Non-recursive OER

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Would it make sense to include learning activities to participate in collaborative development of OER concerned with topics other than OER? For example, the student selects a topic s/he intends to teach, or has some knowledge of or interest in, and as part of a "practical" or project evaluates existing resources and improves them by engaging in typical OER development processes? The learner may submit a report on which learning resources were enhanced in what way(s) and what s/he learned in the process. How different is OER development for (e.g.) secondary level mathematics from (e.g.) Social Entrepreneurship? WE could also make a list of candidate resources calling for this type of attention (with willing moderators for each topic). - Kim Tucker 22:16, 15 March 2010 (UTC)

KTucker (talk)11:16, 16 March 2010