Page:A Basic Guide to Open Educational Resources.pdf/26

 :: uploading the resource. They will also require information about the resource to allow it to be catalogued and tagged. This is necessary in order to allow search facilities to find it. The submitted resource will be vetted by a review team to ensure quality before being added to the repository's database.
 * 1) Build the OER online: It is also possible to build a resource online. A few sites encourage development of OER within their online environments. They can then automate processes such as acquiring a Creative Commons licence and adding the resource to the database. One such example is Connexions (http://cnx.org), which allows teams to develop modules of learning on their site. Users open an account, develop the materials online, and then publish them once they are satisfied. WikiEducator (http://wikieducator.org) uses a similar method to allow educators to develop teaching materials collaboratively online.
 * 2) Exploit social networks. The world of social networking has also opened new possibilities for publishing OER online. A site such as Flickr (www.flickr.com) allows its users to publish photographic materials with Creative Commons licenses, while YouTube (www.youtube.com) allows the same for digital video materials. Networks like Twitter and Facebook can be used to spread awareness of the materials posted on the Internet by sharing the links.

In most instances, a user has enormous latitude to adapt OER to suit contextual needs where the licence allows adaptation. If, however, the licence restricts adaptation (as, for example, the Creative Commons licence with a 'No Derivatives' restriction does), others may not alter the resource in any way. It has to be used 'as is'. This right is not reserved often in OER.

The vast majority of published OER welcome users to adapt the original resource. Common ways in which OER can be changed include the following:
 * Mixing: A number of OER are mixed together and additional content is added to create an altogether new resource. This is common when course designers need to develop materials and resources to match a local curriculum or programme. A common concern is that it is rare to find existing OER that fit perfectly 'as is'.
 * Adaption: This occurs when one OER is used and multiple adaptations are developed to suit multiple contexts. It could be that the language is translated into others but usually adaptation requires local case studies/examples to be added to make the materials relevant to students in a particular context.