The OER World Map collects data related to Open Educational Resources (OER) and Open Education as described in the Cape Town Declaration and the 2012 OER Paris Declaration. Please add only related data. If not obvious, please outline the reference to OER in the description field.
A group of people sharing collective goals: universities, corporations, associations, and many others.
A permanently available offering that provides functionality and value to its users.
A temporary undertaking intended to accomplish particular tasks under time constraints.
A gathering of people which takes place at a certain location (virtual or physical) at a certain time.
A user's story published on the OER World Map that relates to Open Education and OER.
A tool that can be used to produce and distribute OER or that enables access or contribution to OER in any particular way.
A website, blog post, video, audio format, or any other online publication related to OER.
A formal regulation or strategy regarding the creation and use of OER.
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OER Africa supports higher education institutions across Africa in the development and use of OER (Open educational resources) to enhance teaching and learning. It was established by the South African...
The United Nations Organization for Education, Science and Culture (UNESCO) was founded on 16 November 1945. UNESCO has 195 Members and eight Associate Members. It is governed by the General Conferenc...
The OERu makes higher education accessible to everyone. Coordinated by the OER Foundation, an independent, not-for-profit organisation, the OERu network of institutions offers free online courses for...
The aim of the Network of OER and Multimodal Self-Directed Learning in Southern Africa is to research and build capacities regarding OER and Multimodal Learning in the Southern African region. The net...
The UNESCO Chair on Multimodal Learning and Open Educational Resources (OER) is hosted at the North-West University (NWU), South Africa and it functions within the Research Unit Self-directed Learning...
