【编者按】开普敦开放教育宣言日前发布，得到国际教育界很大的关注。北京师范大学庄秀丽老师翻译了中文文本，并将提供作为开普敦宣言的中文版参考。谢谢庄
老师，特意将此文本交给益学会（Edu2Do.com）同时发布。我们真诚希望，开普敦宣言能够引起更多的关注，大家一起推动开放教育运动蓬勃发展。
原文：The Cape Town Open Education Declaration
译者：庄秀丽（Zhuang Xiuli）
Cape Town Open Education Declaration:
Unlocking the promise of open educational resources
We
are on the cusp of a global revolution in teaching and learning.
Educators worldwide are developing a vast pool of educational resources
on the Internet, open and free for all to use. These educators are
creating a world where each and every person on earth can access and
contribute to the sum of all human knowledge. They are also planting
the seeds of a new pedagogy where educators and learners create, shape
and evolve knowledge together, deepening their skills and understanding
as they go.
This emerging open education movement combines the
established tradition of sharing good ideas with fellow educators and
the collaborative, interactive culture of the Internet. It is built on
the belief that everyone should have the freedom to use, customize,
improve and redistribute educational resources without constraint.
Educators, learners and others who share this belief are gathering
together as part of a worldwide effort to make education both more
accessible and more effective.
The expanding global collection
of open educational resources has created fertile ground for this
effort. These resources include openly licensed course materials,
lesson plans, textbooks, games, software and other materials that
support teaching and learning. They contribute to making education more
accessible, especially where money for learning materials is scarce.
They also nourish the kind of participatory culture of learning,
creating, sharing and cooperation that rapidly changing knowledge
societies need.
However, open education is not limited to just
open educational resources. It also draws upon open technologies that
facilitate collaborative, flexible learning and the open sharing of
teaching practices that empower educators to benefit from the best
ideas of their colleagues. It may also grow to include new approaches
to assessment, accreditation and collaborative learning. Understanding
and embracing innovations like these is critical to the long term
vision of this movement.
There are many barriers to realizing
this vision. Most educators remain unaware of the growing pool of open
educational resources. Many governments and educational institutions
are either unaware or unconvinced of the benefits of open education.
Differences among licensing schemes for open resources create confusion
and incompatibility. And, of course, the majority of the world does not
yet have access to the computers and networks that are integral to most
current open education efforts.
These barriers can be overcome,
but only by working together. We invite learners, educators, trainers,
authors, schools, colleges, universities, publishers, unions,
professional societies, policymakers, governments, foundations and
others who share our vision to commit to the pursuit and promotion of
open education and, in particular, to these three strategies to
increase the reach and impact of open educational resources:
1.
Educators and learners: First, we encourage educators and learners to
actively participate in the emerging open education movement.
Participating includes: creating, using, adapting and improving open
educational resources; embracing educational practices built around
collaboration, discovery and the creation of knowledge; and inviting
peers and colleagues to get involved. Creating and using open resources
should be considered integral to education and should be supported and
rewarded accordingly.
2. Open educational resources: Second, we
call on educators, authors, publishers and institutions to release
their resources openly. These open educational resources should be
freely shared through open
licences which facilitate use,
revision, translation, improvement and sharing by anyone. Resources
should be published in formats that facilitate both use and editing,
and that accommodate a diversity of technical platforms. Whenever
possible, they should also be available in formats that are accessible
to people with disabilities and people who do not yet have access to
the Internet.
3. Open education policy: Third, governments,
school boards, colleges and universities should make open education a
high priority. Ideally, taxpayer-funded educational resources should be
open educational resources. Accreditation and adoption processes should
give preference to open educational resources. Educational resource
repositories should actively include and highlight open educational
resources within their collections.
These strategies represent
more than just the right thing to do. They constitute a wise investment
in teaching and learning for the 21st century. They will make it
possible to redirect funds from expensive textbooks towards better
learning. They will help teachers excel in their work and provide new
opportunities for visibility and global impact. They will accelerate
innovation in teaching. They will give more control over learning to
the learners themselves. These are strategies that make sense for
everyone.
Thousands of educators, learners, authors,
administrators and policymakers are already involved in open education
initiatives. We now have the opportunity to grow this movement to
include millions of educators and institutions from all corners of the
earth, richer and poorer. We have the chance to reach out to
policymakers, working together to seize the opportunities ahead. We
have the opportunity to engage entrepreneurs and publishers who are
developing innovative open business models. We have a chance to nurture
a new generation of learners who engage with open educational
materials, are empowered by their learning and share their new
knowledge and insights with others. Most importantly, we have an
opportunity to dramatically improve the lives of hundreds of millions
of people around the world through freely available, high-quality,
locally relevant educational and learning opportunities.
We, the
undersigned, invite all individuals and institutions to join us in
signing the Cape Town Open Education Declaration, and, in doing so, to
commit to pursuing the three strategies listed above. We also encourage
those who sign to pursue additional strategies in open educational
technology, open sharing of teaching practices and other approaches
that promote the broader cause of open education. With each person or
institution who makes this commitment -- and with each effort to
further articulate our vision -- we move closer to a world of open,
flexible and effective education for all.
Document Actions
Send this
Print this
There are currently 1937 signatories to the Declaration, including:
Karen Banks, Association For Progressive Communications (APC) (United Kingdom)
Alexander Belyakov, (Ukraine)
Richard Brincefield, Global Literacy Foundation (United States)
Carolynn Bruton, Springfield Junior School (South Africa)
Paul N. Courant, University of Michigan (United States)
Blanca Flores, UAEM (Mexico)
Leny Gallego Donda, Public School - Paraná (Brazil)
Bronislaw Geremek, European Parliament (Poland)
Dave Griffing, Baugo Community School (United States)
Ann Hagemann, Fairfax County Public Schools (United States)
Dr. Rajanish Kamat, Shivaji University (India)
Indira Koneru, (India)
Sandra Martins, ISEL (Portugal)
Francesco Muscio, Public school (Italy)
Wolf Neddermeyer, GepecGlobal Engineering, Promotion, & Education Collaborative for pd Health Care (GEPEC) (Germany)
Jennifer Orlando, (United States)
Ermanno Pietrosemoli, EsLaRed (Latin American Networking School) (Venezuela)
Alvaro Ramirez Ospina, Universitetet i Bergen (Norway)
Malte Reißig, (Germany)
Susana Mónica Rossio, C.P.E.M. Nº 3 (Argentina)
Mark Shuttleworth, Canonical (United Kingdom)
Desmond M Tutu, Archbishop Emeritus, University of the Western Cape (South Africa)
Jimmy Wales, Wikimedia Foundation/Wikia (United States)
David Wiley, Brigham Young University (USA)
Stanley Yip, (Australia)
我
们正处在教与学全球性变革之巅。全世界教育者在因特网上开发出大量向任何人开放可以免费使用的教育资源。这些教育者正在创造一个世界：地球上每一个人都能
获取人类所有知识，每一个人都能对人类知识总和作出贡献。他们正在播种一种新教育法：教育者和学习者一起创造、形成和演化知识，并在这个过程中，深化他们
的技能和理解。
开放教育运动的出现，与教育者同伴间分享好想法的已有传统及因特网合作交互的文化相融合。开放教育运动建在这一观念基础
上，即认为每个人都应该不受限制地享有使用、定制、改进、重新配发教育资源的自由。教育者、学习者以及持有这一相同观念的其他同仁，正聚集成为这种世界性
努力的组成部分，即努力使获得教育更加容易，也更加有效。
全球开放教育资源的不断扩张，已为这种努力创造了肥沃土壤。这些资源包括开放许
可的课程资料、课程计划、教材、游戏、软件和支持教与学的其它资料。它们有助于教育更加容易获取，尤其是在学习资料经费稀缺的地方。它们培养了关于学习、
创造、分享、合作的一种参与式文化，这些在快速改变着知识社会的需要。
然而，开放教育并不仅仅局限于开放教育资源。它同时利用开放技术来
促进合作、灵活学习和教学实践的开放分享，从而允许教育者从同仁的最好想法中获益。开放教育也许还能生长出包括进行评估、认证和合作学习在内的新方法。对
开放教育运动长期愿景来说，理解这些并进行类似革新实践是关键。
实现这种愿景存在很多阻碍。绝大多数教育者依然没有意识到开放教育资源在
持续增涨。很多政府和教育机构不是不知道就是不相信开放教育的益处。开放资源的不同许可框架的差异，产生出不相容和混乱问题。当然，全球大部分地区还没能
使用上计算机和网络，这是当前多数开放教育努力所面临的现实。
这些阻碍可以克服，但只有通过一起共同努力。我们邀请学习者、教育者、培训
者、作者、学校、学院、大学、出版者、联盟组织、专业协会、政策制定者、政府、基金会和其他与我们持有相同愿景的人士，一起致力于追求和促进开放教育，特
别是致力于以下三个战略，以提升开放教育资源的影响和达到程度。
1.教育者和学习者：首先，我们鼓励教育者和学习者积极参加开放教育运
动。参加方式包括：开放教育资源的创造、使用、改编改进；基于合作、发现和知识创造积极进行教育实践；邀请同伴同事参与进来。开放教育资源的创造和使用，
应当考虑作为教育的组成部分，并应得到相应的支持和回报。
2.开放教育资源：其次，我们呼吁教育者、作者、出版者和相关机构采用开放方式
来发布他们的资源。这些开放教育资源许可任何人进行应用、再版、翻译、改进和分享。资源发布应当采用能同时促进使用与修订的形式进行，并能适应多种技术平
台。任何可能时候，还应当为生理残缺者和还不能访问因特网的人们，提供他们能够获取的相应资源格式。
3.开放教育政策：第三，政府、学校理事会、学院和大学应当使开放教育具有更高优先权。从理想上说，纳税人支助的教育资源，就应当是开放的教育资源。开放教育资源的认证和采纳过程应予优先。在他们所收集的教育资源库中，应当包括并凸显其开放教育资源。
这
些战略所表示的，不仅在于做正确事情。它们构成21世纪教与学的明智投入。它们将资金投入从昂贵教科书转向支持更好的学习。它们将使教师在工作中更为卓
越，也为这些工作的可见性及其全球影响提供新机遇。它们将加速教学革新。它们给予学习者自身更多学习的控制。这些战略对每个人都有意义。
许
多教育者、学习者、作者、管理者和政策制定者已经加入到开放教育运动。我们正拥有推动这场运动的机遇，使来自全球各角落数百万教育者和机构加入其中，无论
是贫穷的还是富裕的。我们有接触政策制定者的机会，和他们一起努力预先抓住这样的机遇。我们有机会与企业家出版商一起，他们在发展革新的开放商业模式。我
们有机会培养新一代学习者，他们使用开放教育资源，在学习中获得力量，并与他人分享自己的新知和灼见。最为重要的是，通过帮助人们在当地自由获取高质量的
学习与教育，我们就有机会，显著地改善全世界亿万人的生活。
以下签署者，我们谨邀所有个人和机构，签署支持《开普敦开放教育宣言》，以此
来致力于上述三个战略的追求。我们也鼓励宣言签署者，致力于那些在开放教育技术、开放分享教学实践以及其它方法上有助于拓宽开放教育事业的战略追求。在承
诺宣言的每个人或机构的努力下——在推进愿景表达的每一步努力下——我们在接近一个教育世界：面向每一个人，开放、灵活、有效。
2007年9月15日南非开普敦
签署者代表：
* Grace Baguma, Department of Education, Uganda
* Richard Baraniuk, Connexions / Rice University
* Karien Bezuidenhout, Shuttleworth Foundation
* Ahrash Bissell, Creative Commons / CCLearn
* Rhett Bowlin, Open Society Institute
* Delia Browne, Ministerial Council on Employment, Education, Training and Youth Affairs (Australia)
* Darius Cuplinskas, Open Society Institute
* James Dalziel, LAMS Foundation
* Heather Ford, iCommons
* Eve Gray, Centre for Educational Technology, UCT
* Melissa Hagemann, Open Society Institute
* Mark Horner, Free High School Science Textbooks
* Jason Hudson, Shuttleworth Foundation
* Helen King, Shuttleworth Foundation
* John Lesperance, VUSSC
* Peter Levy, Curriki
* Jaroslaw Lipszyc, Fundacja Nowoczesna Polska
* Lisa Petrides, ISKME/OER Commons
* Andrew Rens, Shuttleworth Foundation
* David Rosenfeld, Student PIRGs
* Jan Philipp Schmidt, University of the Western Cape (UWC)
* Mark Surman, Shuttleworth Foundation
* Aleesha Taylor, Open Society Institute
* Jimmy Wales, Wikimedia Foundation
* Paul West, Commonwealth of Learning
* Werner Westermann, Educalibre
* David Wiley, Utah State University, COSL
老师，特意将此文本交给益学会（Edu2Do.com）同时发布。我们真诚希望，开普敦宣言能够引起更多的关注，大家一起推动开放教育运动蓬勃发展。
原文：The Cape Town Open Education Declaration
译者：庄秀丽（Zhuang Xiuli）
Cape Town Open Education Declaration:
Unlocking the promise of open educational resources
We
are on the cusp of a global revolution in teaching and learning.
Educators worldwide are developing a vast pool of educational resources
on the Internet, open and free for all to use. These educators are
creating a world where each and every person on earth can access and
contribute to the sum of all human knowledge. They are also planting
the seeds of a new pedagogy where educators and learners create, shape
and evolve knowledge together, deepening their skills and understanding
as they go.
This emerging open education movement combines the
established tradition of sharing good ideas with fellow educators and
the collaborative, interactive culture of the Internet. It is built on
the belief that everyone should have the freedom to use, customize,
improve and redistribute educational resources without constraint.
Educators, learners and others who share this belief are gathering
together as part of a worldwide effort to make education both more
accessible and more effective.
The expanding global collection
of open educational resources has created fertile ground for this
effort. These resources include openly licensed course materials,
lesson plans, textbooks, games, software and other materials that
support teaching and learning. They contribute to making education more
accessible, especially where money for learning materials is scarce.
They also nourish the kind of participatory culture of learning,
creating, sharing and cooperation that rapidly changing knowledge
societies need.
However, open education is not limited to just
open educational resources. It also draws upon open technologies that
facilitate collaborative, flexible learning and the open sharing of
teaching practices that empower educators to benefit from the best
ideas of their colleagues. It may also grow to include new approaches
to assessment, accreditation and collaborative learning. Understanding
and embracing innovations like these is critical to the long term
vision of this movement.
There are many barriers to realizing
this vision. Most educators remain unaware of the growing pool of open
educational resources. Many governments and educational institutions
are either unaware or unconvinced of the benefits of open education.
Differences among licensing schemes for open resources create confusion
and incompatibility. And, of course, the majority of the world does not
yet have access to the computers and networks that are integral to most
current open education efforts.
These barriers can be overcome,
but only by working together. We invite learners, educators, trainers,
authors, schools, colleges, universities, publishers, unions,
professional societies, policymakers, governments, foundations and
others who share our vision to commit to the pursuit and promotion of
open education and, in particular, to these three strategies to
increase the reach and impact of open educational resources:
1.
Educators and learners: First, we encourage educators and learners to
actively participate in the emerging open education movement.
Participating includes: creating, using, adapting and improving open
educational resources; embracing educational practices built around
collaboration, discovery and the creation of knowledge; and inviting
peers and colleagues to get involved. Creating and using open resources
should be considered integral to education and should be supported and
rewarded accordingly.
2. Open educational resources: Second, we
call on educators, authors, publishers and institutions to release
their resources openly. These open educational resources should be
freely shared through open
licences which facilitate use,
revision, translation, improvement and sharing by anyone. Resources
should be published in formats that facilitate both use and editing,
and that accommodate a diversity of technical platforms. Whenever
possible, they should also be available in formats that are accessible
to people with disabilities and people who do not yet have access to
the Internet.
3. Open education policy: Third, governments,
school boards, colleges and universities should make open education a
high priority. Ideally, taxpayer-funded educational resources should be
open educational resources. Accreditation and adoption processes should
give preference to open educational resources. Educational resource
repositories should actively include and highlight open educational
resources within their collections.
These strategies represent
more than just the right thing to do. They constitute a wise investment
in teaching and learning for the 21st century. They will make it
possible to redirect funds from expensive textbooks towards better
learning. They will help teachers excel in their work and provide new
opportunities for visibility and global impact. They will accelerate
innovation in teaching. They will give more control over learning to
the learners themselves. These are strategies that make sense for
everyone.
Thousands of educators, learners, authors,
administrators and policymakers are already involved in open education
initiatives. We now have the opportunity to grow this movement to
include millions of educators and institutions from all corners of the
earth, richer and poorer. We have the chance to reach out to
policymakers, working together to seize the opportunities ahead. We
have the opportunity to engage entrepreneurs and publishers who are
developing innovative open business models. We have a chance to nurture
a new generation of learners who engage with open educational
materials, are empowered by their learning and share their new
knowledge and insights with others. Most importantly, we have an
opportunity to dramatically improve the lives of hundreds of millions
of people around the world through freely available, high-quality,
locally relevant educational and learning opportunities.
We, the
undersigned, invite all individuals and institutions to join us in
signing the Cape Town Open Education Declaration, and, in doing so, to
commit to pursuing the three strategies listed above. We also encourage
those who sign to pursue additional strategies in open educational
technology, open sharing of teaching practices and other approaches
that promote the broader cause of open education. With each person or
institution who makes this commitment -- and with each effort to
further articulate our vision -- we move closer to a world of open,
flexible and effective education for all.
Document Actions
Send this
Print this
There are currently 1937 signatories to the Declaration, including:
Karen Banks, Association For Progressive Communications (APC) (United Kingdom)
Alexander Belyakov, (Ukraine)
Richard Brincefield, Global Literacy Foundation (United States)
Carolynn Bruton, Springfield Junior School (South Africa)
Paul N. Courant, University of Michigan (United States)
Blanca Flores, UAEM (Mexico)
Leny Gallego Donda, Public School - Paraná (Brazil)
Bronislaw Geremek, European Parliament (Poland)
Dave Griffing, Baugo Community School (United States)
Ann Hagemann, Fairfax County Public Schools (United States)
Dr. Rajanish Kamat, Shivaji University (India)
Indira Koneru, (India)
Sandra Martins, ISEL (Portugal)
Francesco Muscio, Public school (Italy)
Wolf Neddermeyer, GepecGlobal Engineering, Promotion, & Education Collaborative for pd Health Care (GEPEC) (Germany)
Jennifer Orlando, (United States)
Ermanno Pietrosemoli, EsLaRed (Latin American Networking School) (Venezuela)
Alvaro Ramirez Ospina, Universitetet i Bergen (Norway)
Malte Reißig, (Germany)
Susana Mónica Rossio, C.P.E.M. Nº 3 (Argentina)
Mark Shuttleworth, Canonical (United Kingdom)
Desmond M Tutu, Archbishop Emeritus, University of the Western Cape (South Africa)
Jimmy Wales, Wikimedia Foundation/Wikia (United States)
David Wiley, Brigham Young University (USA)
Stanley Yip, (Australia)
我
们正处在教与学全球性变革之巅。全世界教育者在因特网上开发出大量向任何人开放可以免费使用的教育资源。这些教育者正在创造一个世界：地球上每一个人都能
获取人类所有知识，每一个人都能对人类知识总和作出贡献。他们正在播种一种新教育法：教育者和学习者一起创造、形成和演化知识，并在这个过程中，深化他们
的技能和理解。
开放教育运动的出现，与教育者同伴间分享好想法的已有传统及因特网合作交互的文化相融合。开放教育运动建在这一观念基础
上，即认为每个人都应该不受限制地享有使用、定制、改进、重新配发教育资源的自由。教育者、学习者以及持有这一相同观念的其他同仁，正聚集成为这种世界性
努力的组成部分，即努力使获得教育更加容易，也更加有效。
全球开放教育资源的不断扩张，已为这种努力创造了肥沃土壤。这些资源包括开放许
可的课程资料、课程计划、教材、游戏、软件和支持教与学的其它资料。它们有助于教育更加容易获取，尤其是在学习资料经费稀缺的地方。它们培养了关于学习、
创造、分享、合作的一种参与式文化，这些在快速改变着知识社会的需要。
然而，开放教育并不仅仅局限于开放教育资源。它同时利用开放技术来
促进合作、灵活学习和教学实践的开放分享，从而允许教育者从同仁的最好想法中获益。开放教育也许还能生长出包括进行评估、认证和合作学习在内的新方法。对
开放教育运动长期愿景来说，理解这些并进行类似革新实践是关键。
实现这种愿景存在很多阻碍。绝大多数教育者依然没有意识到开放教育资源在
持续增涨。很多政府和教育机构不是不知道就是不相信开放教育的益处。开放资源的不同许可框架的差异，产生出不相容和混乱问题。当然，全球大部分地区还没能
使用上计算机和网络，这是当前多数开放教育努力所面临的现实。
这些阻碍可以克服，但只有通过一起共同努力。我们邀请学习者、教育者、培训
者、作者、学校、学院、大学、出版者、联盟组织、专业协会、政策制定者、政府、基金会和其他与我们持有相同愿景的人士，一起致力于追求和促进开放教育，特
别是致力于以下三个战略，以提升开放教育资源的影响和达到程度。
1.教育者和学习者：首先，我们鼓励教育者和学习者积极参加开放教育运
动。参加方式包括：开放教育资源的创造、使用、改编改进；基于合作、发现和知识创造积极进行教育实践；邀请同伴同事参与进来。开放教育资源的创造和使用，
应当考虑作为教育的组成部分，并应得到相应的支持和回报。
2.开放教育资源：其次，我们呼吁教育者、作者、出版者和相关机构采用开放方式
来发布他们的资源。这些开放教育资源许可任何人进行应用、再版、翻译、改进和分享。资源发布应当采用能同时促进使用与修订的形式进行，并能适应多种技术平
台。任何可能时候，还应当为生理残缺者和还不能访问因特网的人们，提供他们能够获取的相应资源格式。
3.开放教育政策：第三，政府、学校理事会、学院和大学应当使开放教育具有更高优先权。从理想上说，纳税人支助的教育资源，就应当是开放的教育资源。开放教育资源的认证和采纳过程应予优先。在他们所收集的教育资源库中，应当包括并凸显其开放教育资源。
这
些战略所表示的，不仅在于做正确事情。它们构成21世纪教与学的明智投入。它们将资金投入从昂贵教科书转向支持更好的学习。它们将使教师在工作中更为卓
越，也为这些工作的可见性及其全球影响提供新机遇。它们将加速教学革新。它们给予学习者自身更多学习的控制。这些战略对每个人都有意义。
许
多教育者、学习者、作者、管理者和政策制定者已经加入到开放教育运动。我们正拥有推动这场运动的机遇，使来自全球各角落数百万教育者和机构加入其中，无论
是贫穷的还是富裕的。我们有接触政策制定者的机会，和他们一起努力预先抓住这样的机遇。我们有机会与企业家出版商一起，他们在发展革新的开放商业模式。我
们有机会培养新一代学习者，他们使用开放教育资源，在学习中获得力量，并与他人分享自己的新知和灼见。最为重要的是，通过帮助人们在当地自由获取高质量的
学习与教育，我们就有机会，显著地改善全世界亿万人的生活。
以下签署者，我们谨邀所有个人和机构，签署支持《开普敦开放教育宣言》，以此
来致力于上述三个战略的追求。我们也鼓励宣言签署者，致力于那些在开放教育技术、开放分享教学实践以及其它方法上有助于拓宽开放教育事业的战略追求。在承
诺宣言的每个人或机构的努力下——在推进愿景表达的每一步努力下——我们在接近一个教育世界：面向每一个人，开放、灵活、有效。
2007年9月15日南非开普敦
签署者代表：
* Grace Baguma, Department of Education, Uganda
* Richard Baraniuk, Connexions / Rice University
* Karien Bezuidenhout, Shuttleworth Foundation
* Ahrash Bissell, Creative Commons / CCLearn
* Rhett Bowlin, Open Society Institute
* Delia Browne, Ministerial Council on Employment, Education, Training and Youth Affairs (Australia)
* Darius Cuplinskas, Open Society Institute
* James Dalziel, LAMS Foundation
* Heather Ford, iCommons
* Eve Gray, Centre for Educational Technology, UCT
* Melissa Hagemann, Open Society Institute
* Mark Horner, Free High School Science Textbooks
* Jason Hudson, Shuttleworth Foundation
* Helen King, Shuttleworth Foundation
* John Lesperance, VUSSC
* Peter Levy, Curriki
* Jaroslaw Lipszyc, Fundacja Nowoczesna Polska
* Lisa Petrides, ISKME/OER Commons
* Andrew Rens, Shuttleworth Foundation
* David Rosenfeld, Student PIRGs
* Jan Philipp Schmidt, University of the Western Cape (UWC)
* Mark Surman, Shuttleworth Foundation
* Aleesha Taylor, Open Society Institute
* Jimmy Wales, Wikimedia Foundation
* Paul West, Commonwealth of Learning
* Werner Westermann, Educalibre
* David Wiley, Utah State University, COSL
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