译题：联合国教科文组织开放教育资源建议书指导下的疫情期间开放教育实践指南（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 创建、重组和改编OER

3.3.1 OER创建

为了简化创建和共享OER的过程，应遵循统一的基本步骤。具体来说，Word文档作为OER补充性的课程资料，其创建过程可按照以下五个步骤开展。

步骤1 教师应在Word文档中准备好学习内容（文本、图片、链接等）。在此过程中，教师应仔细检查所提供信息的准确性及对他人作品的正确引用。教师还应考虑如文本大小、字体、颜色、间距等因素，确保所有人都能阅读所提供的内容。

步骤2 为确保创建好的OER能被访问，教师可以使用Word中的可访问性检查器，来检测可能对残疾人构成挑战的内容。

步骤3 然后，教师应在Word中，为自己的OER添加不同的标签。标签应与OER的内容相关，便于以后用搜索引擎查找此OER。例如，如果教师正在准备有关远程教育的OER，则他可以使用以下标签：在线教育、网络学习、同步学习、异步学习等。此外，教师还应填写一些重要信息，这些信息（如作者、标题、主题等）可以帮助搜索引擎对OER进行索引编制。

步骤4 教师应给他的OER授予开放的许可协议。应仔细选择归属的许可协议，以便在将来匹配使用OER的首选方式。最后，教师可以复制所需的许可协议并将其粘贴到他的文档中。

3.3.2 OER重组和改编

步骤1 教师或学习者应首先搜索需要重组的OER。他们还应注意所使用材料的公开许可协议，因为这可能会影响该材料的重组方式。同样，材料所归属的开放许可协议，也为教师或学习者重组新的OER带来了新的可能。

步骤2 教师或学习者可以通过以下方式重组或改编OER：在重复利用的图表或图片上添加文字作为说明;将自己制作的OER与原始OER相结合，如教师可以为下载的PPT演示文稿添加几张幻灯片，以满足个人课程需求;在视频中插入更多声音效果（如拍手声），使OER更具沉浸感;将OER翻译成不同的语言。

步骤3 教师或学习者需要给最新重组的OER授予许可协议。

步骤4 教师应评估其最新重组的OER的可访问性，例如，使用Word中的检查文档，并添加所需的信息（如标签、作者、主题），利于之后对OER进行索引。

步骤5 教师或学习者可以在个人网站上共享他们重组的OER，或将其上传到公共OER知识库中共享。

3.4 选择开放许可的OER

大家普遍误解OER属于公共领域，并且每个人都可以按照自己的意愿使用它，但是事实并非如此。实际上，开放许可协议规定了其他人如何使用特定的OER。具体来说，2002年推出的知识共享（简称CC）是OER当前使用最多的开放许可协议。因此，要正确创建或（重新）使用特定的OER，教师和学习者必须了解开放许可协议，尤其是CC。

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