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題名 開放教育資源之理論與實踐
The Theory and Practice of Open Educational Resources作者 余佳恩 貢獻者 李治安
余佳恩關鍵詞 開放教育資源
開放式課程
開放近用
著作權
創用CC
營運模式
Open Educational Resources (OER),
OpenCourseWare
Open Access
copyright
Creative Commons
operating models日期 2013 上傳時間 22-Jul-2013 10:16:16 (UTC+8) 摘要 開放教育資源運動在聯合國教科文組織的帶領下，於2002年展開，同年美國麻省理工學院推出開放式課程，成為開放教育資源第一個案例實踐。開放教育資源發展至今已逾十年，已有不少相關的研究與分析，全球各地亦有許多可供為典範的案例，本文將從理論和案例實踐的觀點探討開放教育資源相關議題。在第二章的開放教育資源介紹中，本文就「開放教育資源」一詞採取最廣義的定義，並說明由數位科技、教育、經濟、社會、法律的客觀面向，以及國家、營利及非營利組織、個人動機的主觀面向所形成的發展背景，還有來自科技、財務、社會、法律和政策面的阻礙；最後則是釐清開放學習、開放教育、e-learning、開放教學、開放式課程，及開放近用出版雖皆為與開放教育資源相關的概念，但並不等於開放教育資源。第三章本文討論開放教育資源的營運模式，包括第一，從推行主體、資源生產和資源審查三個面向分析開放教育資源的經營模式，並輔以麻省理工學院、Utah State University，以及Rice University三個案例作說明；第二，說明開放教育資源可能採用的十一種財務模式；以及第三，從行銷策略的觀點來分析開放教育資源的市場、定位，以及產品與服務類型。第四章則是開放教育資源經濟議題的討論，包括開放教育資源經濟學上的公共財本質、為教育帶來的改革價值、國際貿易議題、網路效應，以及誘因。第五章是法律議題的相關討論，首先從著作權例外溢現象和合理使用的不確定性，說明開放教育資源為何興起，接著將介紹開放教育資源最常使用的創用CC授權方式，最後則說明創用CC授權與開放教育資源之間尚待解決的問題。第六章則為實際案例說明的部分，首先先介紹全球開放教育資源發展的概況，以及首次由聯合國發表、宣示實踐開放教育資源政策的巴黎宣言；之後則從美洲、歐洲、非洲及亞洲挑選幾個國家介紹該國政策及實際案例發展；最後則回到台灣，介紹我國相關的政策及案例，並加以評析。第七章將第六章的案例統整為表格，並從授權方式、經營模式、開放程度、財務模式、資源宗旨、資源類型、資源內容，以及資源對象八個面向加以分析比較；第八章則為本文結論，從經濟、法律、營運以及開發中和已開發國家的關係四個角度，提供本文對於國家和組織推行開放教育資源的建議。 參考文獻 一、 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Retrieved June 23, 2013, from http://wiki.creativecommons.org/Projeto_de_Lei_REA_do_Estado_de_S%C3%A3o_Paulo 描述 碩士
國立政治大學
智慧財產研究所
100361010
102資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100361010 資料類型 thesis dc.contributor.advisor 李治安 zh_TW dc.contributor.author (Authors) 余佳恩 zh_TW dc.creator (作者) 余佳恩 zh_TW dc.date (日期) 2013 en_US dc.date.accessioned 22-Jul-2013 10:16:16 (UTC+8) - dc.date.available 22-Jul-2013 10:16:16 (UTC+8) - dc.date.issued (上傳時間) 22-Jul-2013 10:16:16 (UTC+8) - dc.identifier (Other Identifiers) G0100361010 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/58916 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 智慧財產研究所 zh_TW dc.description (描述) 100361010 zh_TW dc.description (描述) 102 zh_TW dc.description.abstract (摘要) 開放教育資源運動在聯合國教科文組織的帶領下，於2002年展開，同年美國麻省理工學院推出開放式課程，成為開放教育資源第一個案例實踐。開放教育資源發展至今已逾十年，已有不少相關的研究與分析，全球各地亦有許多可供為典範的案例，本文將從理論和案例實踐的觀點探討開放教育資源相關議題。在第二章的開放教育資源介紹中，本文就「開放教育資源」一詞採取最廣義的定義，並說明由數位科技、教育、經濟、社會、法律的客觀面向，以及國家、營利及非營利組織、個人動機的主觀面向所形成的發展背景，還有來自科技、財務、社會、法律和政策面的阻礙；最後則是釐清開放學習、開放教育、e-learning、開放教學、開放式課程，及開放近用出版雖皆為與開放教育資源相關的概念，但並不等於開放教育資源。第三章本文討論開放教育資源的營運模式，包括第一，從推行主體、資源生產和資源審查三個面向分析開放教育資源的經營模式，並輔以麻省理工學院、Utah State University，以及Rice University三個案例作說明；第二，說明開放教育資源可能採用的十一種財務模式；以及第三，從行銷策略的觀點來分析開放教育資源的市場、定位，以及產品與服務類型。第四章則是開放教育資源經濟議題的討論，包括開放教育資源經濟學上的公共財本質、為教育帶來的改革價值、國際貿易議題、網路效應，以及誘因。第五章是法律議題的相關討論，首先從著作權例外溢現象和合理使用的不確定性，說明開放教育資源為何興起，接著將介紹開放教育資源最常使用的創用CC授權方式，最後則說明創用CC授權與開放教育資源之間尚待解決的問題。第六章則為實際案例說明的部分，首先先介紹全球開放教育資源發展的概況，以及首次由聯合國發表、宣示實踐開放教育資源政策的巴黎宣言；之後則從美洲、歐洲、非洲及亞洲挑選幾個國家介紹該國政策及實際案例發展；最後則回到台灣，介紹我國相關的政策及案例，並加以評析。第七章將第六章的案例統整為表格，並從授權方式、經營模式、開放程度、財務模式、資源宗旨、資源類型、資源內容，以及資源對象八個面向加以分析比較；第八章則為本文結論，從經濟、法律、營運以及開發中和已開發國家的關係四個角度，提供本文對於國家和組織推行開放教育資源的建議。 zh_TW dc.description.tableofcontents 第一章 緒論 2第一節 研究動機與目的 2第二節 研究方法 2第三節 研究限制 3第四節 論文架構 3第二章 開放教育資源介紹 4第一節 開放教育資源定義 4壹、聯合國教科文組織 4貳、經濟合作與發展組織 4參、Commonwealth of Learning 5肆、The William and Flora Hewlett Foundation 5伍、本文定義 6第二節 開放教育資源興起背景 6壹、數位科技面向 7貳、教育面向 10參、其他客觀面向 13肆、主觀動機 14第三節 開放教育資源發展的阻礙 21壹、科技面的阻礙 21貳、財務面的阻礙 23參、社會面的阻礙 24肆、法律面的阻礙 25伍、政策面的阻礙 25第四節 開放教育資源相關概念 25壹、開放教育資源與開放學習、開放教育 26貳、開放教育資源與e-learning 26參、開放教育資源與開放教學 27肆、開放教育資源與開放式課程 27伍、開放教育資源與開放近用出版 27陸、小結.. 29第三章 開放教育資源的營運模式 30第一節 開放教育資源的經營模式 30壹、推行主體 30貳、資源生產模式 31參、資源審查模式 31肆、實際案例 32第二節 開放教育資源的財務模式 36壹、基金模式(endowment model) 37貳、會員模式(membership model) 37參、捐款模式(donation model) 37肆、轉向模式(conversion model) 37伍、貢獻者付費模式(contributor-pay model) 37陸、贊助者模式(sponsorship model) 38柒、機構模式(institutional model) 38捌、政府模式(governmental model) 38玖、取代模式(substitution model) 38拾、夥伴模式(partnership model) 38拾壹、自願者支持模式(voluntary support model) 39拾貳、小結 39第三節 開放教育資源的行銷策略 40壹、開放教育資源的市場選擇 41貳、市場選擇後的差異化與定位 43參、開放教育資源的產品與服務類型 44肆、小結.. 52第四章 開放教育資源的經濟議題 53第一節 教育資源的經濟學概念—公共財 53第二節 開放教育資源改革的經濟價值 55壹、教育機構和教育者必須創造不同的服務 55貳、自由市場理論被協作及分享知識取代 56第三節 教育資源的國際貿易議題 56壹、不符合分配正義 57貳、不符合比較利益 57參、不符合經濟效率 57肆、小結.. 57第四節 開放教育資源的網路效應議題 58壹、開放教育資源是具網路效應的市場 58貳、以網路效應的特性解釋開放教育資源發展 58第五節 開放教育資源的誘因議題 60壹、「誘因」並不只有金錢的報酬 61貳、本文觀點 63參、小結.. 64第六節 小結 65第五章 開放教育資源的法律議題 66第一節 著作權利外溢現象 66第二節 合理使用的不確定性 67壹、合理使用的規定 67貳、合理使用的困境 69第三節 開放教育資源的授權方式：Creative Commons 70壹、Creative Commons背景介紹 71貳、創用CC的呈現形式 71參、創用CC的共通基本特徵 72肆、創用CC的四種授權要素 72伍、創用CC的六種核心授權條款 73陸、創用CC與開放教育資源 74第四節 小結 84第六章 各國開放教育資源發展概況與實例 86第一節 全球開放教育資源發展概況 86壹、各地區開放教育資源運動政策推行 86貳、各地區開放教育資源運動所採用的開放授權方式 87參、開放教育資源的未來發展與挑戰 87第二節 2012年6月巴黎宣言(Paris Declaration) 88第三節 美洲地區國家開放教育資源發展概況與實例 89壹、美國.. 89貳、加拿大—卑詩省開放教科書計畫 105參、巴西.. 106第四節 歐洲地區國家開放教育資源發展概況與實例 109壹、歐盟開放教育資源相關政策發展 109貳、歐盟開放教育資源實例 110第五節 非洲地區國家開放教育資源發展概況與實例 110壹、OER Africa 110貳、泛撒哈拉非洲--TESSA 112參、迦納—KNUST和UG 115肆、南非—Saide 119第六節 亞洲地區國家開放教育資源發展概況與實例 120壹、印度.. 121貳、日本.. 124參、韓國.. 126肆、馬來西亞 129伍、中國.. 134第七節 台灣開放教育資源發展概況與實例 149壹、政府政策 149貳、台灣開放教育資源發展實際案例 150參、台灣開放教育資源發展評析 157第七章 開放教育資源案例綜合評析 161第一節 授權方式 161第二節 經營模式與開放程度 161第三節 財務模式 163第四節 資源類型與資源對象 163第五節 已開發與開發中國家互動 164第六節 小結 165第八章 結論.. 181參考文獻……… 184 zh_TW dc.format.extent 2621820 bytes - dc.format.mimetype application/pdf - dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0100361010 en_US dc.subject (關鍵詞) 開放教育資源 zh_TW dc.subject (關鍵詞) 開放式課程 zh_TW dc.subject (關鍵詞) 開放近用 zh_TW dc.subject (關鍵詞) 著作權 zh_TW dc.subject (關鍵詞) 創用CC zh_TW dc.subject (關鍵詞) 營運模式 zh_TW dc.subject (關鍵詞) Open Educational Resources (OER), en_US dc.subject (關鍵詞) OpenCourseWare en_US dc.subject (關鍵詞) Open Access en_US dc.subject (關鍵詞) copyright en_US dc.subject (關鍵詞) Creative Commons en_US dc.subject (關鍵詞) operating models en_US dc.title (題名) 開放教育資源之理論與實踐 zh_TW dc.title (題名) The Theory and Practice of Open Educational Resources en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 一、 中文部分專書Oz Shy，邱永和譯 (2004)。《網路資訊經濟學》。台北：雙葉。Philip Kotler等人，楊燦瑜、范惟翔譯 (2011)。《行銷學原理：全球觀點》。台北： 東華。方博亮、林祖嘉 (2008)。《管理經濟學》。台北：智勝。蔡惠如 (2011)。〈我國著作權法合理使用之挑戰與契機〉，王怡蘋等著，《著作權 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