Open Educational Resources in the Digital Economy: Legal Regulatory Framework for Free Software License

During the period of the forced transition of universities around the world to the online education, the demand for digital free access services has grown. A unique opportunity has appeared to supplement and develop the theoretical and methodological provisions of online learning based on the analysis of the empirical results that characterize the relevance and effectiveness of the digital environment parts. The educational materials free available at the Internet are the part of the digital environment, which are combined into the concept of open educational resources (OER). The purpose of the study is to assess the relevance of OER for faculty, systematize the main ways of working with them, identify the motives and barriers for the development of OER by faculty. The study conducted among the lecturers at Russian universities showed the high importance and value of OER for their teaching and methodological activities to create and develop the training course content in digital environment. More than half of the faculty staff create and distribute their copyright materials on the Internet on their own initiative for the convenience of their students. The faculty and students freely exchange educational materials using a variety of web services. In conditions of increasing demands on faculty and content of training-course, OER is a valuable resource for educational activities. The analysis of the regulatory framework revealed a lack of OER policy in Russian universities, which is one of the barriers for lecturers to create OER. The results of the study made it possible to develop recommendations for the development of OER in the field of higher education: consolidate the concept of OER in the regulatory framework of education, provide methodological and legal support for the creation and use of OER by faculty, and conduct an information campaign to reveal the prospects and advantages of using OER in higher education.

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Ensuring readiness for teachers to forming at school future specialists of digital economy on the base of the concept of open educational resources

Informatics and Education ◽

10.32517/0234-0453-2019-34-10-55-61 ◽

2019 ◽

pp. 55-61

Author(s):

B. E. Starichenko

Keyword(s):

Computer Science ◽

Career Guidance ◽

Digital Economy ◽

Open Educational Resources ◽

Educational Resources ◽

School Teachers ◽

Technological Basis ◽

Creative Commons ◽

Design Activities ◽

Specialized Mathematics

The article discusses the need to attract school teachers of mathematics and computer science to implement the program “Personnel of the digital economy”. The problem is the steady reduction in recent years in the share of school graduates who choose the exam in specialized mathematics, which does not allow them to continue their studies at universities to acquire IT specialties. This casts doubt on the achievement of the indicators of the program “Development of the Digital Economy of the Russian Federation” in part of staffing of digitalization. To implement the plans, it is necessary to solve the problem of creating the appropriate professional focus of schoolchildren. This, in turn, requires bringing the system of training and retraining of teachers of mathematics and computer science at universities in line with the provisions of the Program in a meaningful, methodological and technological aspects.The article discusses the substantive aspect of the problem and offers some options for solving it: career guidance work with schoolchildren, conducting elective courses on the study of modern IT technologies, programming, robotics, encouraging the design activities of IT-oriented schoolchildren, etc.It is proposed to use open educational resources (OER), issued with free licenses such as Creative Commons, as a methodological and technological basis for training. The advantages of OER in connection with the solution of the problem are discussed. It is proposed to use a cloud-based LMS such as Google Classroom (Google Suite for Education) as a hosting platform.It is concluded that the involvement of school teachers in the preparation of potential (future) cadres of the digital economy is possible on the basis of the approaches proposed in the article.

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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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