OER Knowledge CloudWeb ArticleDownes, StephenOpen 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.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.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.20192019/07/05Stephen Downes: Knowledge, Learning, CommunityCanadahttps://www.downes.ca/cgi-bin/page.cgi?post=69682yesartificial intelligencecloudcontent addressable resources for education (CARE)decentralized networksinteligencia artificiallicenciaslicensingnubeOpen Educational Resources (OER)recursos direccionables de contenido para educación (CARE)Recursos educativos abiertos (OER)redes descentralizadas开放教育资源（OER），许可，云，人工智能，去中心化网络，教育内容可寻址资源（CARE)IJOER-Spring-2019-A-Look-at-the-Future-final-06232019.pdfhttps://www.downes.ca/cgi-bin/page.cgi?post=69682Canada, North America