scholarly journals Guidelines for the Promotion and Appropriation of Open Educational Resources in Educational Institutions of Peru and Latin America in the Context of Covid-19

2020 ◽  
Author(s):  
Leslie Clarisa Salas Valdivia ◽  
Olger Gutierrez Aguilar
Keyword(s):  
Latin America ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Institutions

scholarly journals Open Educational Resources: New Possibilities for Change and Sustainability

2009 ◽  
Vol 10 (5) ◽  
Author(s):  
Norm Friesen
Keyword(s):  
Learning Objects ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Object ◽  
Educational Institutions ◽  
Financial Sustainability ◽  
The Past ◽  
Funding Support ◽  
Online Educational Resources ◽  
Sustainability Challenges

In an attempt to understand the potential of OER for change and sustainability, this paper presents the results of an informal survey of active and inactive collections of online educational resources, emphasizing data related to collection longevity and the project attributes associated with it. Through an analysis of the results of this survey, in combination with other surveys of OER stakeholders and projects, the paper comes to an initial conclusion: Despite differences in priorities and emphasis, OER initiatives are in danger of running aground of the same sustainability challenges that have claimed numerous learning object collection or repository projects in the past. OER projects suffer from the same incompatibilities with existing institutional cultures and priorities that have dogged learning object initiatives, and they face the concomitant challenge of gaining access to the operational funding support that experience shows is necessary for their survival. However, through a review of one of the most successful of OER projects to date, the MIT Open Courseware Initiative, the paper ends by augmenting this significant caveat with a second, more hopeful conclusion: OER projects, unlike learning object initiatives, can accrue tangible benefits to educational institutions, such as student recruitment and marketing. Highlighting these benefits, it is argued, provides an opportunity to link OER initiatives to core institutional priorities. In addition to providing a possible route to financial sustainability, this characteristic of OER may help to foster the significant changes in practice and culture long sought by promoters of both learning objects and OERs.

scholarly journals The role of open educational resources in the eLearning movement

2016 ◽  
pp. 10-21
Keyword(s):  
Educational Environment ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Institutions ◽  
Educational Facilities ◽  
Open Questions ◽  
New Challenges

Open Educational Resources (OERs) have gained increased attention for their potential to provide equitable and accessible educational facilities for people worldwide. Obviating demographic, economic, and geographic educational boundaries can be the OERs slogan. Realization of this promise is an inevitable target of eLearning, thus offering education new challenges. In this observation paper, we express OERs altruistic and idealistic reasons as well as their opportunities and advantages for three groups of eLearning stakeholders, namely learners, teachers, and educational institutions. Also, this paper addresses open questions such as what are the current limitations and challenges of developing and distributing OERs in the fast changing global educational environment.

scholarly journals Open Educational Resources (OER) dan Penerapannya pada Perpustakaan Institut Agama Islam Negeri Curup

2021 ◽  
Vol 5 (1) ◽  
pp. 79
Author(s):  
Rahmat Iswanto
Keyword(s):  
Scientific Paper ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Institutions ◽  
Development Research ◽  
Research Subjects ◽  
The World ◽  
Information Providers ◽  
Role Of Information

This paper examines the concept of open educational resources developing in the world of education and libraries and the application of OER development research results to the IAIN Curup library. The problems were how the limitations of the OER and the models developed were, how was the development carried out by the IAIN Curup library, and how the application of the OER model developed in the IAIN Curup library was applied. The method used in this scientific paper is to explain the OER concept based on several sources, both articles and books. Another method is to describe the results of interviews with research subjects related to the application of OER at the IAIN Curup library. The results are a conceptual framework generated from some articles and books as well as an assessment of the application of OER in the IAIN Curup library. The form of OER service is a form of business development to provide the role of information providers in the world of education which must always be maintained and developed by educational institutions by utilizing technology. Meanwhile, the application of OER in the IAIN Curup library is still not optimal due to several constraints both internally and externally.

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 University Teachers and Open Educational Resources: Case Studies from Latin America

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Virginia Rodés ◽  
Adriana Gewerc-Barujel ◽  
Martín Llamas-Nistal
Keyword(s):  
Latin America ◽  
Latin American ◽  
Social Representations ◽  
Educational Practice ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Pedagogical Practices ◽  
University Teachers ◽  
Prevailing Paradigm ◽  
Using Data

The Open Education movement has made efforts to systematise experiences and to evaluate the adoption of Open Educational Resources (OER). However, OER adoption is not part of the prevailing paradigm in higher education, both at the global level and in Latin America. This paper describes results of a study that analysed the social representations regarding the development, use, and reuse of OER by university teachers in their pedagogical practices. We conducted a study of 12 cases from Latin American universities using data analysis based on Grounded Theory. The results show that the use and reuse of OER lacks of public and institutional policies. The main agents are teachers organised in teams that support OER adoption. The reasons that encourage the creation of OER are mainly intrinsic, such as the pleasure derived from contributing and sharing, as well as external and related to professional development needs from the reflection on one’s own educational practice. Educators consider it essential to evaluate the resources created so that they can be reused in continuous improvement processes. Commercial use and misappropriation of the works are two of the main tensions identified. The community factor of teaching guides most behaviours in OER adoption in educational institutions and is presented as an inherent part of the development and transformation of the curriculum.

scholarly journals INFRAESTRUTURA TECNOLÓGICA PARA CRIAR, PUBLICAR E RECOMENDAR RECURSOS EDUCATIVOS ABERTOS ACESSIBLES

2018 ◽  
Vol 4 (3) ◽  
pp. 239 ◽  
Author(s):  
Silvia Margarita Baldiris Navarro ◽  
Cecilia Avila ◽  
Joao Sarraipa ◽  
Silvana Aciar ◽  
Ramon Fabregat ◽  
...  
Keyword(s):  
Latin America ◽  
Web Accessibility ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Equal Access ◽  
Learning Needs ◽  
Technological Infrastructure ◽  
Accessibility Guidelines ◽  
Supporting Teachers ◽  
Technological Perspective

Open Educational Resources (OERs) should provide equal access for all people, independent of their particular needs or preferences. If an OER that does not comply with web accessibility guidelines, it will hardly address the diversity of students’ learning needs. From a pedagogical and technological perspective various solutions have been proposed in an attempt to reduce inequality in educational settings. This article presents a technological infrastructure designed for supporting teachers in the creation, publishing and recovering of accessible OERs. The infrastructure was validated in the context of a training course offered to teachers from Latin America and results are promising.   KEYWORDS: Open educational resources; diversity; web accessibility; technological infrastructure; teachers.

Innovative Use of Open Educational Resources in the Higher Education Libraries

2020 ◽  
pp. 179-189
Author(s):  
Prince G. ◽  
Hariharan G.
Keyword(s):  
Higher Education ◽  
Digital Libraries ◽  
Education Institution ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Institutions ◽  
Information Requirements ◽  
Parent Institution ◽  
Open Education Resources ◽  
The Cost

Advancement in Science and Technology has made a tremendous impact on library and information centers. It has changed the traditional libraries and information centers into digital libraries, and library services are oriented towards ICT. As an outcome, e-resources are becoming more common among the libraries of higher educational institutions. They have gradually replaced the traditional print resources. Unfortunately, most of the libraries in the higher education sector except reputed institutions are facing a financial crunch situation. These institutions due to the limitation in the budget, find it hard to fulfill the information requirements of its users in the electronic environment. The cost of subscription to electronic resources goes beyond the purchasing capacity of the parent institution. Funding agencies at the institutions adopt consortia-based approach rather than individual institutional funding. In this context, open education resources fulfill the information requirements of the higher education institution. This chapter analyzes these open educational resources.

scholarly journals Integration of Open Educational Resources in Higher and General Education Institutions: from the Perspectives of Specialized and Concerned Bodies in E-Learning

2020 ◽  
Vol 10 (1) ◽  
pp. 30
Author(s):  
Huda Y. Alyami
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
General Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Survey Study ◽  
Educational Institutions ◽  
Kingdom Of Saudi Arabia ◽  
E Learning ◽  
High Degree

Open educational resourses have become a strategic source of a high degree of importance and this explains the reason for the acceleration of countries to join the use of them, but unfortunately, the results of a survey study conducted in the Kingdom of Saudi Arabia on eight experts in e-learning showed a gap that hinders integration in the use of open educational resources among educational institutions, especially at the general and higher education. Accordingly, the present study aimed to review the most prominent Open Educational Resources (OER) platforms in Saudi Arabia and identify the reality of cooperation and the best means of integration between higher and general education institutions from the perspective of specialists and concerned bodies. It adopted the analytical survey (descriptive) method. It covered a population of specialists and concerned bodies in e-learning from higher and general education institutions. The study applied a questionnaire to a sample of (144) participants from higher education institutions and (327) participants from general education institutions. Finally, it concluded results, made recommendations and suggested further studies.

scholarly journals The logic of national policies and strategies for open educational resources

2013 ◽  
Vol 14 (2) ◽  
pp. 96 ◽  
Author(s):  
Fred Mulder
Keyword(s):  
Large Scale ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Institutions ◽  
Educational Systems ◽  
Major Barrier ◽  
National Policies ◽  
Clear Cut ◽  
The Many

<p>In its first decade (2001-2010) the OER movement has been carried by numerous relevant and successful projects around the globe. These were sometimes large-scale but more often not, and they were primarily initiated by innovating educational institutions and explorative individual experts. What has remained, however, is the quest for a sustainable perspective, in spite of the many attempts in the OER community for clear-cut solutions to the problem of sustainability. This is a major barrier for mainstreaming the OER approach in national educational systems.</p><p>At the end of the first decade, and more so at the beginning of the second decade (2011-2020), we are witnessing in a few countries emerging efforts to develop and establish a national OER approach. That is required in order to break down the barrier for mainstreaming OER. Making the OER approach sustainable cannot be left to the educational institutions only, but should be facilitated in a national setting.</p>

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