| Résumé | Open Educational Resources (OER) have been traditionally defined as educational contents that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution. As the nature of educational content changes with new technology, however, so does the nature of OER. This paper explores the impact of four major types of technology on our understanding of OER: cloud infrastructure, open data, artificial intelligence, and decentralized networks. It is argued that these technologies result in a model of dynamic and adaptive resources that will be created at the point of need and will draw on constantly changing requirements and data sources. They will be created through distributed community-based processes, and they will support a pedagogy based on supporting student experiences rather than content transmission. As a result, the emphasis on content publication and licensing will decrease, while questions of access and interoperability will move to the fore.
传统上，开放教育资源被定义为存在于公共领域或者根据开放许可协议发布允许他人不受限制或者受到有限限制免费获取、使用、改编和再分配的教育内容。然而，教育内容的性质随着新技术的出现而发生变化，开放教育资源的性质也随之发生变化。本文讨论四种主要技术对我们理解开放教育资源的影响，即云基础设施、开放数据、人工智能和内容寻址。文章认为，这些技术催生了一种动态和自适应的资源模式，这种资源按需创建，并根据不断变化的要求和数据源而变化。资源的创建过程是分布式、基于社区的过程，支持旨在提升学生体验而非内容传输的教学法。因此，内容出版和授权许可的重要性将受到削弱，而其获取和互用性则会成为关注热点。 |
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