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    By: Ross GardlerAs a part of collection: "The Impact of Open Source Software on Education"

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Kim Tucker - Introduction - FLOSS, OER, Equality and Digital Inclusion

Module by: Ken Udas. E-mail the author

Summary: Introduction to Kim Tucker's contribution to the "OSS and OER in Education Series." In this post, he will be writing on a number of related topics that integrate Free Libre Open Source Software (FLOSS) and free knowledge and equality in education, while also posing questions about what we mean by equality in education and the implications for digital inclusion. The term “libre” distinguishes freeware (gratis software) from free software, which encompasses use, modification, and distribution.

Kim Tucker - Introduction

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Kim will be writing on a number of related topics that integrate Free Libre Open Source Software (FLOSS) and free knowledge and equality in education, while also posing questions about what we mean by equality in education and the implications for digital inclusion. The term “libre” distinguishes freeware (gratis software) from free software, which encompasses use, modification, and distribution.

Kim is currently working as a researcher at the Meraka Institute, managed by the Council for Scientific and Industrial Research (CSIR) in South Africa. The main focus of his research is the introduction of technology and collaborative learning opportunities, and FLOSS for knowledge sharing and education. Kim also provides general advocacy of FLOSS and libre knowledge. His background includes some cognitive psychology, computer science lecturing, environmental decision support-systems development and other aspects of software development (Java, architecture, patterns, agile methodologies, etc.), and conservation biology (M.Sc.). Given this background, he has an interest in knowledge patterns, collaboration, and knowledge transfer across disciplines. In the context of Open Educational Resources (OER) he likes to promote the concept of “libre learning,” emphasizing the freedoms that users of OERs (or, rather, “libre” resources) should enjoy to permit unrestrained social constructivist (student-driven) learning in the emerging “rip, mix, and share” culture.

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