Role of Campus Community in Open Educational Resources: The Benefits of Building a Collaborative Relationship with Campus IT and Distance Education Departments

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.

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Designing for Educational Technology to Enhance the Experience of Learners in Distance Education: How Open Educational Resources, Learning Design and Moocs Are Influencing Learning

Journal of Interactive Media in Education ◽

10.5334/jime.al ◽

2015 ◽

Vol 2015 (1) ◽

Cited By ~ 13

Author(s):

Eileen Scanlon ◽

Patrick McAndrew ◽

Tim O’Shea

Keyword(s):

Distance Education ◽

Educational Technology ◽

Open Educational Resources ◽

Educational Resources ◽

Learning Design

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The role of open educational resources in the eLearning movement

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2016.08.002 ◽

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.

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

TIK ILMEU Jurnal Ilmu Perpustakaan dan Informasi ◽

10.29240/tik.v5i1.2772 ◽

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.

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Otwarte zasoby edukacyjne - przegląd inicjatyw w Polsce i na świecie

e-mentor ◽

10.15219/em91.1531 ◽

2021 ◽

Vol 91 (4) ◽

pp. 51-60

Author(s):

Kamila Kokot-Kanikuła ◽

◽

Anna Wałek

Keyword(s):

Open Educational Resources ◽

Educational Resources ◽

Open Education ◽

Educational Materials ◽

Learning And Teaching ◽

Legal Documents ◽

Training Materials ◽

Barriers To Teaching ◽

And Training

Open Educational Resources (OER) are training materials and tools that support both learning and teaching. This phenomenon is inextricably linked with a broader concept - open education, which calls for the removal of barriers to teaching so that learners can acquire knowledge following their educational and training needs. The aim of the article is to familiarize the readers with the idea of open educational resources, the legal and organizational foundations crucial for their creation and development, as well as the latest initiatives undertaken in the field of OER dissemination. In the first part of the article, the authors explain the concept and role of open educational resources in the teaching process. Then, they present selected initiatives implemented by members of European Network of Open Education Librarians (ENOEL) and the results of a survey conducted among European academic libraries by SPARC Europe. The analysis of publications, the content of legal documents, reports, and recommendations made it possible to precisely define the meaning of open educational resources for their users. The multifaceted nature and scale of the activities confirm that modern teaching can develop faster based on open educational materials.

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