OER in Argentina Contents 1. Overview ...... 2 2. Education in Argentina ...... 3 2.1 Overview ...... 3 2.1.1 Highlights ...... 3 2.1.2 Educational modalities ...... 3 2.1.3 Students by modality and level of education in public and private schools 2010 ...... 4 2.2 Basic education ...... 6 2.2.1 Pre-school education ...... 6 2.2.2 Primary school ...... 6 2.2.3 Secondary school ...... 6 2.3 Further education (colleges) ...... 7 2.4 Higher education ...... 7 2.4.1 Non-university higher education ...... 7 2.4.2 Universities ...... 7 2.5 Distance Education and E-learning in Argentina ...... 10 2.5.1 History of Distance Education in Argentina ...... 10 2.5.2 Associations of distance education in Argentina ...... 13 3 Internet in Argentina ...... 15 3.1 Overview ...... 15 3.1.1 Digital user profile in Argentina ...... 16 3.2 Educational Internet ...... 17 3.2.1 Innova Red ...... 17 3.2.2 High Performance Computing National System SNCAD ...... 20 3.2.3 RedCLARA Latin American Advanced Networks Cooperation ...... 21 4 Copyright laws in Argentina ...... 21 4.1 The Law ...... 21 4.2 National Copyright Directorate ...... 22 4.3 Piacet Foundation ...... 23 4.4 Creative Commons...... 24 4.4.1 Wikimedia Argentina ...... 24 4.4.2 Fundación Vía Libre ...... 25 4.5 GNU Free Documentation License ...... 25 5 OER Initiatives in Argentina (REA) ...... 26 5.1 International initiatives ...... 26 5.1.1 Oportunidad Project ...... 26 5.1.2 MIT OpenCourseWare ...... 27 5.1.3 CLACSO’s Virtual Library Network of Social Sciences in Latin America and the Caribbean ...... 27 5.1.4 Virtual Campus of Public Health CVSP ...... 28 5.2 National or regional initiatives ...... 28 5.2.1 Possible Worlds (Mundos Posibles) ...... 28 5.2.2 UNESCO International Institute for Educational Planning, Buenos Aires ...... 29 5.2.3 Fundación Evolución (FE) ...... 30 5.2.4 Open Access Week in Argentina ...... 31 5.2.5 BIBHUMA’s Academic Memory (Memoria Academica) ...... 31 5.2.6 Intellectual Creation Dissemination Service ...... 31 5.2.7 SciELO – Scientific Electronic Library Online ...... 32 5.2.8 Cartapacio – Legal Publications Portal ...... 32 5.2.9 Digital Library of the Universidad Nacional de Cuyo – Institutional Repository ...... 33 5.2.10 RICABIB: the Digital Repository of Centro Atómico Bariloche and Instituto Balseiro ...... 33 5.2.11 Gleducar – Civil Association ...... 34 5.2.12 Other open access resources or organizations in Argentina ...... 35
OER in Argentina
1. Overview
Official name: República Argentina Capital: Buenos Aires Language: Spanish Main cities: Córdoba, La Plata, Mar del Plata, Mendoza, Rosario Estimated Population: 40.000.000 inhabitants Annual population growth: 1,0% Literacy rate: 98% Currency: Peso ($) Area: 3.761.274 Km2 Political System: Republican, Representative, and Federalist Life expectancy: 76 years old GDP per capita (PPP US$) 14.561 Political division: 23 autonomous provinces and the Autonomous City of Buenos Aires Time zone: GMT-03:00
The Argentine Republic is located in the South and West Hemisphere. To the North it is bordered by Bolivia and Paraguay, to the south by Chile and the Atlantic Ocean, to the east by Brazil, the Oriental Republic of Uruguay and the Atlantic Ocean, and to the West by Chile.
In surface area, Argentina is the fourth–largest country in America (after Canada, the United States of America, and the Federative Republic of Brazil). Worldwide, it is the seventh– largest country.
By signing the Treaty of Asuncion, Argentina, the Federative Republic of Brazil, the Republic of Paraguay, and Uruguay established the Southern Common Market agreement (MERCOSUR), on 26 March 1991. Argentina is a member of the G-20 and a founding member of the World Trade Organization (WTO).
Infrastructure and Communications Highest density of fixed and mobile telephone lines in Latin America (World Bank, 2010). 16th greatest Internet penetration worldwide, with six million users (CIA Factbook, 2010). Highly developed infrastructure and transportation system: more than 39,000 kilometres of national highways, one of the largest railway networks in the world (35,753 miles), 43 ports and 53 airports (21 international). The second highest ranking country in Latin America in the Logistics Performance Index (World Bank, 2010).
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Sources: http://www.argentina.gob.ar/advf/documentos/4ec4cdea5f34b.pdf http://www.argentina.gob.ar/advf/documentos/4e5ced44183aa.pdf www.inversiones.gov.ar
2. Education in Argentina
2.1 Overview
The State, the provinces and the Autonomous City of Buenos Aires, are responsible for planning, organizing, and financing the national education system, and ensure access to education at all levels and modalities, creating and managing educational establishments run by the State. At the same time, the national state creates and funds the National Universities. (Ley Nº 26.206 http://portal.educacion.gov.ar/consejo/files/2009/12/ley_de_educ_nac1.pdf)
2.1.1 Highlights Throughout the system, (including non-university level), there are a total of 56,784 educational establishments. Provinces with the largest enrolment in the private sector are: Buenos Aires, Cordoba, Province of Buenos Aires, Santa Fe and Entre Rios. (CIPPEC, 2009) Provinces with the lowest proportion of enrolment in the private sector are: Chaco, Formosa, La Rioja, Jujuy and Chubut. (CIPPEC, 2009) The Programme for International Student Assessment (PISA http://www.oecd.org/pisa/) along with the ONE (Operativo Nacional de Evaluación), concluded that Argentina is one of the countries with greater dispersion of results between schools (PISA 2006) which shows a typical situation of an unequal and inequitable education system. In this sense, it is the country with the 9th greatest variance in their results, above all in Latin America (Chile is the 10th, Brazil the 16th, Uruguay the 19th, and Mexico the 32th).
Source: Argentina Education in Numbers, Document Nº 5. Cimientos, Foundation for Equal Educational Opportunities (La Educación Argentina en Números, Documento Nº 5. Fundación para la Igualdad de Oportunidades Educativas, http://www.cimientos.org)
2.1.2 Educational modalities Professional Technician education (Secondary, non-university higher education, and vocational training) Arts education (Secondary and non-university higher education)
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Special education for persons with disabilities, temporary or permanent. (Pre-school, primary, and secondary education) Continuing education for youth and adults (Primary, secondary and higher education) Rural education (Regular and special education: pre-school, primary, and secondary levels; Youth and adults education: primary and secondary levels) Bilingual intercultural education for indigenous people. (Pre-school, primary and secondary levels) Education for prisoners (Pre-school, primary, secondary and higher education) Home and hospital education (Pre-school, primary and secondary levels)
Source: http://www.argentina.gob.ar/informacion/educacion/129-sistema-educativo.php
2.1.3 Students by modality and level of education in public and private schools 2010
Students. Public and private schools
Home and Bilingual Professional Total Rural Prisoners Arts Hospital Intercultural Technician TOTAL 11,432,618 950,604 32,936 5,675 57,866 807,307 59,265 Regular education 10,561,516 911,640 6,072 1,970 54,130 807,307 59,265 Pre-School 1,553,418 127,441 198 505 8,327 Primary 4,637,463 513,925 2,557 1,442 35,762 Secondary 3,679,628 270,274 2,521 23 10,041 628,248 21,246 Non-university higher education 691,007 796 179,059 38,019 Special Education 102,793 2,212 462 3,705 14 Pre-School 27,952 509 33 820 Primary 63,622 1,653 429 2,527 14 Secondary 11,219 50 358 Youth and adults 768,309 36,752 26,402 3,722 Primary 246,020 17,432 12,541 3,486 Secondary 522,289 19,320 13,861 236
Students. Public Schools
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Home and Bilingual Professional Total Rural Prisoners Arts hospital Intercultural Technician TOTAL 8,379,752 912,248 32,387 5,656 55,443 645,331 50,068 Regular education 7,575,558 873,645 5,556 1,951 51,756 645,331 50,068 Pre-school 1,035,641 123,742 107 501 7,898 Primary 3,484,217 505,925 2,132 1,427 34,774 Secondary 2,657,956 243,978 2,521 23 9,084 564,814 21,246 Non-university higher education 397,744 796 80,517 28,822 Special Education 82,351 2,187 443 3,705 14 Pre-school 24,171 503 33 820 Primary 50,397 1,642 410 2,527 14 Secondary 7,783 42 358 Youth and adults 721,843 36,416 26,388 3,673 Primary 243,139 17,206 12,527 3,437 Secondary 478,704 19,210 13,861 236
Students. Private Schools
Home and Bilingual Professional Total Rural Prisoners Arts hospital Intercultural Technician TOTAL 3,052,866 38,356 549 19 2,423 161,976 9,197 Regular education 2,985,958 37,995 516 19 2,374 161,976 9,197 Pre-school 517,777 3,699 91 4 429 Primary 1,153,246 8,000 425 15 988 Secondary 1,021,672 26,296 957 63,434 Non-university higher education 293,263 98,542 9,197 Special education 20,442 25 19 Pre-school 3,781 6 Primary 13,225 11 19 Secondary 3,436 8 Youth and adults 46,466 336 14 49 Primary 2,881 226 14 49 Secondary 43,585 110
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Source: Annual survey 2010. National Directorate for Information on and Assessment of the Quality of Education. The Ministry of Education (Dirección Nacional de Información y Evaluación de la Calidad Educativa DiNIECE http://diniece.me.gov.ar)
2.2 Basic education
2.2.1 Pre-school education According to the National Education Act (LEN) 2006, pre-school education includes children from forty-five days to five years inclusive, being mandatory in the last year. The gross enrolment rate is 71% for boys and 73% for girls in 2007-2010 (UNICEF)
2.2.2 Primary school Primary education lasts 6 or 7 years. According to the 2006 LEN it is compulsory from the age of 6. The provinces and the Autonomous City of Buenos Aires must choose between two possible structures for the levels of primary and secondary education (6 years for primary education and 6 years for secondary, or 7 years for primary and 5 years to secondary).
At the primary level, the rate of effective promotion is 93%; the repetition, amounts to 5.77%; drop outs 1.18%; and those older than the age category 22.43% (Cimientos, 2010)
2.2.3 Secondary school The 2006 Act introduced a compulsory secondary education. Secondary education is divided into two cycles: a basic cycle (general education), and a specialized cycle, (diversified education according to different areas of expertise).
The Federal Council on Education No. 84/09 (Consejo Federal de Educación, CFE) defines the educational offerings at secondary level as specialized, technical professional, arts, and continuing education for young people and adults.
Secondary school attendance from children of lower income families starts to drop significantly after age 13: it is 94% at 14 years, 74% at 16 years, 66% at 17 and less than 50% to 18.
At the secondary level, the rate of effective promotion is 78.42%; the repetition rate is 10%; and drop out almost reaches 11.51% (Cimientos, 2010)
Basic cycle Specialized cycle 2002 2003 2004 2007- 2002 2003 2004 2007-2008 2008 Effective promotion - 82.2 81.1 79.67 - 74.2 72.6 74.36 Repetition 8.3 9.3 10.4 11.66 5.6 6.8 6.8 7.62
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Over-age - 32.2 39.1 34.21 - 35.5 35.5 35.33 Drop out 7.5 8.4 8.4 8.67 15.5 18.9 18.9 18.02 Source: Cimientos. Based on the annual surveys by DiNIECE, The Ministry of Education. 2.3 Further education (colleges)
Professional Technician Professional Technical Education covers the following educational institutions a) Institutions of professional technical education at the secondary education level b) Institutions of professional technical education at the higher education level c) Vocational training institutionS
2.4 Higher education
2.4.1 Non-university higher education Teacher training Teachers are trained in the Teacher Training Institutes. It consists of initial teacher training and continuing teacher training. Area of Higher Education in the Humanities and Social Tecnicaturas Called Tecnicaturas in Spanish, these are part of the Higher Education level together with colleges and universities, public or private, authorized by the National Education Law No. 26.206 and the Higher Education Act (Ley de Educacion Superior LES) No. 24.521
Source: http://portal.educacion.gov.ar/superior/
Total Non-university higher education Only Teacher Professional Both Training Technician Students % Students % Students % Students % Women Women Women Women Private and 691,007 68.0 362,009 76.4 313,427 58.6 15,571 61.3 Public Public 397,744 70.9 268,838 77.2 119,050 57.6 9,856 58.4
Private 293,263 64.0 93,171 74.0 194,377 59.2 5,715 66.5
Source: Based on the annual surveys by DiNIECE, The Ministry of Education.
2.4.2 Universities The regional Planning Councils of Higher Education (Consejos de Planificación Regional de la Educación Superior CPRES http://portales.educacion.gov.ar/spu/cpres/) were created by
Iris Velazquez 7 February 2013 OER in Argentina the Higher Education Act (LES) Article 10 of Law 24.521. They bring together all the players in Argentina’s higher education: national and private universities, national government, and provincial governments.
After the approval of the Higher Education Law No. 24.521 in Argentina, the Ministry of Education of the Nation transferred accreditation procedures to the National Commission for University Evaluation and Accreditation (Comisión Nacional de Evaluación y Acreditación Universitaria CONEAU). The CONEAU has institutionalized the functions assigned by law: since 1996, it has evaluated institutional projects; since 1997, it has evaluated universities' annual reports, and performs external evaluations and accredits postgraduate courses; since 1999, it has evaluated requests for final certifications and authorized private agencies for evaluation.
CONEAU has the legal mandate to perform the following tasks:
External evaluations. Accreditation of degree courses. Accreditation of undergraduate courses in the framework of MERCOSUR. Accreditation of postgraduate courses. Assessment of institutional projects. Monitoring of private universities with interim authorization and final recognition. Assessment of new offers from universities and in the installation of foreign institutions’ campuses in the country. Recognizing private entities for evaluation and accreditation (EPEAUS).
CONEAU consists of twelve members of recognized academic and scientific hierarchy, with experience in university management. They serve in their own capacity, with independent judgment and without assuming any institutional representation.
CONEAU members are appointed by the National Executive Branch on proposals from the following agencies and in the amount indicated in each case: Three by the National University Council (Consejo Interuniversitario Nacional CIN http://www.cin.edu.ar/) One by the Council of Rectors of Private Universities (Consejo de Rectores de Universidades Privadas CRUP) One by the National Academy of Education (Academia Nacional de Educación http://www.acaedu.edu.ar/) Three by the National Senate (Honorable Senado de la Nación Argentina HSN http://www.senado.gov.ar/)
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Three of the Chamber of Deputies (Honorable Cámara de Diputados de la Nación http://www.diputados.gov.ar/) One by the Ministry of Education (Ministerio de Educación http://portal.educacion.gov.ar/) Source: http://www.coneau.gov.ar/CONEAU/ Higher education institutions 2010 Total Universities University Institutes
Total 114 95 19
Public 55 48 7
Private 57 46 11
Provincial 1 1 -
International 1 - 1
Undergraduate and graduate students 2010 Students New Enrollees Graduates
Total Women Men Total Women Men Total Women Men % % % % % %
Total 1,718,507 56.1 43.9 415,070 55.6 44.4 99,431 60.1 39.9
Public1 1,366,237 56.3 43.7 314,614 55.9 44.1 70,857 59.6 40.4
Private 352,270 55.0 45.0 100,456 54.9 45.1 28,574 60.9 39.1
Note: (1) Men and women’s percentage calculations do not include the University of Buenos Aires.
Postgraduate students 2010 Total Public Private International Foreign
Level Institution 10, 707 7,226 3,193 264 24
PhD Total 1,518 1,342 166 10 -
University Institute 17 - 7 10 -
University 1,501 1,342 159 - -
Master Total 2,963 1,206 1,661 72 24
University Institute 150 34 44 72 -
University 2,813 1,172 1,617 - 24
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Specialty Total 6,226 4,678 1,366 182 -
University Institute 344 19 143 182 -
University 5,882 4,659 1,223 - -
Source: University Statistics Yearbook 2010. Department of University Information under the Ministry of University Policies. http://portales.educacion.gov.ar/spu/investigacion-y-estadisticas/anuarios/
Special Programs of the Secretary of University Policies (Secretaría de Políticas Universitarias, SPU) University Quality Program University Volunteer National Program University Scholarships National Program Researchers Teachers of the National Universities Incentive Program Internationalization of Higher Education and International Cooperation Program Promotion of Argentine Universities Program
International Cooperation The Internationalization Program of Higher Education and International Cooperation (Programa De Internacionalización de la Educación Superior y Cooperación Internacional PIECSI) aims to maximize educational and academic cooperation at regional, national, and international level. This function is carried out mainly through the National University Council (Consejo Interuniversitario Nacional CIN http://www.cin.edu.ar/), in particular through the International Cooperation Network of National Universities (Red de Cooperación Internacional de Universidades Nacionales RedCIUN http://www.redciun.edu.ar/).
PIECSI represents Argentina in the meetings with the MERCOSUR’s Regional Coordinating Commission for Higher Education (CRC-ES http://www.mercosur.int/edu/) and the meetings of the UNASUR’s South American Council of Education, Culture, Science, Technology and Innovation (COSECCTI) through the Higher Education Subgroup. Another regional multilateral space where the program is participating is the Ibero-American Knowledge Space (Espacio Iberoamericano del Conocimiento EIC http://www.oei.es/espacioiberoamericanodelconocimiento.htm)
Source: http://portales.educacion.gov.ar/spu/cooperacion-internacional/
2.5 Distance Education and E-learning in Argentina
2.5.1 History of Distance Education in Argentina 1937
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The "School of the Air" (State Radio). The programs were developed by the Ministry of Education and transmitted to all public schools in the country.
1940 The marketing of adults’ courses such as "self-improvement" or training for a trade began. The institution that distributed these courses was the Panamerican School of Art (formerly American School of Art), which also dictated face-to-face lessons.
1956 and 1957 Educational television was born within the field of informal education such as questions and answers programs: “ODOL Pregunta por Cien Mil Pesos” and “Justa del saber”
1960s “Primera Telescuela Técnica”, “Universidad del Aire”, “Enciclopedia en TV” y “Telescuelas Primaria y Secundaria”. Some of these programs were broadcast by Channel 7 and promoted by the CONET (National Council of Technical Education).
1968-1972 “Telescuela” First Official School of CBC Television (Basic Common Cycle) in the Province of Santa Fe approved by the Ministry of Education and Culture (Resolution 02828, 27 April 1967), broadcast by Channel 5.
1970-1983 Educational and cultural radio programs were produced, such as “Ciclo radial para escuela elemental: Un poco más acerca del mundo” (1971) and “La radio va a la escuela” (1977)
1971 and 1975 The Ministry of Education included in the National Development and Safety Plan various distance courses. Thus was created the training plan and updating of the Armed Forces cadres, and the National Continuing Education, at the University of Buenos Aires. The National University of Lujan was founded, which was an important development in this regard, and the National Technological University (UTN), which broadcast its programmes on television.
1979 The Argentinean Association of Distance Learning (AAED) was founded.
1985 Distance Education System was established at the National University of Mar del Plata (UNMdP).
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1987 The National University of Misiones (UNaM) started the Secondary Open Education Project (ESA)
1988 The Open and Permanent Education Regional Centres (CREAP) by the National University of Mar del Plata (UNMdP) were created, being the basis for distance courses and degrees.
1990 Distance Learning Universities of Argentina Network (RUEDA) supported by National Universities was founded.
1998 The FORMAR project was launched, broadcasting on television and creating Internet computer courses. The Adult Education Project 2000 was released. It is a distance education programme designed for young and adults to complete their secondary education without the obligation to attend lessons. It is administered by the Department of Education, under the Ministry of Education of the Government of the Autonomous City of Buenos Aires. On 22 January 1998, the Ministry of Culture and Education of Argentina approved the Implementation of Distance Education Authority in Argentina (Decree 081/98), to establish that the Ministry will be responsible for recognizing and authorizing the creation of universities that adopt distance education as their exclusive or complementary teaching mode. (http://www.portalbioceanico.com/re_legnac_educacion_adistancia_decerto_docd01.htm )
1999 The Distance Education Service of the Argentine Army is established. (SEADEA http://www.seadea.ejercitoargentino.mil.ar)
2004 The University of Salvador (USAL) signed an agreement with Intercable Education Connection to spread a Cinema, TV and Comic screenplay workshop in six television programs which complemented the course in the virtual campus of the university. On 29 December of 2004, the 1717/04 decree, provided guidelines for the submission and evaluation of distance education courses. It underlines that postgraduate courses, taught in public and private universities in Argentina, must submit the accreditation of distance learning to the National Commission for University Evaluation and Accreditation
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(CONEAU), and they cannot start postgraduate enrolment until it is fully approved and accredited by the National Bureau of University Management, also under the Ministry of National Education.
Sources:
Marchisio, S., Ferrara, S., Juárez, S., Von Pamel, O., Watson, M.T, Investigación Histórica de la Educación a Distancia en Argentina. (http://unr.edu.ar/descargar.php?id=4062
Nieto, Haydée and De Majo, Oscar. La educación a distancia en la Argentina http://www.salvador.edu.ar/vrid/ead/NietoDeMajo.pdf
2.5.2 Associations of distance education in Argentina
National distance education associations University Network of Distance Education in Argentina (Red Universitaria de Educación
a Distancia de Argentina RUEDA http://www.rueda.edu.ar/ [the website is not working] RUEDA was formed on 10 August 1990 and it is an interuniversity of CIN (Interuniversity National Council http://www.cin.edu.ar). Its full members are representatives of the National Universities appointed by their respective bodies. RUEDA does not have any funding for its operation. Association of Distance Education and Educational Technology of Argentina (Asociación de Educación a Distancia y Tecnologías Educativas de la República Argentina EDUTIC
www.edutic.org.ar [the website is not working]) Founded in 2001, EDUTIC promotes research and brings together educational institutions and technology companies such as civil servants, teachers, headmasters, the CEOs of technology companies, and content and platforms developers. The International Congress of Distance Education and Educational Technologies have taken place on 2004 and 2007 (Edutic 04 and Edutic 07). Federal Commission of Distance Learning Assessment (Comisión Federal de Evaluación de Estudios a Distancia http://portal.educacion.gov.ar/consejo/comision-federal-de- educacion-a-distancia/) The Commission consists of two technical representatives per region, and four technical representatives of the Ministry of Education. The Federal Council of Education coordinates it. Current record of approved courses: (pdf in Spanish) http://portal.educacion.gov.ar/consejo/files/2011/10/Registro-ofertas-con-dictamen- vigente-01-09-20121.pdf Distance Education Service (Servicio de Educación a Distancia SEAD http://www.me.gov.ar/curriform/sead.html) Serves the educational needs of the children of Argentines who for various reasons are
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temporarily residing abroad. It provides basic general education to enable language practice, to maintain a sense of belonging to the country of origin, and to facilitate their return to the Argentine educational system. Inter-American Consortium for Distance Education (Consorcio red de Educación a Distancia CREAD http://www.creadargentina.com.ar/). CREAD is a non-profit organization founded in 1990.
International distance learning associations where Argentina participates Ibero-American Network of Educational Computing (Red Iberoamericana de Informática Educativa RIBIE) founded by Ibero-American Programme for Science, Technology And Development (Ciencia y Tecnología para el Desarrollo CYTED http://www.cyted.org/) Latin American Network of Educational Portals (Red Latinoamericana de Portales Educativos RELPE http://www.relpe.org/) Founded in 2004, RELPE is a project supported by the Institute for Connectivity in the Americas (ICA). Only five countries contribute actively with educational content. It aims to facilitate the exchange of content produced with public resources, and it involves administrators of the various national portals when new content is uploaded. The achievement of this network is that countries with little experience in the creation of digital educational content have a portal with a variety of applications from the first day of operation. Educar is the educational portal of Argentina http://www.educ.ar CUEDISTANCIA (CUED-L) is a discussion list sponsored by the UNESCO Chair in Distance Education. It was put into operation on 23 February 2001 to become the vehicle through which relevant information is exchanged and debated about Distance Education (DL). Currently, about 1800 students of distance education are members of CUEDISTANCIA, the majority being Spanish, Mexican and Argentinean. http://www.uned.es/catedraunesco-ead/cuedis.html Association for the development of Educational Technology and New Technologies applied to Education (Asociación para el Desarrollo de la Tecnología Educativa y Nuevas Tecnologías en la Educación EDUTEC http://www.edutec.es/) EDUTEC X International Congress on digital inclusion in higher education took place in Argentina in 2007. Ibero-American Association of Distance Higher Education (Asociación Iberoamericana de Educación Superior a Distancia AIESAD www.uned.es/aiesad/) is an entity established to promote development in Ibero-America, through distance education. Among its aims are: research, exchange of information and experience. Ibero-American Review of Distance Education (Revista Iberoamericana de Educación a Distancia RIED http://www.utpl.edu.ec/ried/) Since 2006, RIED is available in printed and
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electronic versions with identical contents. At the moment, all volumes are digitized and are indexed in the following bibliographical documentation, databases and catalogues: http://utpl.edu.ec/ried/?q=en/node/720 Latin American Council of Social Sciences (Consejo Latinoamericano de Ciencias Sociales CLACSO http://www.clacso.org.ar) CLACSO is a network of public and private institutions which carries out academic research, training and related activities in the field of Social Sciences. CLACSO's Electronic Academic Network (RAEC http://www.clacso.org.ar/institucional/1g.php) seeks to democratize information access, and to encourage the construction and effective interaction among members of the Council's network with the aim of planning alternative and complementary distance learning and communication methods. RAEC is entirely developed under the Free Software philosophy (SL), derived from the cooperative work of a global community. Regional Inventory of ICT Projects and Professionals in Latin America and the Caribbean (Inventario Regional de Proyectos y Profesionales de Información y Comunicación en América Latina y el Caribe PROTIC http://www.protic.org/) PROTIC is aimed at decision makers and anyone who works in the ICT environment. The database currently contains about 1700 projects implemented in Latin America and the Caribbean. International Council for Open and Distance Education (ICDE http://www.icde.org/) ICDE is the leading global membership organization for the open and distance education community. In 2011, the ICDE International Conference took place in Argentina.
Sources: García Aretio, L. (2007) DOCUMENTOS DE TRABAJO No 02 Concepción y Tendencias de la Educación a Distancia en América Latina. Aecid
García Aretio, L. (1992) Asociaciones y redes de educación a distancia. Revista Iberoamericana de Educación Superior a Distancia. Vol 5 No 1
3. Internet in Argentina
3.1 Overview
The first Internet connections in Argentina were made in 1987, through the Chancellery. The following year the Ministry of Science and Technology of Argentina signed an agreement with ENTel by which the telecommunications company ceded the use of a data channel of exclusive use. From that agreement, institutions like the National University of La Plata and the University of Buenos Aires agreed to email service.
In Argentina, the first commercial connections were sold in 1995, when the first Internet service provider, Startel, part of Telefónica and Telecom Company, started operating using the existing phone wiring network. Within months, thousands of users and Argentine
Iris Velazquez 15 February 2013 OER in Argentina companies started navigating bringing together 30 million people. By 1996, around 300 national companies provided online services such as banks, supermarkets, and industrial companies. Along with Colombia, Argentina was the Latin American country with the highest growth in Internet access.
In late 1996 and early 1997 came the first flat rates and affordable 0610, and thus, Internet access to significant portions of the population.
Since then, the level of Internet access has grown considerably, exceeding 16 million users.
Today, with 3 million broadband connections (cable modem, DSL, Wi-Max, satellite, etc.) and a penetration of the total population of 7.8%, Argentina is one of the countries with the highest rate of connections for high-speed Internet in Latin America.
The National Communications Commission (Comisión Nacional de Comunicaciones CNC http://www.cnc.gov.ar) has the authority to manage, monitor, and control telecommunications systems and services such as telephone, Internet, audio, text, satellite, maritime communications services and aviation among others.
Source: Comisión Nacional de Comunicaciones CNC http://www.cnc.gov.ar/ciudadanos/internet/index.asp
3.1.1 Digital user profile in Argentina Internet has been in Argentina for 20 years. Argentina is among the three countries with more Internet development in the region together with Peru and Brazil. Its users are 50% women and 50% men 56% of the total population in Argentina are able to connect to the Internet. 77% of them get connected from their homes. In 2011 34% of the Internet users were from high socioeconomic status, 30% from medium SES and 36% low SES 57% are teenagers aged 15 to 24 years old 57% of the population connects to the Internet every day 51% uses the Internet as a first option to look for information 47% of the Argentinean users have created a blog or shared videos in YouTube 99 minutes per month is the average that an Argentinean spends reading news online, against 42 minutes in the rest of Latin America. Grupo Clarín is the main entity of News/Information, with 82% penetration. Twitter and Facebook are the information networks most used by Argentineans to share their opinions and interests.
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In 2011 Smartphone use increased by 80% reaching 6 million phones. Android is the leading operating system while Apple is the leader in tablets. Argentina is the country with most connectivity in the region. 46% of the phones have Internet.
Source: Bcentrik (2011) Argentinean digital user keys and trends in 2012. http://www.infotechnology.com/internet/El-perfil-del-usuario-digital-argentino-20120907- 0002.html
3.2 Educational Internet
3.2.1 Innova Red Innova Red, the Argentinean National research and education network (Red Nacional de Investigación y Educación de Argentina www.innova-red.net/) is a project of Innova-T, an NGO founded by the CONICET (http://www.conicet.gov.ar/).
On 18 December 2006 the Ministry of Communications of the Nation (SECOM), the Ministry of Science, Technology and Innovation (SECYT), and the National Council for Scientific and Technical Research (CONICET) signed an agreement entrusting Innova-T to carry out the necessary steps to get the Internet 2 connection and to take charge of its national operation through Innova Red.
Innova Red’s purpose is to provide the educational and research community with the most modern means to perform tasks that require data transmission. It keeps the academic and scientific community of Argentina connected and communicated with the international academic community and research centres. It services are: IPv6 access, E-mail, DNS, Data Storing, Housing, Multicasting, NTP, Mail relay, Linux Repositories, Videoconference Room, Streaming, and Web hosting.
Innova Red’s Technological Scientific Community in Argentina
Innova Red’s research centres and public and private non-commercial organizations Nuclear Regulatory Authority (Autoridad Regulatoria Nuclear ARN) http://www.arn.gob.ar/ Pierre Auger Observatory (Observatorio Pierre Auger) http://www.auger.org.ar/ Argentinean Chamber of Database and Online Services (Cámara Argentina de Bases de Datos y Servicios en Línea CABASE) http://www.cabase.org.ar/ National Atomic Energy Commission (Comisión Nacional de Energía Atómica CNEA) http://www.cnea.gob.ar/ Latin American Council of Social Sciences (Consejo Latinoamericano de Ciencias Sociales CLACSO) http://www.clacso.org.ar/
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National Commission of Aerospace Activities (Comisión Nacional de Actividades Aeroespaciales CONAE) http://www.conae.gob.ar/ National Scientific and Technical Research Council (Consejo Nacional de Investigaciones Científicas y Técnicas CONICET) http://www.conicet.gob.ar/ Foundation for Innovation and Technology Transfer (Fundación para la Innovación y Transferencia de Tecnología Innova-T) http://www.innovat.org.ar/ National Agricultural Technology Institute (Instituto Nacional de Tecnología Agropecuaria INTA) http://www.inta.gob.ar/ National Weather Service (Servicio Meteorológico Nacional SMN) http://www.meteofa.mil.ar/ National Health Ministry of Argentina (Ministerio de Salud de la Nación MSAL) http://www.msal.gov.ar/ Ministry of Science, Technology and Productive Innovation (Ministerio de Ciencia, Tecnología e Innovación Productiva MINCyT) http://www.mincyt.gob.ar/ Argentine Museum of Natural Sciences (Museo Argentino de Ciencias Naturales MACN) http://www.macn.secyt.gov.ar/ Nuclear Medicine School Foundation (Fundación Escuela Medicina Nuclear FUESMEN) http://www.fuesmen.edu.ar/ University Interconnection Networks Association (Asociación Redes de Interconexión Universitaria ARIU) http://www.riu.edu.ar/
Innova Red’s Universities: 1. Universidad de Buenos Aires (UBA) http://www.uba.ar/ 2. Universidad Católica Argentina (UCA) http://www.uca.edu.ar/ 3. Universidad Nacional de Córdoba (UNC) http://www.unc.edu.ar/ 4. Alma Mater Studiorum Universitá di Bologna (UNIBO) http://www.unibo.edu.ar/ 5. Universidad Nacional del Litoral (UNL) http://www.unl.edu.ar/ 6. Universidad Nacional de la Matanza (UNLaM) http://www.unlam.edu.ar/ 7. Universidad Nacional de General San Martín (UNSAM) http://www.unsam.edu.ar/ 8. Universidad Nacional de Tres de Febrero (UNTREF) http://www.untref.edu.ar/ 9. Universidad Nacional de Rosario (UNR) http://www.unr.edu.ar/ 10. Facultad de Ciencias Exactas, Ingeniería y Agrimensura (FCEIA) http://www.fceia.unr.edu.ar/
The University Interconnection Networks Association ARIU The University Interconnection Networks Association (Asociación Redes de Interconexión Universitaria ARIU http://www.riu.edu.ar/) emerged in 1994 as a project of the Ministry of
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Education funded by the University Policies Secretariat and the World Bank, to give international interconnection and data output to all National Universities. Some of the ARIU’s universities (http://www.riu.edu.ar/instituciones.html) are part of Innova Red’s Technological Scientific Community in Argentina.
1. Universidad Nacional de Catamarca (UNCa) http://www.unca.edu.ar/ 2. Universidad Nacional de Cuyo (UNCUYO) http://www.uncu.edu.ar/ 3. Universidad Nacional de Entre Ríos (UNER) http://www.uner.edu.ar/ 4. Universidad Nacional de Formosa (UNF) http://www.unf.edu.ar/ 5. Universidad Nacional de General Sarmiento (UNGS) http://www.ungs.edu.ar/ 6. Universidad Nacional de Jujuy (UNJu) http://www.unju.edu.ar/ 7. Universidad Nacional de La Pampa (UNLPam) http://www.unlpam.edu.ar/ 8. Universidad Nacional de La Patagonia Austral (UNPA) http://www.unpa.edu.ar/ 9. Universidad Nacional de La Patagonia San Juan Bosco (UNPSJB) http://www.unp.edu.ar/ 10. Universidad Nacional de La Plata (UNLP) http://www.unlp.edu.ar/ 11. Universidad Nacional de La Rioja (UNLAR) http://www.unlar.edu.ar/ 12. Universidad Nacional de Lanús (UNLA) http://www.unla.edu.ar/ 13. Universidad Nacional de Lomas De Zamora (UNLZ) http://www.unlz.edu.ar/ 14. Universidad Nacional de Luján (UNLU) http://www.unlu.edu.ar/ 15. Universidad Nacional de Mar Del Plata (UNMDP) http://www.mdp.edu.ar/ 16. Universidad Nacional de Misiones (UNaM) http://www.unam.edu.ar/ 17. Universidad Nacional de Quilmes (UNQ) http://www.unq.edu.ar/ 18. Universidad Nacional de Río Cuarto (UNRC) http://www.unrc.edu.ar/ 19. Universidad Nacional de Salta (UNSa) http://www.unsa.edu.ar/ 20. Universidad Nacional de San Luís (UNSL) http://www.unsl.edu.ar/ 21. Universidad Nacional de Santiago Del Estero (UNSE) http://www.unse.edu.ar/ 22. Universidad Nacional de Tucumán (UNT) http://www.unt.edu.ar/ 23. Universidad Nacional de Villa María (UNVM) http://www.unvm.edu.ar/ 24. Universidad Nacional del Centro De La Pcia. De Bs.As (UNICEN) http://www.unicen.edu.ar/ 25. Universidad Nacional del Comahue (UNCOMA) http://www.uncoma.edu.ar/ 26. Universidad Nacional del Nordeste (UNNE) http://www.unne.edu.ar/ 27. Universidad Nacional del Noroeste de la Pcia. de BsAs (UNNOBA) http://www.unnoba.edu.ar/ 28. Universidad Nacional del Sur (UNS) http://www.uns.edu.ar/ 29. Universidad Tecnológica Nacional (UTN) http://www.utn.edu.ar/
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3.2.2 High Performance Computing National System SNCAD http://www.supercalculo.mincyt.gob.ar
The Instituto de Física de La Plata (CONICET – UNLP), the New Information Technologies Research Laboratory, (LINTI – UNLP), the Instituto de Investigación en Informática (LIDI – III LIDI – UNLP), the Distributed Systems Research Laboratory LISiDi (UNS), the Complex Systems Laboratory from Universidad de Buenos Aires (LSC – UBA), the Instituto Tecnológico Buenos Aires (ITBA), the Italian Hospital of Buenos Aires (HIBA), the Universidad Nacional de La Matanza (UNLAM), the Information Technologies Unit from Universidad Nacional de Río Cuarto (UNRC) and the INNOVA-T signed an agreement to establish the Argentinean e-Science Collaboration Network to promote GRID in research and education, both in public and private institutions, as well as the Argentinean GRID e- infrastructure, based on the experience acquired with the GISELA project (http://www.gisela- grid.eu). This collaboration network is integrated by members already engaged in GRID activities.
The Argentine Ministry of Scientific Research & Technology is promoting a national initiative, High Performance Computing National System (Sistema Nacional de Computación de Alto Desempeño SNCAD) which should lead to the National Grid Initiative (NGI). SNCAD just started.
Its current members are:
Instituto de Astronomia y Fisica del Espacio (Universidad de Buenos Aires UBA – CONICET) http://www.iafe.uba.ar/HOPE Facultad de Ciencias Exactas y Naturales (FCEyN – Universidad de Buenos Aires UBA) http://cecar.fcen.uba.ar/formulario.php HPC Cluster Rosario (CONICET) http://cluster.rosarioconicet.gov.ar/index.php Centro de Investigaciones del Mar y la Atmosfera (UBA CONICET) Centro Cálculo de Alto Desempeño (Universidad Nacional de Córdoba UNC) http://ccad.unc.edu.ar/servicios/ CECONEA (Universidad Nacional del Nordeste UNNE) http://gica.exa.unne.edu.ar Centro de Cálculo de Alto Desempeño (Universidad Nacional de Río Cuarto UNRC) GFC / GEMA (Universidad Nacional de La Plata UNLP) http://www.gfc.ing.unlp.edu.ar/ GTIC (Argentine Atomic Energy Commission CNEA) 168.96.64.54:8080 UnCaFiQT-- Unidad de Cálculo para Física y Química Teórica (Universidad Nacional de La Plata UNLP-CONICET) calculo.inifta.unlp.edu.ar
Source: http://www.supercalculo.mincyt.gob.ar/pdfs/Adheridos_SNCAD.pdf
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3.2.3 RedCLARA Latin American Advanced Networks Cooperation http://www.redclara.net
RedCLARA Latin American Cooperation of Advanced Networks (Cooperación Latino Americana de Redes Avanzadas) is a non-profit International Law Organisation, which came into existence on 23 December 2003.
The RedCLARA vision is to serve as a Latin American collaboration system by means of telecommunications advanced networks for research, innovation, and education.
RedCLARA develops and operates the only Latin-American advanced Internet network that was established for regional interconnection and linked to GÉANT2 (pan European advanced network) via the ALICE Project (which – until March 2008 – was co-funded by the European Commission through its @LIS Programme) in 2004.
Its members are: Bolivia, Argentina, Brazil, Colombia, Costa Rica, Chile, Ecuador, El Salvador, Guatemala, Mexico, Panama, Paraguay, Peru, Uruguay and Venezuela.
RETINA was the Argentinean National research and education network until early 2007, when InnovaRed was created. RETINA was a project of the Asociación Civil Ciencia Hoy. Its mission was to satisfy the communications necessities of the Argentine academic community.
It operated from 1990 until 2006 and it connected the scientific and academic sector to the Internet in March of 1994. At the end of its period RETINA served 80% of the research Argentinean community. From 2001 until its end, RETINA administered the RETINA2 project, implementing access to Internet2 and to the Advanced Academic Networks of the world, and promoting the development of these networks in Argentina.
4. Copyright laws in Argentina
4.1 The Law
The Constitution of the Argentine Nation Section 17 introduced the first copyright law in 1853: “Every author or inventor is the exclusive owner of his work, invention or discovery for the term granted by law.” http://www.senado.gov.ar/web/interes/constitucion/english.php
Law No. 11.723 of September 28, 1933 – Legal Intellectual Property Regime http://www.wipo.int/wipolex/en/text.jsp?file_id=124710 (pdf file in English)
Article No. 5 states:
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Ownership of intellectual works shall fall to the authors thereof during their lifetime, and to their heirs or legal successors for 70 years starting from January 1 of the year following the author’s death.
In cases of works of collaboration, this period shall begin from January 1 of the year following the death of the last collaborating party. For posthumous works, the 70 year period shall begin from January 1 of the year following the death of the author.
In cases where an author dies without leaving any heirs, and his estate is declared to be vacant, the rights to which the author is entitled over his works shall pass to the State for the whole of the relevant legal period, without prejudice to the rights of third parties.
Article 8:
The ownership of anonymous intellectual works belonging to institutions, corporations or legal persons shall last for 50 years from the date of publication of those works.
Article 34:
For photographic works, the duration of the right of ownership shall be 20 years from the date of first publication.
Without prejudice to the conditions and protection of the original works reproduced or adapted for films, the duration of the right of ownership for cinematographic works shall be 50 years from the date of first publication. The date and place of publication, and the name or mark of the author or publisher, shall be inscribed on the photographic work or film, while the reproduction of a photographic or cinematographic work may not be subject to the criminal action established in this Law.
4.2 National Copyright Directorate
National Copyright Directorate (Dirección Nacional del Derecho de Autor DNDA http://www.jus.gob.ar/derecho-de-autor.aspx)
The DNDA invites any public or private entity with a cultural role in the different provinces of Argentina, to register their work through their National Programme Approach to Authors.
Legislation: http://www.jus.gob.ar/derecho-de-autor/legislacion.aspx
Services: http://www.jus.gob.ar/tramites-y-servicios/derecho-de-autor.aspx
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Copyright International agreements Montevideo Treaty on Literary and Artistic Property, 1889 (Ratified by Law 3192). unesdoc.unesco.org/images/0015/001554/155495eb.pdf Buenos Aires Convention, 1910 (Ratified by Law 13.585). Inter-American Convention on the Rights of the Author in Literary, Scientific and Artistic Works, Washington, 1946 (Ratified by Law 14.186). http://www.wipo.int/wipolex/en/other_treaties/text.jsp?file_id=215229 Universal Copyright Convention, Ginebra, 1952 (Ratified by Decree – Law 12.088/57). http://www.wipo.int/wipolex/en/other_treaties/text.jsp?file_id=172836 Berne Convention for the Protection of Literary and Artistic Works, Berna, 1886 – Acta de Bruselas, 1948 (Ratified by Law 17.251). http://www.wipo.int/treaties/en/ip/berne/trtdocs_wo001.html Paris Act, 1971 (Ratified by Law 22.195). http://www.wipo.int/treaties/en/notifications/berne/treaty_berne_34.html Convention Establishing the World Intellectual Property Organization, París, 1971. Enmendado en 1979 (Ratified by Law 22.195). http://www.wipo.int/treaties/en/convention/trtdocs_wo029.html Convention for the Protection of Producers of Phonograms Against Unauthorized Duplication of Their Phonograms, Ginebra 1971 (Ratified by Law 19.963). http://www.wipo.int/treaties/en/ip/phonograms/trtdocs_wo023.html The Rome Convention for the Protection of Performers, Producers of Phonograms and Broadcasting Organisations, Rome, 1961; Ginebra, 1987 (Ratified by Law 23.921). unesdoc.unesco.org/images/0008/000844/084433EB.pdf Treaty on the International Registration of Audiovisual Works, Ginebra 1989 (Ratified by Law 24.039). http://www.wipo.int/treaties/es/ip/frt/trtdocs_wo004.html The Agreement on Trade Related Aspects of Intellectual Property Rights (TRIPS) (Ratified by Law 24.425). http://www.wto.org/spanish/docs_s/legal_s/27-trips.pdf WIPO Copyright Treaty, Ginebra, 1996 (Ratified by Law 25.140). http://www.wipo.int/treaties/en/ip/wct/trtdocs_wo033.html WIPO Performances and Phonograms Treaty (WPPT), Ginebra, 1996 (Ratified by Law 25.140). http://www.wipo.int/treaties/en/ip/wppt/trtdocs_wo034.html
4.3 Piacet Foundation
(Intellectual Property applied to the development of Arts, Cultures, Business and Technology) The Piacet Foundation is the first in north-eastern Argentina of its kind and will be based in Resistencia where various non-profit activities are conducted. The society was officially
Iris Velazquez 23 February 2013 OER in Argentina launched on 26 April of 2011, on the World Intellectual Property Day, in celebration of the entry into force in 1970 of the agreement establishing the World Intellectual Property Organization (WIPO).
The foundation promotes the maximum utilization of intangible assets available to traders and businessmen, from human resources and knowledge to inventions, trademarks, designs and other products of creativity and innovation that are often more valuable than physical assets.
In 2012 it looked for its inclusion into DNDA’s National Programme Approach to Authors.
Source: http://www1.hcdn.gov.ar/proyxml/expediente.asp?fundamentos=si&numexp=2314- D-2011
4.4 Creative Commons
Creative Commons is a non-profit organization that enables the sharing and use of creativity and knowledge through free legal tools.
Creative Commons licences are not an alternative to copyright. They work alongside copyright and enable people to modify their copyright terms to best suit their needs.
The Argentinean team (http://www.creativecommons.org.ar), came on board late last year and is headed up by Beatriz Busaniche and Patricio Lorente out of institutional partners Wikimedia Argentina and Fundación Vía Libre. Wikimedia Argentina supports the local Wikimedia community and promotes projects for the dissemination of free content and wiki- culture. Meanwhile, the non-profit Fundación Vía Libre works closely with the free software community and is committed to spreading knowledge and sustainable development.
4.4.1 Wikimedia Argentina http://www.wikimedia.org.ar/
Wikimedia Argentina is a private non-profit organization that shares the goals of the Wikimedia Foundation and promotes its action in Argentina. It was formed in 2007. The Wikimedia Foundation is a non-profit organization located in the United States that operates and maintains collaborative projects like Wikipedia, Wiktionary, Wikiquote, Wikibooks, Wikisource, Wikimedia Commons, Wikispecies, Wikinews, and Wikiversity.
Wikimedia Argentina is a legal entity and financially independent of the Wikimedia Foundation. It does not represent the Foundation, it does not host their projects, nor has it any right of publication or copyright on them.
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4.4.2 Fundación Vía Libre http://www.vialibre.org.ar/
Free Path Foundation maintains contact with media to reach the general public with updated information on aspects of new technologies that affect their lives and their rights as citizens. It works with legislators in various countries of Latin America, talking with them about the social, political, and economic implications of computing and communications technologies, and supporting them in developing bills that are appropriate to their nature, defending the rights of citizens and the principles of democracy.
Fundación Vía Libre’s projects FLOSSWorld: The project, funded by the European Union, aims to strengthen Europe's leadership in the investigation of FLOSS (Free / Libre / Open Source Software – better known in Latin America simply as "Free Software"), building a comprehensive partnership with partners in Argentina, Brazil, Bulgaria, China, Croatia, India, Malaysia and South Africa. Artificial monopolies on Intangible Assets (Monopolios Artificiales sobre Bienes Intangibles MABI) is a Fundación Vía Libre project that has the support of the Heinrich Boell Foundation of Germany and Argentina’s Sustainable Programme, through its counterpart CTERA, Confederation of Education Workers of Argentina. Science, Education and Learning in Freedom, SELF, was funded by the European Union. It is an international project that plans to provide a platform to share and create free materials for education and training in Free Software and Open Standards. Communications for Sustainable Southern Cone (Comunicaciones para Cono Sur Sustentable). The Southern Cone Programme addresses social, environmental, and sustainable development policies, studies and debates on agriculture, energy, trade, and social equity. The programme is an initiative of citizen organizations in Brazil, Chile, Uruguay and most recently, Argentina.
4.5 GNU Free Documentation License http://www.gnu.org/copyleft/fdl.html
GNU was launched by Richard Stallman (rms) in 1983, he remains the Chief GNUisance today. The purpose of this Licence is to make a manual, textbook, or other functional and useful document "free" in the sense of freedom: to assure everyone the effective freedom to copy and redistribute it, with or without modifying it, either commercially or no commercially. Secondly, this Licence preserves for the author and publisher a way to get credit for their work, while not being considered responsible for modifications made by others.
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GNU in Argentina Argentina's administrative territory is divided into twenty-three political autonomous states called provinces. These provinces develop their own educational policy, attending just to certain basic guidelines from the National Government. This allows educational institutions to adapt their curricula to their local needs.
One educational institution in Argentina is using Free Software according to the GNU website: in the Evangelical Christian School Neuquén (ECEN), an elementary teacher with little technical skills manages to get her school to completely migrate to Free Software on the grounds that proprietary software is against the moral and ethical values promoted by the school. More information: http://www.gnu.org/education/edu-cases-argentina-ecen.html
In early June 2012, thanks to Fundación Via Libre (http://www.vialibre.org.ar/) and the Centro de Estudiantes “Nuevo Espacio” (http://www.cece.org) Dr. Stallman went to Rio Negro, Argentina, where he provided support for the initiative of the provincial government to pass a Law of Free Software. Then, on Friday, June 8th he gave a conference at the Facultad de Ciencias Económicas of the Universidad de Buenos Aires (UBA). Source: http://blog.gnusolidario.org/2012/06/richard-stallman-in-argentina.html
5. OER Initiatives in Argentina (REA)
5.1 International initiatives
5.1.1 Oportunidad Project http://oportunidadproject.eu/
The project’s overall objective is contributing to strengthen and sustain the EU-LA Common Higher Education Area, through a bottom-up approach, by the increasing use of open educational practices and resources (OEP & OER). Specific objectives are to:
Raise awareness and widen HEI participation in open educational practices and resources Define the OER Agenda for the re-use of OER at HE institutional level Define a mid-term strategic roadmap for the implementation of the OER Agenda at local- institutional level according to the local, cultural and institutional needs and strategies Teach how to use and reuse OER in a pedagogically-rich context and improve their digital competences Pilot start-up open educational practices and offer to students flexible and up to date open contents and learning paths, with a linkage to the international community and the needs of the job market.
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Argentinean universities that are in the Oportunidad project’s network are:
Universidad Austral www.austral.edu.ar/ Universidad Católica de Santa Fé www.ucsf.edu.ar/ Universidad de Palermo www.palermo.edu/ Universidad del Salvador www.usal.edu.ar/ Universidad Nacional de San Luis www.unsl.edu.ar/ Universidad de Ciencias Empresariales y Sociales www.uces.edu.ar/
Duration of the action: from1 January 2012 to 30 June 2014
OEP Agenda: http://www.oportunidadproject.eu/index.php?option=com_docman&task=doc_download&gid =10&Itemid=190
Compendium: http://www.oportunidadproject.eu/index.php?option=com_docman&task=doc_download&gid =9&Itemid=190
5.1.2 MIT OpenCourseWare http://mit.ocw.universia.net/index.htm
The Massachusetts Institute of Technology MIT, its team OpenCourseWare, and Universia have created a new website that aims to facilitate access to educational resources to Spanish and Portuguese speaking academics to promote free access to knowledge via the Internet. Students, self-learners, and teachers can access these valuable materials translated into their respective languages.
List of courses: http://mit.ocw.universia.net/all-courses.htm
Website in English: http://ocw.mit.edu
MIT OpenCourseWare is a publication of materials from the Massachusetts Institute of Technology study. It is free and open to all. It is not a programme offering a degree and it is not equivalent to an education at MIT.
5.1.3 CLACSO’s Virtual Library Network of Social Sciences in Latin America and the Caribbean http://www.biblioteca.clacso.edu.ar/
Located in Buenos Aires, Argentina, CLACSO, in collaboration with more than 300 members in 20 countries in Latin America and the Caribbean, promotes open access to results of publicly funded research.
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Currently, it has more than 30,000 full-text articles, papers, books, and lectures published by CLACSO network using Greenstone.
CLACSO has signed the Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities.
CLACSO Campaign CLASCO campaign was launched during the Assembly in Cochabamba (October 2009). It supports the open access of academic and scientific knowledge, aiming to increase awareness among members and centring on the impact, visibility and accessibility of research results in the repositories and digital libraries.
List of activities: http://www.biblioteca.clacso.edu.ar/accesoabierto (In Spanish)
5.1.4 Virtual Campus of Public Health CVSP http://www.campusvirtualsp.org
Red REA/OER The Virtual Campus of Public Health is available to all in the health community specializing in public health. Any professional can use it to support his activity and can participate in the virtual classroom, see learning objects, create courses, presentations, or videos (using Moodle Elluminate, MyMLE-Moodle Móvil and eXelearning), and add them to the Campus.
Red REA/OER is a project of the Pan American Health Organization, led by the Virtual Campus of Public Health (CVSP) and the Virtual Health Library (BVS) and supported by the Global Health Workforce Alliance (GHWA), Canadian International Development Agency (CIDA), the Spanish Agency for International Cooperation (AECID) and the Health Network of Cuba (INFOMED).
The countries involved in this project are Argentina, Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, Spain, Mexico, Paraguay, Peru, And Uruguay.
Its repository has around 7433 OER objects: http://search.bvsalud.org/cvsp/index.php
Argentina’s virtual campus of public health: http://argentina.campusvirtualsp.org/
5.2 National or regional initiatives
5.2.1 Possible Worlds (Mundos Posibles) http://mundosposibles-ale.blogspot.com.ar
This blog supports and works in parallel to the group "Possible Worlds". This group is composed of some pre-school to high school education teachers that have a desire to learn
Iris Velazquez 28 February 2013 OER in Argentina the use of some tools offered by the Web to try to grasp the changes that the new knowledge society imposes on them.
5.2.2 UNESCO International Institute for Educational Planning, Buenos Aires (Instituto Internacional de Planeamiento de la Educación IIPE) http://www.iipe-buenosaires.org.ar
IIPE’s mission is to strengthen the capacity of countries to plan and manage their education systems through training to fit different needs. A variety of possibilities are provided: full-year courses, shorter intensive training, and distance education. It also does research to provide methodological and technical support to policy-makers, and gives technical assistance with tailored programmes to meet countries' specific needs.
IIEP does not provide fellowships, grants, or other direct support to individuals.
IIEP – Buenos Aires is the first regional headquarters created by IIEP. Its creation is based on the specifics of the Latin American situation and it has particular interest in the process of educational transformation being carried out by most of the countries of the region. The primary role of IIEP Buenos Aires is to promote the development of a quality education for all.
Virtual IIPE http://www.virtual.iipe.unesco.org/
Through its technology platform, Virtual IIEP offers various training strategies for governmental officials, managers, supervisors, and others involved in the education system, such as researchers, experts, and journalists.
The IIEP Specialized Virtual is institutional. It takes place through agreements between IIEP- UNESCO Buenos Aires and the organization / institution concerned.
IIEP Virtual can develop training offers completely online or with varying degrees of face-to- face meetings and evaluation (blended learning). The technological tools of the virtual platform IIEP-UNESCO Buenos Aires also can be used as support strategies for courses, seminars, and discussion forums
Some of the IIEP-UNESCO Buenos Aires publications are:
Integration of Information Technology and Communication in Education Systems. Co published with the Ministry of Education, Science and Technology/PROMSE Argentina, 2006
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Public policies for the inclusion of ICT in education systems in Latin America – Results of the @lis INTEGRA. Co published with @lis EuropeAid – Cooperation Office, Argentina, 2007 Tools for managing ICT educational projects. Co published with @lis EuropeAid – Cooperation Office. Buenos Aires. 2007 "ICT in the classroom to the political agenda." Co UNICEF publication. 2008. Papers from the International Seminar "How to transform schools ICT", which took place in Buenos Aires on 25 and 26 April 2007 The 1-1 model: a commitment to quality and educational equality. Managing ICT in school: new institutional formats. María Teresa Lugo; Valeria Kelly. Published jointly with the Ministry of Education of Argentina, Argentina, 2011.
5.2.3 Fundación Evolución (FE) http://fundacionevolucion.org.ar iEARN-Argentina – Red TELAR has been active since 1989 (http://www.telar.org). Starting in Patagonia, iEARN-Argentina has worked with the Ministry of Education to expand iEARN to hundreds of schools up to secondary education across the country. iEARN Argentina provides teachers with ongoing face to face and online professional development opportunities and support to help them expand their teaching skills and learning opportunities for their students. iEARN Argentina – Red TELAR, is administered and sponsored by Fundación Evolución, NGO which works to promote equal educational opportunities by integrating new technologies in Argentine classrooms, through Teacher Training, Research initiatives and Students competitions. With support from the Ministry of Education, iEARN-Argentina hosted the first annual iEARN International Teachers Meeting in 1994.
Evolution Foundation (FE) promotes pedagogical integration of Information Technology and Communication (ICT) in educational settings. It is registered with the General Inspectorate of Justice (IGJ) in Argentina under the number 0097/94.
Nearly 20,000 students and 1,200 teachers in Argentine schools annually participate in one or more of the FE projects. Since 2001, more than 80,000 teachers have been trained in the pedagogical use of ICT.
Among other honours, in 2006 FE won the Encouraging Education Award from the Harvard Club-Argentina.
Publications: http://fundacionevolucion.org.ar/sitio/publicaciones/
Tutorials: http://fundacionevolucion.org.ar/sitio/tutoriales/
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5.2.4 Open Access Week in Argentina http://accesoabiertoargentina.caicyt.gov.ar
The Argentina Representation of the Pan-American Health Organization – World Health Organization (OPS-OMS), the Argentine Center of Scientific and Technological Information of the National Council of Scientific and Technical Research (CAICYT – CONICET) and the Electronic Library of Science and technology, from the Ministry of Science, Technology, and Innovation, organize annually the Open Access Virtual Day in Argentina.
The event first took place on 1 November 2012 presenting Open Access’ theoretical analysis, experiences, and national initiatives via Elluminate virtual platform (Blackboard), enabling the participation of researchers, technologists, scholars, officials and decision- makers, scientific publishers, librarians, teachers, undergraduate, and postgraduate students nationwide.
Videos: http://www.youtube.com/playlist?list=PL6hS8Moik7kvQ_4Qr83G6wdQWR8AdvsiP
5.2.5 BIBHUMA’s Academic Memory (Memoria Academica) (at the National University of La Plata – Institutional Repository) http://bibhumaesaa.fahce.unlp.edu.ar/
The Open Access to scientific and technological production is the free online availability of this type of material and implies that users can, for free, read, download, copy, distribute, print, search, or link full scientific articles, and use them for scientific research, education or public policy management, with no legal or technical economic barriers. The only condition posed by this model is to give their authors control over the work integrity and the right to be properly acknowledged and cited. (http://www.openaccessweek.org/)
BIBHUMA has adhered to this proposal since 2009, and participated in the Open Access Week with different activities, promoting open access in its field and spreading its institutional repository “Academic Memory” (http://www.memoria.fahce.unlp.edu.ar/ – using Greenstone and Plone and implementing the OAI-PMH protocol.) BIBHUMA is the "Professor William Obiols" Library of the Humanities and Education Faculty of at the National University of La Plata.
5.2.6 Intellectual Creation Dissemination Service (Servicio de Difusión de la Creación Intelectual SeDiCI – at the National University of La Plata – Institutional Repository) http://sedici.unlp.edu.ar/
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SeDiCI is the Institutional Repository of the National University of La Plata (UNLP) created to house, preserve and give visibility to the productions of the academic units of the University.
SeDiCI was created in 2003 and since then its stock has grown exponentially, currently hosting over 1000 graduate thesis, over 2900 postgraduate theses and about 10,000 items, many of them in full text. SeDiCI also hosts magazines produced by different laboratories, research institutes, and centres in the university and other publications related in one way or another to this graduate school.
The repository is supported and guided by the Open Archives Initiative (OAI http://www.openarchives.org/), in pursuit of free movement and socialization of knowledge.
The UNLP also features an electronic magazine with resources to create publications using the Open Journal System: http://revistas.unlp.edu.ar/index.php/taller/issue/view/18/showToc
5.2.7 SciELO – Scientific Electronic Library Online http://www.scielo.org.ar
SciELO is an electronic library that forms a network of Latin American collections of open access full-text journals, free of charge. SciELO has over 100 magazines and 900 articles using Open Journal Systems.
It is a BIREME initiative (Brazil), funded by the Foundation for Research Support of São Paulo (FAPESP). In Argentina the National Council for Scientific and Technical Research (CONICET) and the Argentine Centre of Scientific and Technological Information (CAICYT http://www.caicyt.gov.ar/) contribute to its management and evaluation.
5.2.8 Cartapacio – Legal Publications Portal http://www.cartapacio.edu.ar
It hosts the Law Higher School publications of the Universidad Nacional del Centro de la Provincia de Buenos Aires (UNICEN) using Open Journal Systems.
Its publications are:
Law Satchel http://www.cartapacio.edu.ar/ojs/index.php/ctp Law Review of the Centre http://www.rjc.org.ar/ Research and teaching http://www.cartapacio.edu.ar/ojs/index.php/iyd/index Law Review Research Centre in Philosophy http://www.cartapacio.edu.ar/ojs/index.php/centro/index Journal of Social Sciences http://www.cartapacio.edu.ar/ojs/index.php/rcicso/index
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Bioethics and Biolaw http://www.cartapacio.edu.ar/ojs/index.php/byb/index
5.2.9 Digital Library of the Universidad Nacional de Cuyo – Institutional Repository http://bdigital.uncu.edu.ar/
The Digital Library of the National University of Cuyo stores the scientific, academic, artistic, and cultural UNCuyo’s production in digital format. Digital Object Published: 3310
It includes:
Books Theses (graduate or undergraduate) Periodicals (Magazines university) Progress reports and research projects Documentaries (audio and video) Interviews (audio and video) Campus Events (audio and video) Highlighted NU (audio and video) Various of documents that have been generated from different institutions in the UNCuyo for research, extension and teaching.
The UNCuyo’s Digital Library uses Creative Commons licences that allow the maintenance of production while facilitating the use and distribution of the work under the conditions that the author specifies, and implements the OAI-PMH protocol.
5.2.10 RICABIB: the Digital Repository of Centro Atómico Bariloche and Instituto Balseiro http://ricabib.cab.cnea.gov.ar
RICABIB is an open access digital collection of scientific and technological research developed by the Leo Falicov Library to centralize, preserve, disseminate, and make known the scholarly works of students and researchers.
RICABIB is part of a major global system of distributed linked repositories, based on the OAI (Open Access Initiative) protocol, providing the foundation for a new model of scientific communication.
The site is powered by EPrints 3, free open source software, developed by the University of Southampton.
The contents covers all the research fields carried out in the institution and published in various types of documents, such as: journal articles, book chapters, working documents,
Iris Velazquez 33 February 2013 OER in Argentina conference documents, theses, courseware, datasets and any other unique full text digital document.
It has around 180 theses.
5.2.11 Gleducar – Civil Association http://www.gleducar.org.ar
Gleducar is a community of teachers, students, and education activists interested in collective work, cooperative knowledge construction, and their free distribution.
Gleducar works in the field of free education and supports:
Creating Open Educational Resources, and developing platforms for their production. Intellectual Property, discussing its implications, promoting discussion in the field of education and spreading the ideas of Copyleft, open licences and open content. Free Technologies, promoting the use of Free Software, Free Hardware and open file formats in education. Education Policy, encouraging citizens to participate in official educational policy discussions on ICTs. Open Access, promoting the production and distribution of unrestricted scientific and academic knowledge. Distributed Networks, supporting and promoting peer networks (P2P) to share all kinds of information. Educational Innovation, practising and discussing teaching practices such as Critical Pedagogy, Popular Education, self-training, etc.
Gleducar’s resources: Chat: http://chat.gleducar.org.ar/old/irc.cgi Email lists: http://www.gleducar.org.ar/comunidad/listas-de-correo/ Gleduwiki: http://wiki.gleducar.org.ar/index.php/P%C3%A1gina_Principal Community: Gleduwiki: http://wiki.gleducar.org.ar/index.php/P%C3%A1gina_Principal Training: http://www.gleducar.org.ar/recursos/capacitacion/ (links not working) Photos: http://fotos.gleducar.org.ar/ Virtual campus: http://campus.gleducar.org.ar/
Gleducar’s projects: Sowing Liberty, currently working on the development of a popular book on Free Software for children, whose authors are teachers from Argentina, Chile, Uruguay, Ecuador, Mexico and Spain. http://www.sembrandolibertad.org.ar/
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Project 3. This project started at 2008, as a joint initiative of Gleducar, the San Cayetano School of Crafts and the Equity Foundation. The goal is to provide schools and libraries with recycled computers with free software and to create a paradigm shift in the use, acquisition and generation of technology. http://www.gleducar.org.ar/proyectos/proyecto- 3/ My First Robot 2.0 seeks to form a forum for exchange of knowledge and experience in robotics and electronics. www.miprimerrobot.org.ar (link not working) Forbidden Education is a project by young people who have embarked on an investigation covering 8 countries by interviewing more than 90 educators of educational alternatives. http://www.educacionprohibida.com Free Schools. The website focuses on the main news in the field of free education and free software for educational use. http://www.escuelaslibres.org.ar In mid-2004, Educ.Ar (the Argentinean official education portal) approached Gleducar and SoLAr authorities to realize a CD for the series "Educ.ar Collection", with free software for teachers. Activities with Free Software CD is an interactive CD where teachers can explore texts about the Free Software movement in computing, internet and education, incorporating suggestions for classroom activities at all levels of the education system. http://proyectos.gleducar.org.ar/cd7-educar/ ArgenClic is a project with the aim of forming a Latin American network of collaboration and exchange between teachers and students using educational software Clic 3.0 and JClic. http://argenclic.org.ar/
Gleducar is linked with Educalibre in Chile (http://educalibre.cl/), Free Software Users Argentina USLA (http://drupal.usla.org.ar/) and Free Path Foundation (http://www.vialibre.org.ar/)
5.2.12 Other open access resources or organizations in Argentina List of open access resource or organization in Argentina, according to the Open Access Map, that charts the growth and development of open access globally.
Source: http://www.openaccessmap.org/list/?q=argentina
Universidad Nacional de Mar del Plata UNMdP Nülan – Promotion and Public Outreach of Academic and Scientific Knowledge Portal from the Faculty of Economics and Social Sciences. http://nulan.mdp.edu.ar/
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Pontifical Catholic University of Argentina UCA Institutional repository http://bibliotecadigital.uca.edu.ar/greenstone/cgi-bin/library.cgi Universidad Nacional de Mar del Plata UNMdP School of Psychology Repository http://rpsico.mdp.edu.ar/jspui/ Digital Library – Grain Exchange Institutional repository http://bibliotecadigital.bolsadecereales.com.ar/greenstone/cgi-bin/library.cgi Naturalis, Institutional repository of the Faculty of Natural Sciences and Museum of the National University of La Plata UNMdP http://naturalis.fcnym.unlp.edu.ar/ DIGITAL FAUBA: scientific and academic Institutional Repository of the Faculty of Agriculture, University of Buenos Aires UBA http://ri.agro.uba.ar/cgi-bin/library.cgi Digital Library of the Faculty of Natural Sciences, University of Buenos Aires (UBA- FCEN) http://digital.bl.fcen.uba.ar/gsdl-282/cgi-bin/library.cgi University of Business and Social Sciences UCES Institutional repository http://dspace.uces.edu.ar:8180/dspace/ Digital Repository at the University of San Andrés UdeSA http://repositorio.udesa.edu.ar/jspui/ Digital Library of the National Commission for the Right to Identity CONADI http://conadi.jus.gov.ar/gsdl/cgi-bin/library Periodical Publications of the National University of the Coast (Litoral) UNL http://bibliotecavirtual.unl.edu.ar:8180/publicaciones/ Library of Theses of the National University of the Coast (Litoral) UNL http://bibliotecavirtual.unl.edu.ar:8180/tesis/ Library for the People. Civil Association Epimeleia http://bibliotecaparalapersona-epimeleia.com/greenstone/cgi-bin/library.cgi Digital Library of the National Library of the Teacher BNM http://www.bnm.me.gov.ar/cgi- bin/wxis.exe/opac/?IsisScript=opac/bibdig.xis&dbn=UNIFICA&ver_form=6 Hypermedia Repository of the National University of Rosario UNR http://rephip.unr.edu.ar
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Final papers Repository of the Industrial Design Workshop (Galan Chair) of the Universidad de Buenos Aires UBA http://diana.fadu.uba.ar Insitutional Repository National University of Salta UNSa http://ediblio.unsa.edu.ar
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