Open edX Eucalyptus 演示 LMS CMS
Open edX Ginkgo.1 演示 LMS
测试账号 honor@example.com 密码edx
Studio使用权限请在qq群内申请开通
Insights数据分析演示 Insights
测试账号 staff1@example.com 密码edx
Open edX官方文档及讨论区
edX Docs / atlassian / openedx-announce / openedx-ops / openedx-analytics / edx-code / slack

eduStack公众号

联系我们

申请Open edX Ficus.3教育版
教育版是我们本地化定制的Open edX版本,达到了高度可用性,仅面向非盈利机构(学校、公益组织)开放。
本地镜像下载 Eucalyptus OVA
申请Open edX Ficus公有云镜像
目前我们提供阿里云(华北1)的Ficus镜像。
开源教育技术QQ群347307364

仅供教育机构教师内部交流,请在此申请加入

Open edX中国用户组QQ群106781163

自由加入,交流Open edX部署、开发、运维。

Instructure Canvas应用及开发QQ群516978806

自由加入,交流Instructure Canvas应用与开发。

支持我们,使用以下主机来运行你的应用

开源教育技术讨论区

讨论区现已开放注册,我们将在讨论区分享更多开源教育技术经验。

第一次BeijingOpen edX Meetup活动

昨天上午第一次BeijingOpen edX Meetup 活动在北京外国语大学进行。参加聚会的用户来自学校和教育公司,也有个人爱好者。大家讨论了关于Open edX的部署、定制、开发、分析,也延伸到了课程设计、应用、评价等方面。最重要的:之前很多在技术社区里活跃的用户终于在线下聚到了一起!

IMG_2185

聚会分享的主题:

• 种瓜 / Open edX 架构 - Open edX Architecture (30min)

• 崔老师 / 基于Open edX的课程设计 - Course design based on Open edX  (30min)

• Eric-UNESCO / 在线教育的评价排名 Online Education Ranking (10min)

• 张老师 / 在线教育在K12的应用

• 伟东云 / edX与伟东云教育平台的集成策略及用户体验改进问题探讨 (30min)

• Workshop 黄永亮  北京信息科技大学/ Insights架构和配置 – Insights components and configuration (30min)

• Workshop 黄鸿飞 北京信息科技大学/ 分布式部署简介 – Introduction of distributed deployment (10min)

感谢从天津、南京、武汉等地专门来北京和大家分享的各位用户!这次聚会是国内Open edX Meetup的破冰,之后其它城市也将举办类似的聚会,下一站可能是南京:)

Apache Geode

Geodeo英文本意是这么一种东西:内部有洞的美丽晶体。

Apache Geodes项目开始于2002年,提供了低延迟,高并发的数据管理解决方案。可以构建高速,数据密集型应用程序,弹性满足任何规模的性能要求;独特的技术,融合了数据复制,分区和分布式处理先进技术。

Apache Geode提供了一个类似数据库的一致性模型,可靠的交易处理和无共享架构,以保持高并发处理非常低的延迟性能。

项目和Github

http://geode.incubator.apache.org/

https://github.com/apache/incubator-geode

Geode可以驱动大型金融系统和票务网站(如12306),更详细信息可以看下面链接

5 分钟介绍帮 12306 解决数亿人订票问题的 Geode

分布式内存数据库Geode开源了,12306就在用

2016年Geode峰会

 

 

VR、全景视频和Open edX

我们在进行一些VR和学习平台的相关研究开发,VR和教育的结合已经有了不少尝试。比较高级的有互动产品都需要依赖专门主机和高级眼镜,浏览器对这个的支持刚刚开始

浏览器也能搞VR? Firefox 和谷歌Chrome 来尝鲜| 极客公园

WebVR API 

目前将VR教学互动模块做成Xblock显然还早了点,专业的教学工具厂商如 labster 来做这方面的工作然后通过LTI提供给Open edX也许更好。

作为一种前期的VR形式,全景视频解决了一部分对于现场感的需求。专业的全景录制设备如 Google Jump 和 Facebook  surround360 和 Nokia ozo ,还有大量的民用的设备和创业公司产品,录制一段全景视频不再是个很难的事情。

我们近期将推出可以嵌入Open edX教学组件的Xblock,效果类似http://45.32.248.32/360vr/ ,方便将全景视频引入在线学习。而因为全景视频的高码率,一段6:34的4K视频达到了799.8M,意味着一秒钟需要2.02994923857868M的流量,因此我们也会推出一个比较经济的分布存储方案来配合这个Xblock使用。

优酷的全景视频方案还未对全部用户开放,如果届时开放了使用优酷的5000元/年方案也是不错的选择。

The Next Generation Digital Learning Environment-下一代数字学习环境

https://net.educause.edu/ir/library/pdf/eli3035.pdf

EDUCAUSE发布的一篇报告,这是和比尔及梅琳达·盖茨基金会合作的一个成果,研究了当前学习管理工具和一个适应高等教育需求变化的数字学习环境之间的差别。通过咨询70多个社区意见领袖得出了下一代数字学习环境(NGDLE)的轮廓。它的主要功能域是互操作性、个性化、分析、咨询、学习评估、合作和可访问性和通用设计。由于没有单个应用程序可以提供所有这些领域,建议用“乐高”的方法来实现NGDLE,通过构建符合NGDLE要求的部件,使个人和机构机会来构建适合他们的要求和目标的学习环境。

详细内容请看头部链接。

开放教育资源(来自维基百科)

本文源自https://en.wikipedia.org/wiki/Open_educational_resources,以下是节选。

Open educational resources (OER) are freely accessible, openly licensed documents and media that are useful for teaching, learning, and assessing as well as for research purposes. It is the leading trend in distance education/open and distance learning domain as a consequence of the openness movement.[1]There is no universal usage of open file formats in OER.

The development and promotion of open educational resources is often motivated by a desire to provide an alternate or enhanced educationalparadigm.[2]

Defining the scope and nature of open educational resources

The idea of open educational resources (OER) has numerous working definitions.[3] The term was firstly coined at UNESCO’s 2002 Forum on Open Courseware and designates “teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. Open licensing is built within the existing framework of intellectual property rights as defined by relevant international conventions and respects the authorship of the work”. Often cited is the William and Flora Hewlett Foundation term which defines OER as:

“teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge”.[4]

The Organization for Economic Co-operation and Development (OECD) defines OER as: “digitised materials offered freely and openly for educators, students, and self-learners to use and reuse for teaching, learning, and research. OER includes learning content, software tools to develop, use, and distribute content, and implementation resources such as open licences”.[5] (This is the definition cited by Wikipedia’s sister project, Wikiversity.)[6] By way of comparison, the Commonwealth of Learning “has adopted the widest definition of Open Educational Resources (OER) as ‘materials offered freely and openly to use and adapt for teaching, learning, development and research'”.[7] The WikiEducator project suggests that OER refers “to educational resources (lesson plans, quizzes, syllabi, instructional modules, simulations, etc.) that are freely available for use, reuse, adaptation, and sharing’.[8][9]

The above definitions expose some of the tensions that exist with OER:

  • Nature of the resource: Several of the definitions above limit the definition of OER to digital resources, while others consider that any educational resource can be included in the definition.
  • Source of the resource: While some of the definitions require a resource to be produced with an explicit educational aim in mind, others broaden this to include any resource which may potentially be used for learning
  • Level of openness: Most definitions require that a resource be placed in the public domain. Others require for use to be granted merely for educational purposes, or exclude commercial uses.

At the same time, these definitions also share some universal commonalities, namely they all:

  • cover both use and reuse, repurposing, and modification of the resources;
  • include free use for educational purposes by teachers and learners
  • encompass all types of digital media.[10]

Given the diversity of users, creators and sponsors of open educational resources, it is not surprising to find a variety of use cases and requirements. For this reason, it may be as helpful to consider the differences between descriptions of open educational resources as it is to consider the descriptions themselves. One of several tensions in reaching a consensus description of OER (as found in the above definitions) is whether there should be explicit emphasis placed on specific technologies. For example, a video can be openly licensed and freely used without being a streaming video. A book can be openly licensed and freely used without being an electronic document. This technologically driven tension is deeply bound up with the discourse of open-source licensing. For more, see Licensing and Types of OER later in this article.

There is also a tension between entities which find value in quantifying usage of OER and those which see such metrics as themselves being irrelevant to free and open resources. Those requiring metrics associated with OER are often those with economic investment in the technologies needed to access or provide electronic OER, those with economic interests potentially threatened by OER,[11] or those requiring justification for the costs of implementing and maintaining the infrastructure or access to the freely available OER. While a semantic distinction can be made delineating the technologies used to access and host learning content from the content itself, these technologies are generally accepted as part of the collective of open educational resources.[12]

Since OER are intended to be available for a variety of educational purposes, most organizations using OER neither award degrees nor provide academic or administrative support to students seeking college credits towards a diploma from a degree granting accredited institution.[13][14] In open education, there is an emerging effort by some accredited institutions to offer free certifications, or achievement badges, to document and acknowledge the accomplishments of participants.

 

Licensing and types of OER[edit]

Turning a Resource into an Open Educational Resource

The GNU head, iconic symbol of theGNU Project, and thus the GNU GPL.

Open educational resources often involve issues relating to intellectual property rights. Traditional educational materials, such as textbooks, are protected under conventional copyright terms. However, alternative and more flexible licensing options have become available as a result of the work of Creative Commons, an organization that provides ready-made licensing agreements that are less restrictive than the “all rights reserved” terms of standard international copyright. These new options have become a “critical infrastructure service for the OER movement.”[30]Another license, typically used by developers of OER software, is the GNU General Public License from the free and open-source software (FOSS) community. Open licensing allows uses of the materials that would not be easily permitted under copyright alone.[31]

Types of open educational resources include: full courses, course materials, modules, learning objects, open textbooks, openly licensed (often streamed) videos, tests, software, and other tools, materials, or techniques used to support access to knowledge. OER may be freely and openly available static resources, dynamic resources which change over time in the course of having knowledge seekers interacting with and updating them (such as this Wikipedia article), or a course or module with a combination of these resources.

International programs[edit]

High hopes have been voiced for OERs to alleviate the digital divide between the global North and the global South, and to make a contribution to the development of less advanced economies.[67]

  • Europe – Learning Resource Exchange for schools (LRE) is a service launched by European Schoolnet in 2004 enabling educators to find multilingual open educational resources from many different countries and providers. Currently, more than 200,000 learning resources are searchable in one portal based on language, subject, resource type and age range.
  • India – National Council Of Educational Research and Training digitized all its textbooks from 1st standard to 12th standard. The textbooks are available online for free. Central Institute of Educational Technology, a constituent Unit of NCERT, digitized more than thousand audio and video programmes. All the educational AV material developed by CIET is presently available at Sakshat Portal an initiative of Ministry of Human Resources and Development. In addition, NROER (National Repository for Open Educational Resources) houses variety of e-content.
  • US – Washington State’s Open Course Library Project is a collection of expertly developed educational materials – including textbooks, syllabi, course activities, readings, and assessments – for 81 high-enrolling college courses. All course have now been released and are providing faculty with a high-quality option that will cost students no more than $30 per course. However, a study found that very few classes were actually using these materials (http://www.nacs.org/Portals/NACS/Uploaded_Documents/PDF/Research/OCLresults2014.pdf).
  • Bangladesh is the first country to digitize a complete set of textbooks for grades 1-12.[68] Distribution is free to all.
  • Uruguay sought up to 1,000 digital learning resources in a Request For Proposals (RFP) in June 2011.[69]
  • South Korea has announced a plan to digitize all of its textbooks and to provide all students with computers and digitized textbooks.[70]
  • The California Learning Resources Network Free Digital Textbook Initiative at high school level,[71] initiated by former Gov. Arnold Schwarzenegger.
  • The Michigan Department of Education provided $600,000 to create the Michigan Open Book Project in 2014. The initial selection of OER textbooks in history, economics, geography and social studies was issued in August, 2015. There has been significant negative reaction to the materials’ inaccuracies, design flaws and confusing distribution.
  • The Shuttleworth Foundation‘s Free high school science texts for South Africa[72]

English language version of global logo for open educational resources.

English language version of Open Educational Resources global logo.

  • Saudi Arabia had a comprehensive project in 2008 to digitize and improve the Math and Science text books in all k-12 grades.[73]
  • Saudi Arabia started a project in 2011 to digitize all text books other than Math and Science.[citation needed]

OER global logo adopted by UNESCO[edit]

With the advent of growing international awareness and implementation of open educational resources, a global OER logo (shown right) was adopted for use in multiple languages by UNESCO. The design of the Global OER logo creates a common global visual idea, representing “subtle and explicit representations of the subjects and goals of OER”. Its full explanation and recommendation of use is available from UNESCO.[74]

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