譯題：聯合國教科文組織開放教育資源建議書指導下的疫情期間開放教育實踐指南（四）

3.3 Creating， remixing and revising OER

3.3.1 OER creation

To simplify the process of creating and sharing OER， basic steps should be followed. Specifically， the following five steps are presented during the creation of a Word supplemental course material as OER.

Step 1： The teacher should prepare the learning content （text， pictures， link， etc.） within a Word document. During this process， the teacher should carefully check the accuracy of the provided information as well as the correct citation of others work. The teacher should also ensure that the provided content can be read by everyone by considering， for instance， text size， fonts， colors， spacing， etc.

Step 2： To ensure the accessibility to this created OER， the teacher can use the accessibility checker in Microsoft Word， to detect the content parts that might be challenging for persons with disabilities.

Step 3： The teacher should then add different tags to his/her OER in Microsoft Word. These tags should be related to the content of his/ her OER and will be used by search engines later on to find this OER. For instance， if the teacher is preparing an OER about distance education， he/she can use the following tags， online education， cyberlearning， synchronous learning， asynchronous learning， etc. Furthermore， several important information should be filled by the teacher， which can also help the indexing process of their OER by search engines， such as author， title， subject， etc.

Step 4： The teacher should attribute an open license to his/her OER. The attributed license should be carefully chosen to meet the preferred ways of using his/her OER in the future. At the end， the teacher can copy the needed license and paste it in his document.

3.3.2 OER remixing and revising

Step 1： The teacher or learner should first search for the OER that he/she needs to remix. They should also pay attention to the attributed open license of the material to be used， as this can affect how this material can be remixed. This can also affect the new possible attributed open license to the new remixed OER by teachers or learners.

Step 2： Teachers or learners can remix or revise an OER by： adding text as a description to a diagram or picture you are reusing; combining your OER with the original OER. For instance， a teacher can add several slides to a PPT presentation he/she downloaded to meet his/her course needs; inserting more sound effects （e.g.， sound claps） to a video in order to make it more immersive; translating it to different languages.

Step 3： The teachers or learners need to attribute a license to their new remixed OER.

Step 4： The teachers should assess the accessibility of their new remixed OER， for instance， using Accessibility Checker in Microsoft Word and add the needed information that facilitates the indexing of their OER later on， such as tags， author， subject.

Step 5： The teachers or learners can share their remixed OER by sharing it on their personal websites or by uploading it on a public OER repository.

3.4 Choosing an open license

A common misconception is that OER belong in the public domain， and that everyone can use it the way he/she wants， however this is not the case. In fact， an open license defines how others can use a particular OER. Specifically， Creative Commons （CC）， launched in 2002， is currently the most used open license with OER. Therefore， to correctly create or （re）use a specific OER， teachers and learners must learn about open licenses， specifically CC.

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3.3 創建、重組和改編OER

3.3.1 OER創建

為了簡化創建和共享OER的過程，應遵循統一的基本步驟。具體來說，Word文檔作為OER補充性的課程資料，其創建過程可按照以下五個步驟開展。

步驟1 教師應在Word文檔中準備好學習內容（文本、圖片、鏈接等）。在此過程中，教師應仔細檢查所提供信息的準確性及對他人作品的正確引用。教師還應考慮如文本大小、字體、顏色、間距等因素，確保所有人都能閱讀所提供的內容。

步驟2 為確保創建好的OER能被訪問，教師可以使用Word中的可訪問性檢查器，來檢測可能對殘疾人構成挑戰的內容。

步驟3 然后，教師應在Word中，為自己的OER添加不同的標簽。標簽應與OER的內容相關，便于以后用搜索引擎查找此OER。例如，如果教師正在準備有關遠程教育的OER，則他可以使用以下標簽：在線教育、網絡學習、同步學習、異步學習等。此外，教師還應填寫一些重要信息，這些信息（如作者、標題、主題等）可以幫助搜索引擎對OER進行索引編制。

步驟4 教師應給他的OER授予開放的許可協議。應仔細選擇歸屬的許可協議，以便在將來匹配使用OER的首選方式。最后，教師可以復制所需的許可協議并將其粘貼到他的文檔中。

3.3.2 OER重組和改編

步驟1 教師或學習者應首先搜索需要重組的OER。他們還應注意所使用材料的公開許可協議，因為這可能會影響該材料的重組方式。同樣，材料所歸屬的開放許可協議，也為教師或學習者重組新的OER帶來了新的可能。

步驟2 教師或學習者可以通過以下方式重組或改編OER：在重復利用的圖表或圖片上添加文字作為說明;將自己制作的OER與原始OER相結合，如教師可以為下載的PPT演示文稿添加幾張幻燈片，以滿足個人課程需求;在視頻中插入更多聲音效果（如拍手聲），使OER更具沉浸感;將OER翻譯成不同的語言。

步驟3 教師或學習者需要給最新重組的OER授予許可協議。

步驟4 教師應評估其最新重組的OER的可訪問性，例如，使用Word中的檢查文檔，并添加所需的信息（如標簽、作者、主題），利于之后對OER進行索引。

步驟5 教師或學習者可以在個人網站上共享他們重組的OER，或將其上傳到公共OER知識庫中共享。

3.4 選擇開放許可的OER

大家普遍誤解OER屬于公共領域，并且每個人都可以按照自己的意愿使用它，但是事實并非如此。實際上，開放許可協議規定了其他人如何使用特定的OER。具體來說，2002年推出的知識共享（簡稱CC）是OER當前使用最多的開放許可協議。因此，要正確創建或（重新）使用特定的OER，教師和學習者必須了解開放許可協議，尤其是CC。

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