Evaluation of a learning analytics tool for supporting teachers in the creation and evaluation of accessible and quality open educational resources

Conceptualisations of open educational practices (OEP) vary widely, ranging from those centred primarily on the creation and use of open educational resources (OER) to broader definitions of OEP, inclusive of but not necessarily focused on OER. The latter, referred to in this paper as expansive definitions of OEP, encompass open content but also allow for multiple entry points to, and avenues of, openness. This paper explores the theoretical and empirical literature to outline how the concept of OEP has evolved historically. The paper aims to provide a useful synthesis of OEP literature for education researchers and practitioners.

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Using open educational resources on culture for the creation of MOOCs: A proposal of training for secondary education teachers

2017 8th International Conference on Information, Intelligence, Systems & Applications (IISA) ◽

10.1109/iisa.2017.8316437 ◽

2017 ◽

Author(s):

Spyridon Kappas ◽

Christos Alexakos ◽

Dimitrios Tsolis

Keyword(s):

Secondary Education ◽

Open Educational Resources ◽

Educational Resources ◽

The Creation ◽

Secondary Education Teachers

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A Review of Open Educational Resources in the Geosciences: Guidelines and Criteria

10.31223/x5j90g ◽

2021 ◽

Author(s):

Samantha Teplitzky ◽

Shaun Hardy ◽

Kay Johnson ◽

Robert Tolliver ◽

Lori Tschirhart ◽

...

Keyword(s):

Faculty Perceptions ◽

Open Science ◽

Open Educational Resources ◽

Educational Resources ◽

College Level ◽

Starting Point ◽

Virtual Field ◽

The Creation ◽

The Many ◽

Laboratory Experiences

Open Educational Resources (OER) offer a link between new trends in learning and instruction, and the promise of transparency and inclusion offered by open science practices. Open textbooks, virtual field and laboratory experiences, interactive computational environments, and openly licensed media are among the many types of OER in use today. Adoption of subject-specific OER has the potential to replace expensive textbooks with free alternatives that can be adapted and reused. While globally, instructors in all scientific disciplines are becoming familiar with OER, geoscientists in particular have been slow to utilize these resources.This study examines the creation and adoption of OER in the geosciences with a goal of providing guidance for institutions, libraries and librarians who support and fund OER initiatives. Beginning with a review of student and faculty perceptions and awareness regarding OER, the study expands to consider OER availability in STEM overall. Furthermore, the creation and adoption of OER in geosciences is discussed. An environmental scan, employed to identify and characterize available college-level OER in this discipline, provided a baseline for the study. Analysis of the scan along with a review of OER, textbook and field guide standards informs a new set of proposed guidelines for geoscience OER. This work will describe these guidelines and offer a call for community feedback.Several of the guidelines are applicable to STEM fields in general, but we also propose specific aspirational criteria unique to geoscience instructional settings. The study is a starting point for authors and adopters to create OER that are discoverable, accessible, authoritative, shareable and sustainable. OER also double as research objects, offering an entry point into understanding student engagement and providing a path to welcome and include a diverse set of students into the study of geoscience.

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Ladders in the orchard: What’s next for OER?

College & Research Libraries News ◽

10.5860/crln.82.3.132 ◽

2021 ◽

Vol 82 (3) ◽

pp. 132

Author(s):

Chelsea Contrada ◽

Kathryn Good-Schiff

Keyword(s):

Higher Education ◽

Community College ◽

Open Educational Resources ◽

Public Colleges ◽

Educational Resources ◽

Community College System ◽

Virginia Community College System ◽

Early Adopters ◽

College System ◽

The Creation

A movement to encourage and increase the creation and use of open educational resources (OER) in U.S. higher education has been growing for about 20 years. In Massachusetts, for example, 71 percent of public colleges are already using OER to some extent, although the total number of courses affected remains relatively small. The most common number of OER courses per school is between 11 and 20. Studies continue to show that the high cost of textbooks is a burden for students, to the point that many states have adopted legislation to reduce textbook costs or promote OER. However, in a study that surveyed faculty from the Virginia Community College System, Dr Braddlee and Amy VanScoy concluded that use of OER is still a “niche phenomenon, the province of innovators and early adopters.” Any change, no matter how potentially beneficial, takes both time and effort.

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

Revista Observatório ◽

10.20873/uft.2447-4266.2018v4n3p239 ◽

2018 ◽

Vol 4 (3) ◽

pp. 239 ◽

Cited By ~ 1

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.

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OPEN EDUCATIONAL RESOURCES OF LATVIAN LANGUAGE AGENCY. PEDAGOGICAL PRECONDITIONS FOR THEIR USE

Via Latgalica ◽

10.17770/latg2014.6.1666 ◽

2014 ◽

pp. 172

Author(s):

Vineta Vaivade ◽

Liene Valdmane

Keyword(s):

Language Learning ◽

Learning Process ◽

Process Development ◽

Learning Technologies ◽

Open Educational Resources ◽

Educational Resources ◽

Modern Education ◽

Innovative Learning ◽

Modern Learning ◽

The Creation

In order to implement the aims of 21st century’s education – personal self- determination and self-realization –, it is necessary to unite the traditional education forms and methods with innovative learning technologies and resources. Besides the traditional learning resources, which usually are used under supervision of teacher in joint learning process, also new and innovative resources appear, for example, open educational resources (OER). Together with other factors, they ensure availability of education and promote the current factors of modern learning process: individualization and differentiation of the learning process, development of learning skills, media competence as one the crucial skills, independence and participation in the learning process. Although it is undeniable, that OER promote the quality of education; however, as polls and researches show, the main attention is paid to the creation and publication of OER, but there is a problem in the assessment of OER quality, purposeful and pedagogically reasoned use (Stacey, 2010). Latvian Language Agency (LLA) created a portal “Teach and learn Latvian” in 2013, where were placed OER for the Latvian language learning, that are structured in two parts: Teach Latvian and Learn Latvian. By analysing the discussion among teachers, the results of polls and observations in the teaching process, LLA is elaborating a concept on creation of OER, as well ensuring the creation of qualitative content and creation of pedagogically reasoned guidelines. The aim of article is to characterise the OER, created by LLA, and pedagogical conditions for its use in the context of modern education. The article: 1) deals with the current situation of modern education, that justifies the importance of OER’s creation and use; 2) defines the notion and essence of the term OER; 3) characterises the OER, created by LLA; 4) deals with the impacts of OER on the learning process, the problems in the use of OER and reveals the pedagogical pre-conditions for its use.

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Strengths and Limitations of Open Educational Resources to Advance Copyright Literacy

Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l'ACSI ◽

10.29173/cais1110 ◽

2019 ◽

Author(s):

Julia Guy ◽

Michael McNally ◽

Kris Joseph ◽

Adrian Sheppard ◽

Amanda Wakaruk

Keyword(s):

Best Practices ◽

Open Educational Resources ◽

Educational Resources ◽

Content Creation ◽

Precise Information ◽

Multiple Audiences ◽

The Creation ◽

Open Content ◽

Complex Subject

The proposed paper explores challenges associated with the creation of open educational resources (OER) for Canadian copyright education. Tensions include modeling best practices for open content licensing in copyright-related material, balancing narrative engagement with precise information on a complex subject, creating content for multiple audiences, and the use of open tools for the creation of accessible, adaptable materials. This case study outlines tactics for addressing these tensions, such as balancing a commitment to openness with a focus on engagement, discovery of easy-to-use multimedia tools for adding interactivity, and embracing perspectives outside legal and academic experts during content creation.

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