Integration of open educational resources in undergraduate chemistry teaching – a mapping tool and lecturers' considerations

2016 ◽  
Vol 17 (2) ◽  
pp. 283-295 ◽  
Author(s):  
Yael Feldman-Maggor ◽  
Amira Rom ◽  
Inbal Tuvi-Arad
Keyword(s):  
Collaborative Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Theories ◽  
Pedagogical Issues ◽  
Chemistry Teaching ◽  
Learning Materials ◽  
Teaching Chemistry ◽  
Content Sharing ◽  
Mapping Tool

This study examines chemistry lecturers' considerations for using open educational resources (OER) in their teaching. Recent technological developments provide innovative approaches for teaching chemistry and visualizing chemical phenomena. End users' improved ability to upload information online enables integration of various pedagogical models and learning theories. These improvements strengthen the need for up-to-date evaluation tools for educational websites. Building on existing taxonomies, a set of new criteria for the evaluation of online learning materials was developed and used to analyze 100 websites directed towards teaching chemistry. In addition, a questionnaire was circulated among 100 chemistry lecturers from various higher education institutions in Israel, 66 of whom responded. Subsequently, interviews were conducted with 17 of the questionnaire respondents. Our findings demonstrate that most of the chemistry lecturers who were interviewed integrate innovative learning materials such as simulations, videos and exercises found online in their teaching, but do not use web 2.0 that enables content sharing and collaborative learning. With respect to the selection of web-based learning materials, we found that the lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.

scholarly journals The Role of CSCL Pedagogical Patterns as Mediating Artefacts for Repurposing Open Educational Resources

2011 ◽  
pp. 206-223 ◽  
Author(s):  
Gráinne Conole ◽  
Patrick McAndrew ◽  
Yannis Dimitriadis
Keyword(s):  
Collaborative Learning ◽  
Preliminary Evidence ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Design Element ◽  
Face To Face ◽  
Small Set ◽  
Cultural Historical Activity ◽  
Learning Flow

Designing effective CSCL processes is a complex task that can be supported by existing good practices formulated as pedagogical patterns. From a cultural historical activity theory (CHAT) perspective previous research has shown that patterns served as Mediating Artefacts (MA) helping practitioners to make informed decisions and choices, being much closer to the practitioners’ mindsets than complex learning design models, such as IMS-LD. However, a new challenge arises when the starting design element corresponds to Open Educational Resources (OER), i.e. free resources of high quality that are typically employed for individual learning. Recent research reported in this chapter has aimed to analyze the eventual contribution of CSCL patterns such as Collaborative Learning Flow Patterns (CLFP) in the repurposing process of existing OER for collaborative learning. Preliminary evidence coming from a set of workshops with educational technology experts shows that a small set of patterns drawn from a CSCL pattern language together with other MA, such as visual representations of Learning Designs, may be inspirational and effective in repurposing existing OER. Further research is under development that builds on the successful workshop format and involves practitioners in face-to-face and virtual workshops. This new set of experiences aims to analyze the effectiveness of the pedagogical patterns and other complementary MA in helping practitioners exploit the great potential of OER in the framework of the Open Learning Network (OLnet) project funded by The William and Flora Hewlett Foundation.

Do Open Educational Resources and Cloud Classroom Really Improve Students’ Learning?

2014 ◽  
Vol 10 (1) ◽  
pp. 89-96 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen
Keyword(s):  
Online Learning ◽  
Open Educational Resources ◽  
Traditional Classroom ◽  
Educational Resources ◽  
Educational Institutions ◽  
Digital Learning ◽  
Learning Materials ◽  
Certification Examinations ◽  
Traditional Classroom Instruction ◽  
The Difference

More and more educational institutions are using educational technologies and online learning materials to help students achieve satisfactory learning effects. However, not all teachers are able to prepare and design digital learning materials for students. This research attempted to empirically demonstrate the effects of applying open educational resources (OERs) and a cloud classroom developed by Ming Chuan University, which comprises access to related software and online learning materials, to enhance students’ computer skills and also improve their scores on certification examinations. The researchers conducted an experiment that included 114 undergraduates from two class sections – the first section received OERs in a cloud classroom in addition to their traditional classroom instruction (OER group, n=61), and the other learned in the traditional classroom without OERs (non-OER group, n=53). The results show that students who received OERs had significantly higher grades than those without in the PowerPoint module; however, the difference is not statistically significant in the Excel module. The authors further discuss the implications and unexpected results in this paper.

scholarly journals Educational Policy and Open Resources in Brazil

2015 ◽  
Vol 3 (5) ◽  
pp. 32-38
Author(s):  
Ana Sílvia Couto de Abreu
Keyword(s):  
Discourse Analysis ◽  
Open Access ◽  
Educational Policy ◽  
Public Debate ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Cultural Goods ◽  
Learning Materials ◽  
Methodological Foundation ◽  
Current Challenge

Discourse analysis is the French theoretical and methodological foundation of our research, in which we analyze the discursive operation of Open Educational Resources focusing on its potential destabilization effects in accessing cultural goods, educational assets and authoring processes. We understand that Open Educational Resources may become an educational policy, based on the principles of collaboration and openness, giving new meaning to the senses of authorship and learning materials. The current challenge is to intensify actions for a public debate on the relevance of open access. (Funded by São Paulo Research Foundation – FAPESP).

scholarly journals Managing Assessment Resources in the Open ICOPER Content Space

2012 ◽  
pp. 183-200
Author(s):  
Israel Gutiérrez Rojas ◽  
Raquel M. Crespo ◽  
Michael Totschnig ◽  
Derick Leony ◽  
Carlos Delgado Kloos
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Open Educational Resources ◽  
Educational Resources ◽  
The Other ◽  
Assessment Process ◽  
Other Hand ◽  
The Web ◽  
The Way

With the introduction of the Web 2.0 philosophy in the learning arena, the way learning actors interact has changed substantially. From a collaborative perspective, all the actors in the learning landscape could make use of a variety of tools for collaboration, making up what it is called: “collaborative learning 2.0.” In this chapter, the discussion is focused on the open educational resources (OER), concretely open assessment resources, i.e., open resources used in the assessment process (formative and/or summative). The authors explore the way to create, share, search, manage, and access to these resources; all these actions are described from the context of collaboration inherited from the Web 2.0 paradigms: collaboration among teachers and course designers, teachers and learners, and any other factors that could arise in the assessment process. On the other hand, the approach to managing the open assessment resources is based on an outcome-based assessment process because of the great importance of the outcome-based learning.

scholarly journals The Utilization of Open Educational Resources in the Collaborative Learning Environment to Enhance the Critical Thinking Skill

2018 ◽  
Vol 8 (1) ◽  
pp. 73 ◽  
Author(s):  
Dwi Sulisworo ◽  
Fakhrunisyah Syarif
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Learning Experience ◽  
Thinking Skills ◽  
Open Educational Resources ◽  
Critical Thinking Skills ◽  
Educational Resources ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
School Students

Critical thinking as an outcome of learning is an essential issue in education. The application of the concept of Open Educational Resources or OER provides opportunities for students to obtain information more efficiently to support their learning. On the other hand, the collaborative learning is believed to be a robust pedagogical approach to build a good learning experience. This research describes and explores how the application of collaborative learning by using OER can enhance critical thinking skills. The method of this study was the pre-test and post-test one group design in physics lessons at secondary school students. Statistical analysis used paired t-test with an error of 5%. The teacher can measure the critical thinking skill by giving essay test. Scoring considered the process undertaken in problem-solving. The results of this study showed an increase in critical thinking skills significantly. This study also further discusses the implications associated with this research on learning physics.

scholarly journals Open Educational Resources as Learning Materials: Prospects and Strategies for University Libraries

2012 ◽  
pp. 2-10 ◽  
Author(s):  
Marilyn S. Billings ◽  
Sarah C. Hutton ◽  
Jay Schafer ◽  
Charles M. Schweik ◽  
Matt Sheridan
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
University Libraries ◽  
Learning Materials
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