@inbook {
	title = {OERopoly: Collaborative learning about Open Educational Resources through game-playing},
	year = {2012},
	month = {03/2012},
	author = {Connolly, Teresa},
	editor = {Connolly, Teresa and Okada, Alexandra and Scott, Peter J.},
	keywords = {web 2.0, OER best practices},
	publisher = {IGI Global},
	pages = {391-409},
	issn = {ISBN13: 9781466603004, ISBN10: 1466603003, EISBN13: 9781466603011},
	abstract = {The Open Educational Resources (OER) community supports the belief that knowledge is a public good and, combined with technological advancement, can provide an extraordinary opportunity to help equalize the distribution of high-quality knowledge and educational opportunities for everyone in the world. This chapter’s hypothesis centres on the premise that: “The OER ecology does not seem to be widely adopted or understood and that game-playing has the potential to raise awareness and improve understanding of such relationships in an entertaining manner, while engaging in a deep discussion about OER best practices.” To address this hypothesis, the authors present OERopoly, a game that has been designed and developed to raise awareness about OER. They set out to assess game-playing as a means of improving collaborative learning opportunities around OER projects through this OER ecology: the OER projects themselves, the online communities, and the Web 2.0 technologies used by OER projects.},
	doi = {10.4018/978-1-4666-0300-4.ch021},
	url = {http://www.igi-global.com/chapter/oeropoly-collaborative-learning-open-educational/64417},
}