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This page categorises some of the key underlying processes that may be involved when working with open content.
Search and Discovery
Millions of pages are being added to the web every day and with a growing move towards openness, one can infer that there will be a proportionate amount of quality open content available - hopefully some of the search and discover processes outlined in this section will help find it.
Teachers know there there are hundreds of thousands of valuable educational resources available on the Internet. Many may subscribe to the concept of “information overload’ and ad-hoc searches and visiting lists of web links are unlikely to prove to be an effective use of time.
'Reading' an image, (or moving image) is another way of working with visual media. Rather than concentrating on the aesthetic qualities, such as might be found in a spectacular landscape, we are more concerned with getting as much information as possible from the artefact.
Remixing Euclid OpenSource.com BY CC SA
"Modifying existing resources to create something new Identifying and using openly-licensed work Combining multimedia resources creating something new using existing resources"
For educators, in the digital world, an understanding of copyright and licensing is fundamental.
Learning frameworks and designs are conceptual models, or pedagogical strategies. They can help us extract the most value from digital archives and content. They can help us see beyond the surface and encourage us to think beyond the obvious uses these assets
Many of the other
covered in the OpenContentToolkit can contribute to greater digital literacy. This section looks at how Digital Literacy(ies) " can be developed using the OpenContentToolkit
help on how to format text
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