Towards utilising emerging technologies to address the challenges of using Open Educational Resources: a vision of the future

Open education, as embodied in open educational resources (OER) and OpenCourseWare (OCW), has met and dealt with several key problems. The movement now has a critical mass of available content. Leveraging no small amount of funding and associated development, open education has the tools to collect, disseminate, and support the discovery of open materials. Now that the foundation for openness has been laid, practitioners are experimenting with new kinds of education and pedagogies associated with open content (Weller, 2009; di Savoia, 2009). Problem-based learning is one of many progressive pedagogies that might be combined with open education. This paper defines problem-based learning in the context of open education. Unique challenges are presented and discussed alongside possible solutions, realistic limitations, and calls for implementation in the future to test validity.

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Open informational ecosystems: The missing link for sharing resources for education

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v16i1.2008 ◽

2015 ◽

Vol 16 (1) ◽

Cited By ~ 6

Author(s):

Michael Kerres ◽

Richard Heinen

Keyword(s):

Open Educational Resources ◽

Educational Resources ◽

Major Influence ◽

Related Services ◽

Missing Link ◽

Technological Infrastructure ◽

The Future ◽

Meta Information

Open educational resources are not available “as such”. Their provision relies on a technological infrastructure of related services that can be described as an informational ecosystem. A closed informational ecosystem keeps educational resources within its boundary. An open informational ecosystem relies on the concurrence of independent stakeholders that jointly provide (meta-) information also beyond its boundaries. Mechanisms of open informational ecosystems are described and how they contribute to the delivery of educational resources and to opening education. The paper describes the case of the German Bildungsserver that aims at establishing a federated network of providers of open and closed educational resources. It points out that the design of (inter-)national informational ecosystems has a major influence on the future of open educational resources in education.

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Differentiation in Access to, and the Use and Sharing of (Open) Educational Resources among Students and Lecturers at Kenyan Universities

Open Praxis ◽

10.5944/openpraxis.9.2.574 ◽

2017 ◽

Vol 9 (2) ◽

pp. 173 ◽

Cited By ~ 2

Author(s):

Judith Pete ◽

Fred Mulder ◽

Jose Dutra Oliveira Neto

Keyword(s):

Empirical Data ◽

Large Scale ◽

Global South ◽

Open Educational Resources ◽

Rich Source ◽

Educational Resources ◽

Large Scale Study ◽

The Future ◽

Rural Universities ◽

Urban Versus

In order to obtain a fair ‘OER picture’ for the Global South a large-scale study has been carried out for a series of countries, including Kenya. In this paper we report on the Kenya study, run at four universities that have been selected with randomly sampled students and lecturers. Empirical data have been generated by the use of a student and a lecturer questionnaire to which in total 798 students and 43 lecturers have responded. Selected from the very rich source two major outcomes are: (i) there is a significant digital differentiation among lecturers and students at urban versus rural universities in terms of their proficiency and internet accessibility; and (ii) the awareness and appreciation of the OER concept and open licensing is low but from the actual processing by respondents of educational resources (not necessarily open) a ‘preparedness for openness’ can be derived that promises well for the future.

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The VLE versus Open Education

Irish Journal of Technology Enhanced Learning ◽

10.22554/ijtel.v3i2.47 ◽

2018 ◽

Vol 3 (2) ◽

pp. 86

Author(s):

Angelica Risquez ◽

Claire McAvinia

Keyword(s):

Higher Education ◽

Teaching Methods ◽

Resource Sharing ◽

Open Educational Resources ◽

Educational Resources ◽

Open Education ◽

Video Clips ◽

Education Movement ◽

The Future ◽

Open Education Movement

In this paper we consider the position of the VLE in the context of the open education movement. This paper gathers data from the #VLEIreland survey in order to explore further whether open education was a concern of the academics involved, and if so, how it shaped their use of the local VLE. We will explore the nature of open education and open educational resources (OER), and whether there are interactions between these resources and the VLE. Open educational resources are materials shared online for educators to use and adapt, including full courses, modules, textbooks, and assets such as video clips, images or teaching methods. Data from our staff survey indicates a range of responses to the sharing and use of OERs and a spectrum of understanding (or lack of understanding) of copyright issues. We explore these findings and discuss their implications for OER in the future, and suggest that the ideals of “openness” are challenged by institutional VLEs and other mechanisms for resource sharing in higher education.

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Open Educational Resources in E-Learning

Organizacija ◽

10.2478/v10051-010-0001-6 ◽

2010 ◽

Vol 43 (1) ◽

pp. 4-8 ◽

Cited By ~ 2

Author(s):

Dejan Dinevski ◽

Samo Fošnarič ◽

Tanja Arh

Keyword(s):

Open Educational Resources ◽

Educational Resources ◽

Open Educational Resource ◽

Educational Resource ◽

Global Level ◽

Lifelong Learners ◽

The Future ◽

E Learning ◽

Open Standards ◽

Source Of Information

Open Educational Resources in E-LearningOpen educational resources in e-learning are the future source of information for lifelong learners. Open source and open standards are defined as the basis of the "Open educational resource movement" that is beginning to form on a global level in the last decade. The characteristics of the OS are investigated in the relation to e-Learning, existing and new pedagogical principles and copyright issues. Several good practices, ideas and existing initiatives are presented and the vision of the future of open educational resources is introduced.

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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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