The Journal Club 3.0: a qualitative, multi‐site study examining a new educational paradigm in the era of open educational resources

O presente artigo relata a concepção de uma revista online de Educação para o Século XXI: REAeduca, sustentada na filosofia dos Recursos Educacionais Abertos. A sua origem encontra-se no desenvolvimento de uma atividade da unidade curricular Materiais e Recursos para E-Learning, do mestrado em Pedagogia do E-Learning da Universidade Aberta em Portugal. A metodologia seguiu a seleção do tema, o planejamento da revista e a revisão de literatura sobre a temática em foco para atingir-se uma revista cientificamente fundamentada e a criação efetiva da revista online. Composta por abordagens temáticas variadas e concebida em uma página web, apresenta outras referências para a temática em estudo. O efeito do projeto foi extremamente satisfatório, quer pelos testemunhos recolhidos na página da revista, quer pelas partilhas nas redes sociais nas quais a revista foi compartilhada. Os resultados foram triangulados e evidenciam o movimento de recursos educacionais abertos como pilar de uma mudança do paradigma educativo, que integra tecnologia e metodologia, rumo a melhorias tanto para a prática docente quanto para o estudante. Com o desenvolvimento da revista, adaptações foram necessárias, como a evolução do nome para a-REAeduca, com o prefixo alusivo à abertura da informação e do conhecimento na sociedade em rede em que vivemos, e o seu alargamento em três domínios: acadêmico, organizacional e didático-pedagógico, entre outras conquistas. Palavras-chave: Recursos educacionais abertos, Educação online, Educação aberta, Revista de Educação, Sociedade em rede, Projetos educativos. a-REAEDUCA - Journal of Education for the 21st Century: think, develop and create an OER AbstractThis article focuses on the design of an online journal of Education for the 21st Century - REAeduca, supported by open educational resources philosophy. Its origin lies in the development of an activity of the course unit Materiais e Recursos para E-Learning, of the Master in E-Learning Pedagogy by the Universidade Aberta, Portugal. The methodology followed the theme selection, the journals planning and a content analysis on the subject in focus, to achieve a scientifically based magazine, and the effective creation of the online journal. Consisting of various thematic approaches and designed in a web page with other references to the topic under study. The effect of the project was extremely satisfactory, either by the evidence gathered in the journal page, or by shares in the social networks in which the journal was shared. The results show that the movement of Open Educational Resources as a pillar of the change of the educational paradigm that integrates technology and methodology towards improvements both for teaching and for the student. With the development of the journal adaptations were necessary, among which the evolution of the journal's name to a-REAeduca, with allusive prefix of an open information and knowledge in the network society we live in, and its extension in three areas: academic, organizational and didactic-pedagogic, and other achievements presented in this article. Keywords: Open Educational Resources, Online Education, Open Education, Education Journal, Network Society, Educational projects.

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Social network as a means of sharing open educational resources in Higher Education

Revista Diálogo Educacional ◽

10.7213/dialogo.educ.7639 ◽

2013 ◽

Vol 13 (38) ◽

pp. 183

Author(s):

Patrícia Lupion Torres ◽

Lilia Maria Marques Siqueira ◽

Elizete Lucia Matos

Keyword(s):

Higher Education ◽

Social Networks ◽

Formal Education ◽

Knowledge Society ◽

Academic Culture ◽

Open Educational Resources ◽

International Standards ◽

Educational Resources ◽

Educational Paradigm ◽

Teaching Learning

This article is about social networks and open educational resources as means of exchange and collaboration for higher education. It highlights the issue of students as participants in the construction of new knowledge, from content presented in class through discussions mediated by the professor and integration of each participant with their own experiences and characteristics from reality and historicity from that moment. It searches, through social networks and open educational resources, new elements which favor the spread of academic culture, university, currently entered into denominations such as: network society, knowledge society or information society. In common in their definitions there is the change of the educational paradigm which assumes that the student is a passive subject who will only have access to information through the professor’s hands, to a new theoretical positioning. The networks are used by the community to share ideas, opinions, and in educational contexts, for sharing computerized educational resources and with authors such as Andres (2000), Bruffee (1999), Downes (2007), Johnstone (2005) and others. The interdependence skills, exchange of ideas and debates with the strategy of collaboration can also be encouraged through the mediation of technology. From several studies on the topic some recommendations are presented so that the educational resources meet international standards of production surpassing the mere text digitization. The use of educational resources can mean an improvement on the proposals of hybridization of teaching in higher education institutions, by allowing a relaxation of the teaching-learning process which overcomes the boundaries of traditional and formal education.

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ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

Online Learning ◽

10.24059/olj.v12i1.39 ◽

2008 ◽

Vol 12 (1) ◽

Cited By ~ 6

Author(s):

Christine Geith ◽

Karen Vignare

Keyword(s):

Online Learning ◽

Global Education ◽

Open Educational Resources ◽

Educational Resources ◽

Access To Education ◽

Human Beings ◽

Right To Education ◽

Education Gap ◽

The Right ◽

Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

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