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Experiencias para el uso reuso y transferencia de conocimiento

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Cultura del aceso libre a informacion

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Un recurso educativo se considera abierto cuando cualquier persona pueda acceder a el de forma desinteresada con las siguientes condiciones

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    \n
  1. sin tener problemas legales con derechos de autor
    2. \n
  2. que el usodel recurso no depensa del uso de recursos informaticos comerciales
    3. \n
  3. que para sucreacion no se necesite un programa de licencia de pago , de un acto ilicito o que sus condiciones de uso coarten las libertades del usurario
    4. \n
\n

DEfinicion del termino abierto como una caracteristica de la informacion que garantiza la accesibilidad a tres niveles

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    \n
  1. libertad de uso, independientemente del proposito
    2. \n
  2. Libertad de acceso, manipulacion y modificacion de la informavion como un todo  y de sus componenets
    3. \n
  3. libertad de distribucion de la informacion tal como fue accesidad o como version derivada de esta
    4. \n
\n

 

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Segun la declaracion de Berlin , cualquier tipo de informacion que pretenda ser de acceso abierto debera satisfacer 2 condiciones

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    \n
  1. debera garantizar de manera irrevocable a todos los usuarios por igual el derecho a acceder a un trabajo, usarlo, copiarlo, distribuirlo y hacer apartir de el obras derivadas en cualquier medio digital siempre que se de credito al autor
    2. \n
  2. se garantice que todos los materiales complementarios y la obra misma esten en formatos electronicos estandard y que esten publicados en al menos en un respositorio en internet de acceso abierto y que sea sometido a mantenimiento
    3. \n
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que corrientes ayudan a este movimiento?

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Movimiento de cultura libre

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movimientos de colaboracion entre pares

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movimiento de compartir

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movimiento de desarrollo de software de codigo abeirto

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entonces hablamos de una tercera consideracion implicita de la declaracion de Berlin , el uso de software libre como herramienta de manipulacion de la informacion

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de la sociedad de la infromacion esta surgiendo la sociedad del conocimiento

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\n
\n
\n

Los REA deben ser vistos como objetos que contienen: tema, unidad de contenido, descriptores de datos (metadatos) y objetivo; es decir, cada recurso debe estar acompañado de información que permita a las personas buscarlos, identificarlos, discriminarlos y valorarlos para su pertinente selección, de modo que éstos favorezcan el proceso enseñanza-aprendizaje proporcionando información mediante escucha, observación, reflexión, interpretación, explicación y lectura de contenidos, según se construyan los REA.

\n

 

\n

 

\n

 

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\n
\n
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