OpenLLM-France/wikimedia huggingface dataset:
# Open Education Handbook/OER communities and interest groups
### Europe

* Open Education Europa
* The University of Southampton - has a large OER repository
* The University of Nottingham - has a large OER repository
* The University of Oxford - has several OER sites, including http://podcasts.ox.ac.uk
* The Open University has OpenLearn
* The textbook project "L3T" (textbook for learning and teaching with technologies") is a prizewinning CC BY-SA project in German language, its second version was collaboratively developed within 7 days and more than 250 people

### US and Australia

* "Copyright for Educators" courses aimed at primary school teachers and librarians in the US and Australia. While there is a jurisdiction-specific focus, they provide a great grounding for anyone in the teaching space

### Global South

* The African Virtual University
* OERu
* MIT OpenCourseWare
* Various initiatives in Utah
* Temoa in Latin America
* CORE
* Siyavula Education in South Africa
* National Repository of Open Educational Resources in India
* OER Africa

### Groups of people or individuals interested in OER

* OER-Discuss mailing list
* Open Knowledge Foundation Open Education Working Group
* OER research hub
* SCORE fellows
* OER Asia
* OER Advocacy mailing list
* OER University
* School of Open Google Group
* UNESCO OER community
* Educause Openness Constituent Group
* Open Courseware Consortium
* OER Community at Athabasca University
* OER Forum
* WikiEducator
* P2PU Community
* Peer 2 Peer University (P2PU)
# Open Education Handbook/Intellectual Property, Rights & Licensing

Intellectual Property Rights (IPR) are the legal rights given to persons over creations. Under intellectual property law, owners are granted certain exclusive rights to creations including musical, literary, and artistic works. Copyright is the right to control the copying and dissemination of an original work. Clarification of copyright is essential for release, use and remixing of open educational resources and for open educational practices.
IPR and copyright are important in the open education field because for others to make full use of a resource it needs to have been released under an open licence. This means that the owner/creator has agreed to allow others to use it, and indicated this through open licensing.
The verb 'to license' means to give permission while the noun 'licence' refers to that permission as well as to the document recording and representing it. Licences can be thought of as legal tools that allow certain actions. They make the materials they apply to more usable.
In some legal traditions licences are unilateral acts of permission, in others they are simply bilateral contracts dealing with rights. Usually licences state very precisely which rights are granted by whom (licensor) to whom (licensee) for how long. They often also include details on whether these rights are granted exclusively to the licensee or not and describe the territory they are to cover, which can be a specific country or worldwide.
Furthermore, licences can be based on conditions, meaning that the grant of rights they represent is only valid as long as certain conditions are met. Once these conditions are not met any more, the licence automatically also ends.

### Further resources

* Jisc Infokit: Legal aspects of OER
* Web2Rights OER IPR support
* Jorum: Copyright and licensing for OER
* UNESCO: Open educational resources and intellectual property rights
# Open Education Handbook/How this book was written

The Open Education Handbook is a community project of the Open Education Working Group, initiated by the LinkedUp Project and contributed to other organisations (e.g., Creative Commons and Mozilla) and individuals.
The writing of this handbook was co-ordinated by Open Knowledge, a worldwide network of people passionate about openness, using advocacy, technology and training to unlock information and enable people to work with it to create and share knowledge. Open Knowledge believes knowledge can empower everyone, enabling people to work together to tackle local and global challenges, understand our world, expose inefficiency and challenge inequality and hold governments and companies accountable.
The content of the Handbook has been crowdsourced and was drafted over a series of online and offline events. The initial outline was created by 17 open education experts at a booksprint in London in September 2013, with refinement continuing online after the booksprint. A second booksprint took place in Berlin in November 2013, and further ideas were contributed to the book as a result of OPPI: Helsinki Learning Festival in April 2014. The latest draft was further reviewed at OKFestival in Berlin July 2014. Sections have also been formulated through collaborative efforts based on the 'Friday Chats' from the Open Education Working group mailing list. An editorial review of the handbook took place in September 2014.
We continue to be interested in contributions from experts and practictioners who can help us to further refine the information we have gathered, and encourage feedback.
# Open Education Handbook/MOOCs (Massively Open Online Courses)

Massive Open Online Courses (MOOCs) are a recent development in distance learning and open education. MOOCs combine different OER, e-learning methods and social networks culminating in an online learning experience. MOOCs have a relatively high media profile and are often the subject of controversial claims. MOOC grew out of the OER movement in Canada, where Stephen Downes and George Siemens developed the first MOOC ('Connectivism and Connective Knowledge') in 2008.
MOOCs can take place entirely within a virtual learning environment, entirely outside it, or in some hybrid form. By definition, MOOCs should be open in many respects, though this can mean different things in different contexts. They typically do not require entry requirements or tuition fees and do not carry course credits that are valid towards a formal qualification.
It is common to distinguish different types of MOOCs. The distinction made most often is between xMOOCs and cMOOCs.
Broadly speaking, xMOOCs tend to:
* Strive for large scale education, transmitting information to a wide audience
* Make use of short video lectures
* Feature quizzes and automated assessment
While cMOOCs tend to:
* Emphasize learner interaction
* Make use of Connectivist and Constructivist pedagogies
* Place the accent on forming learning communities
* Use peer assessment
Some have argued that cMOOCs represent the original spirit of the MOOC experiment more authentically, while xMOOCs focus on scalable business models and sustainability.

### Further resources

* A Comprehensive List of MOOC (Massive Open Online Courses) Providers
* Edupunk: Open Content
* Wikipedia: MOOCs - includes history
* MOOCs and anti-MOOCs - a blog post on the recent ups and downs of MOOCs by Audrey Watters
* xMOOC vs cMOOC
* Proposed Taxonomy of 8 types of MOOC
* Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility
* Mooc creators criticise courses’ lack of creativity
* MOOC Research Hub
# Open and Distance Education

Open and Distance Education is a term that evolved from the concept of distance learning and open education. Distance Learning or Distance Education is a form of education that allows learners and teachers to interact with learning materials and with one another without having to be in the same geographical location. Before the popularity of the internet, Distance Education was accomplished using modules that are delivered to the learners’ location and are sent back to the Distance Education provider for marking. As technologies evolved, radio and television were also used. The internet revolutionized the way distance education is being facilitated by popularizing online learning. This is also called distributed education. Open education on the other hand refers to education provided by institutions that lessened, if not removed, barriers for learners to enter. Examples of these barriers are entrance exams or grade requirements. Hence, open and distance education exhibits the characteristics of both open education and distributed education.

## Table of Contents

* E-learning Readiness
* MOOC Learner and Learner Support for MOOC Learning
* Course Design
* Cultural influences in online learning
* Emerging Technologies in Open and Distance Education
* QA in Open and Distance Learning
* AI in Open and Distance Education
** Examples of AI use in Open and Distance Education

## Information

This book is organized and edited by Professor Insung Jung and students from the International Christian University
Authors
Chapter 1. Eiman Yassing & Tekonnang Timee
Chapter 2. Qiu Wang & Ousmane Traore
Chapter 3. Toaiauea Toabwa & Ai Suzuki
Chapter 4. Phan Minh Nhat & Llewellyn Nelson
Chapter 5. Roberto Figueroa & Maia Duggan
Chapter 6. Naoko Takahashi & Tomasi Lakeba
© Roberto B. Figueroa Jr., et. al., 2018
This wikibook is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5
# Introduction

In this section we are going to present the aeroelastic calculation module in its classical mathematical perspective. For a wider introduction to the subject, visit the tutorial pages.
Open VOGEL models wings using beam elements. In principle, these could be made of any type: constant sections or variable sections with two or more nodes. The current version only works with two-nodes constant section elements (the so called ConstantBeamElement), but it leaves the IFiniteElement interface and the BeamElement abstraction open to declare and introduce different elements.
# Open and Distance Education/Chapter One: E-learning Frameworks

Basak, Wotto & Bélanger, 2016 proposed a conceptual framework for e-learning based on eight factors as shown in figure 1.2: Technological, Institutional, Pedagogical, Management, Ethical, Evaluation, Resource, and Social Interaction factors. Each factor consists of sub-factors. This framework followed the technology acceptance model and consider the eight factors as external variables which have an influence on the perceived usefulness and perceived ease of use. Readiness was mentioned in four sub-factors under the institutional factor; cultural readiness, content readiness, infrastructure readiness and financial readiness.
Gradually, E-readiness started to appear as one of the main factors in the e-learning frameworks, as shown in fig. 1.3; one of the latest proposed models describing the success factors and dimensions in e-learning introduced e-readiness as one of the ten fundamental themes affecting the implementation of e-learning in higher education; planning, E-readiness, Management and Organization, Support, Pedagogy, Technology, Faculty, Institution, Evaluation, and Ethical. As shown in the figure below, E-readiness factor comes after planning and before any organization implementation. To assess and study the requirements that are necessary to establish it and what takes to deliver it.
In this model, Al-fraihat introduces twenty-one sub-factors under the factor of e-readiness as follows: 1. Law and regulation readiness; 2. Management readiness; 3. Supervision readiness, Communication network readiness, 5. Culture readiness, 6. Content readiness, 7. Support readiness, 8. Assessment readiness, 9. Human Resource readiness, 10.Education policy readiness, 11. Standards readiness; 12. Financial readiness; 13. Security Readiness; 14. Equipment readiness; 15. Psychological readiness; 16.Technology readiness, 17. Institution readiness, 18. Acceptance readiness, 19. Training readiness; 20. Infrastructure readiness; 21. Skill readiness; 22. Business readiness.
After reviewing the above models and their literature, although each researcher describes his own model in identifying and assessing the success outcomes of e-learning programs according to his own scope and that there is no one simple rule or recipe to follow (Garrison, 2011), however, we can relate how e-readiness contributes to the success of the educational programs since most of the models highlight it as main or sub factor, or even if it wasn’t mentioned in both main or sub-factor, most of the researchers recommend a comprehensive readiness assessment that should be conducted to each component of the framework in order to assure its feasibility and effectiveness. Policy makers and regulatory bodies have to be aware of the degree of e-readiness of a populace in order to design and implement efficient e-learning programmes (Kaur, Kuldip and Zoraini Wati , Abas, 2004).
The next chapter will identify and explore e-readiness as one of the main dimensions that are significant for the implementation of e-Learning in the context of higher education.
# Open and Distance Education/Chapter Summary

Different theoretical frameworks can be used to analyze cultural differences that influence online learners. There are always limitations if we examine cultural difference under a single framework. There are relations between different theoretical perspectives that may help to fill in the gaps of each other, in order to help to analyze cultural differences more adequately. Hofstede's dimensions of national culture are helpful, as they make a significant contribution to locating regions in each cultural dimensions that will be advantageous for researchers and practitioners in many other fields. Combining those dimensions with the analysis of subcultural traits and cultural universals will be a more appropriate way to identify and define cultural differences. Besides, by explaining how students engage with the learning environment, i.e. course-instructor, tutors, and online discussion material, and other learners as well, Moore's TDT supports the idea that culture can be exchanged between online learners. By that engagement in a multicultural environment with learners from different backgrounds, cultural can be understood, learned and harmonized. Cultural adaption is another expected outcome of online learning.
Those aspects of cultural differentiation need to be taken into account for online learning contexts. Realizing cultural differences is essential for both online learners to prepare themselves for avoiding culture shocks, and educators to promote appropriate learner supports. It is well-acknowledged that learner support strategies which are suitable for an institution may not be applicable for other circumstances. However, trying to elaborate strategies to completely fit all learner cultural backgrounds will be an impossible and superfluous job for online providers. After all, cultural difference is also another interesting and indispensable element of online learning.
# Open and Distance Education/Chapter Two: E-readiness in Higher Education

Khan, 2005 identifies e-readiness as the ability of organizations and capacity of education stakeholders (management, key personnel, teachers, and students) to participate in an electronic environment. It’s also the ability to use technology effectively in Education (Latchem & Jung, 2009). Accordingly, E-learning readiness is a powerful factor that contributes to a successful implementation of e-learning programs (Keramati, Afshari, Kamrani, 2011). The readiness of students and institutions towards technology is the most significant readiness aspect in this context.
A successful e-learning outcome depends on support in a variety of ways considering several factors; the readiness of a culture to share information in a comprehensive manner, the readiness of the institution to invest in developing strong robust infrastructure and the readiness of the learner himself to adapt to this e-system.
The next chapter will explain the students' readiness as one of the factors influencing the success and the outcomes of e-learning in higher education.
# Organic Chemistry/External links

Organic chemistry > Links to other online organic textbooks

# Resources

* The IUPAC Gold Book of definitions.
* Organic Chemistry at Curlie

# Other online textbooks

* |url-status=dead|archive-url=https://ocw.mit.edu/courses/chemistry/5-12-organic-chemistry-i-spring-2003 MIT OpenCourseWare Organic Chemistry I (unfortunately, much of the information is in PDF documents instead of HTML).
* Combinatorial Chemistry basic introduction to the field of combinatorial chemistry
* MIT OpenCourseWare Organic Chemistry II (same PDF dilemma as above).
* Virtual Text a real nice one by William Reusch of Michigan State University.
* Crystal Clear Chemistry A good resource for studying and obtaining answers to conceptual questions that aren't answered elsewhere.
* Chemhelper.com by student Arthur Winter of Frostburg State University.
* LearnChem.net Helpful chemistry tutorials
* Online version of a leading text Site extrapolating on parts of Francis Carey's leading textbook.
* General chemistry reference at VisionLearning.com funded by National Science Foundation
* Lab and other techniques compository
* Organic Chemistry Portal
* Organic chemistry resources worldwide
* A full length, peer-reviewed, and free organic chemistry textbook. Can be downloaded in PDF format.
* Khan Academy Colorful, clear and engaging Organic Chemistry video playlist.
* Organic Chemistry Practice Problems A collection of organic chemistry practice problems with detailed video solutions.
* Google search results
# Organic Chemistry/Cover

| Go to contents > | This free online text is intended to become a complete replacement for your printed book. |

## The Study of Organic Chemistry

Organic chemistry is primarily devoted to the unique properties of the carbon atom and its compounds. These compounds play a critical role in biology and ecology, Earth sciences and geology, physics, industry, medicine and — of course — chemistry. At first glance, the new material that organic chemistry brings to the table may seem complicated and daunting, but all it takes is concentration and perseverance. Millions of students before you have successfully passed this course and you can too!
This field of chemistry is based less on formulas and more on reactions between various molecules under different conditions. Whereas a typical general chemistry question may ask a student to compute an answer with an equation from the chapter that they memorized, a more typical organic chemistry question is along the lines of "what product will form when substance X is treated with solution Y and bombarded by light". The key to learning organic chemistry is to understand it rather than cram it in the night before a test. It is all well and good to memorize the mechanism of Michael addition, but a superior accomplishment would be the ability to explain why such a reaction would take place.
As in all things, it is easier to build up a body of new knowledge on a foundation of solid prior knowledge. Students will be well served by much of the knowledge brought to this subject from the subject of General Chemistry. Concepts with particular importance to organic chemists are covalent bonding, Molecular Orbit theory, VSEPR Modeling, understanding acid/base chemistry vis-a-vis pKa values, and even trends of the periodic table. This is by no means a comprehensive list of the knowledge you should have gained already in order to fully understand the subject of organic chemistry, but it should give you some idea of the things you need to know to succeed in an organic chemistry test or course.
Organic Chemistry is one of the subjects which are very useful and close to our daily life. We always try to figure out some of the unknown mysteries of our daily life through our factious thinking habit, which generates superstitions. Through the help of chemistry we can help ourselves to get out of this kind of superstition.
We always try to find the ultimate truth through our own convenience. In the ancient past we had struggled to make things to go as per our need. In that context we have found fire, house, food, transportation, etc...
Now the burning question is: "how can chemistry help our daily life?" To find the answer of this questions, we have to know the subject thoroughly. Let us start it from now.
# Organic Chemistry/Dienes/Kinds of dienes

Organic chemistry > Dienes > Kinds of dienes
<< Dienes | Conjugation >>
Dienes have two or more carbon-carbon double bonds which may be either isolated (R'-C=C-R-C=C-R'), cumulated (R-C=C=C-R), or conjugated (R-C=C-C=C-R). Each state represents a different stability due to electron delocalization, and the conjugated form is generally favored in organic molecules.

### Isolated Dienes

Isolated dienes typically show no "special" stability. Their two π-bonds interact independent of one another and they compete as intermolecular reaction sites depending on steric, kinetic, and thermodynamic factors. Often, these types of dienes can be treated merely as larger, more complex alkenes, because the two bonds are said to have "communication" (proximal electron delocalization due to location).
Isolated dienes are not considered to be especially useful in common synthesis reactions, although intermediates may often take the form of an isolated diene.bb

### Cumulated Dienes

Cumulated dienes are typically less stable than other alkenes. The main reason for the instability is the fact that this sort of diene is a probable transition state for an alkyne's triple bond to move down the carbon chain towards the most stable position. As you may recall, rotation does not occur around any π-bond, which means that cumulated double bonds can lead to a less stable, higher energy compound being formed.
Typically, cumulated dienes are discussed only in advanced courses in organic chemistry, and so they will not be discussed in detail here. Beginning organic chemistry students should merely remember that cumulated dienes are 1) high energy and 2) most likely found as transition states.

### Conjugated Dienes

Conjugated dienes are dienes which have at least two double bonds separated by a single carbon-carbon bond, and for this reason conjugated dienes are observed to have a special stability due to the overlap of electron orbitals. The areas of concentration of negative charge (electron density) overlap across the three bonds (two double bonds and one single bond) forming what behaves essentially as a single, continuous π-bond across three carbon atoms. This delocalization of electron density stabilizes the molecule, resulting in the arrangement of lowest energy.
Atoms other than carbon which are capable of multiple bonds may also participate in conjugation. The heteroatoms most often associated with conjugation in dienes and other molecules are nitrogen and oxygen, but theoretically the majority of atoms in the Periodic Table of Elements could participate in conjugation chemistry. Most often, in organic molecules, heteroatoms participating in conjugation will be nitrogen atoms within a ring structure or a double-bonded oxygen attached to form a ketone or aldehyde.
Conjugation of double bonds is the largest part of what makes aromaticity relevant in organic chemistry, and conjugated double bonds have many other significant impacts on other types of dienes as well.
<< Dienes | Conjugation >>