open content only
Each link you find in the Sampler is free and openly available to any internet visitor to use to learn.
You will not find this content filtered here by lesson plans and curricula. You will go instead directly to substance of knowledge of the sort that education seeks to teach to students.
Click any subject in the Sampler for a listing of links that are examples of excellent open and free learning content for the subject you have chosen.
There is enough to learn in the Sampler to keep a student or class busy studying for many weeks. The knowledge available is actually limitless because the webpages reachable here link out into the larger cognitive network within the open internet.
It has been a number of months since the subject collections have been edited. That process that is now underway.
The Learn Nodes
Subject Sampler
Click a Flickr image in the badge above to go to a learnode. ____
Links below to book content
This book on open content for learning was published by Rowman & LittlefieldEducation in January 2006.
(click cover for order info)
Foreword by John Seely Brown
Links mentioned in
the book can be opened by clicking on these sections of the book:
Foreword
Decameron Web
Wikipedia
1 Approach
(no links)
2 Attitude
3 Access
Ideas 36-51
Idea 52 Subject Cascade
Idea 53 Sources Cascade, 52-56
4 Aggregation
5 Adapting
6 Action
About Open CourseWare
From the section on knowledge Access in the book 109 Ideas for Virtual Learning by Judy Breck:
"The long and the short of it is that beginning around 1995, what is known by humankind began cascading onto the internet. By the end of the century, the internet had become the primary location for access to that knowledge and had begun to spawn knowledge within itself that existed nowhere else.
"Many sorts of knowledge cascaded into the internet. One of the most significant kinds to do so — for its impact on the future of humanity — was the useful knowledge for which education has been the traditional steward and transmitter to new generations. The realization that education is no longer the primary locus of that sort of knowledge, nor its only transmitter, has raised pivotal questions as to what education should do about it and whether education will even exist as a independent institution in the future."