the William and Flora Hewlett Foundation and organizational assistance from the Western Cooperative for Educational Telecommunications, WCET. Participants mapped a collaborative course, involving colleges and universities from around the world, for the productive and creative use of openly shared educational resources. This report, prepared by John Witherspoon, summarizes the themes that emerged from that meeting.

This July 2002 report by Reid Cushman explores the possibilities for significant expansion of digital content for teaching—particularly free content. It describes how this might occur, as well as current impediments to expansion.

On 22-24 September 2002, a group of 22 education and information technology specialists gathered on the campus of the University of California at Irvine (UCI), for a symposium on the state of educational "content sharing." (See participant list.) The meeting was sponsored by the William and Flora Hewlett Foundation Education Program and the UCI Distance Learning Center. This paper summarizes the themes that emerged from that gathering.