scholarly journals Fluência tecnológico-pedagógica na produção de Recursos Educacionais Abertos (REA) / Technological-pedagogical fluency in the production of Open Educational Resources (OER)

2017 ◽  
Vol 10 (2) ◽  
pp. 185-205
Author(s):  
Sabrina Bagetti ◽  
Eunice Maria Mussoi ◽  
Elena Maria Mallmann
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Participant Observation ◽  
School Context ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Technologies ◽  
Implementation Evaluation ◽  
Teachers And Students ◽  
Santa Maria

 RESUMO: A preocupação temática geradora desta pesquisa está centrada na integração das tecnologias educacionais em rede no Ensino Superior, com foco na produção, adaptação e compartilhamento de Recursos Educacionais Abertos (REA). Investigou-se as implicações da fluência tecnológico-pedagógica na produção de videoaulas no formato REA. O grupo de envolvidos foram os docentes e estudantes do curso de Licenciatura em Letras Espanhol matriculados no componente curricular Políticas Públicas Educacionais e Gestão da Educação Básica, do primeiro semestre de 2017, na Universidade Federal de Santa Maria (UFSM). Metodologicamente realizaram-se observação participante, registro e análise dos procedimentos que envolvem videoaulas no formato REA. Para tanto, a concepção teórico-metodológica da pesquisa-ação orientou o estudo no estabelecimento de etapas cíclicas de planejamento, implementação, avaliação e replanejamento das ações pedagógicas. Os resultados apontam que videoaulas no formato REA são ferramentas de integração das tecnologias no contexto escolar. Por isso, elas potencializam o desenvolvimento da fluência tecnológico-pedagógica emancipatória na formação de professores. Conclusivamente, no ensino-aprendizagem mediado por REA, a finalidade de potencializar (co)autoria, dentre outros elementos formadores, constitui movimento de mobilização do conhecimento escolar.PALAVRAS-CHAVE: recursos educacionais abertos; fluência tecnológico-pedagógica; tecnologia educacional.ABSTRACT:  The thematic concern generating this research is centered in the promotion of the integration of the educational technologies in network in Higher Education, focusing on the production and adaptation of Open Educational Resources (OER). In this sense, we propose to investigate the implications of technological-pedagogical fluency in the production of videoaulas in the OER format. The group involved were the teachers and students of the degree in Letras/Spanish, enrolled in the Discipline of Public Educational Policies and Management of Basic Education, in the first term of 2017, at the Federal University of Santa Maria (UFSM). Methodologically, we conducted participant observation, registering, and analyses of the procedures that involve the production of video classes in the REA format. For this, we were guided by the theoretical-methodological conceptions of action research, establishing cyclical stages of planning, implementation, evaluation and replanning in our pedagogical actions. The results indicate that the use of OER as tools for integrating technologies in the school context, potentiate the development of emancipatory technological-pedagogical fluency in initial teacher training. Conclusively in the REA-mediated teaching and learning, the purpose of promoting authorship and co-authorship, among other formative elements, consisted of a movement also to mobilize knowledge in school.KEYWORDS: open educational resources; technological-pedagogical fluency; technology integration.

scholarly journals Challenges for implementing open educational resources by teachers in higher education

2018 ◽  
Vol 325 ◽  
pp. 479-490
Author(s):  
Roza Dumbraveanu
Keyword(s):  
Higher Education ◽  
Digital Divide ◽  
Educational Philosophy ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Fair Use ◽  
Open Educational Resources ◽  
Educational Resources ◽  
European Universities ◽  
Teachers Training

Higher Education Institutions (HEI) are facing a number of problems during the last decades: the need to update the curricula to make it compatible with the similar ones from other national and European universities; demand to update the content and the pedagogical approach due to knowledge, technological and research development. Open Educational Resources (OER) might be a sound strategy for institutions to meet these challenges. At the same time OER are themselves one of the challenges that the teachers are faced with. OER could be implemented in courses in different ways, depending on the types of OER and the educational philosophy adopted by the teachers. The paper describes some challenges for implementing Open Educational Resources by teachers in Higher Education in Moldova: the level of awareness on availability and usage of OER; fair use matters; quality assurance of resources; pedagogical approaches for implementing OER into teaching and learning. The paper also grasps the issues of the digital divide that emerge when investigating these challenges. The judgment is based on the literature analysis and on the author’s teaching experience within courses for initial and continuous professional teachers’ training.

Beyond Textbooks

2019 ◽  
pp. 182-200 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Teaching And Learning ◽  
Online Courses ◽  
Cost Effective ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Academic Needs ◽  
Online Instructors ◽  
Starting Point ◽  
Good Starting Point ◽  
Reference Tool

Textbooks can serve as a good starting point for learning concepts or serve as a reinforcing reference tool for students. However, to address the various academic needs of students, as well as to affirm the richness and depth of the knowledge, skills, and dispositions in online courses, online instructors should complement and supplement textbooks with other resources in various formats. Education has a growing need for digital resources, starting with digital textbooks, and expanding to other kinds of educational resources. Open educational resources, in particular, provide cost-effective and flexible tools for teaching and learning.

scholarly journals Analysis of the Learning Mode of the Elaborate Resource Sharing Course

2016 ◽  
Vol 11 (09) ◽  
pp. 66 ◽  
Author(s):  
Ken Cai ◽  
Yingying Jin ◽  
Hongwei Yue ◽  
Haoran Huang
Keyword(s):  
Resource Sharing ◽  
Virtual Learning Environment ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Intellectual Property Right ◽  
Positive Interactions ◽  
The Sustainable Development ◽  
Network Teaching ◽  
Course Content ◽  
Teachers And Students

Educational informatization and networking have become inevitable because of the major changes in the course content system and teaching modes. Examining the status of elaborate resource sharing course (ERSC) construction and analyzing the sharing and application of educational resources are vital. Through the comparative analysis of foreign open classes and domestic resource sharing courses, this paper puts forward recommendations for the sharing of resources and communication between teachers and students in the construction of an ERSC. Positive interactions between teachers and students can be promoted in network-based teaching using the WeChat public platform to build a virtual learning environment. Then, this paper analyzes the effect of the intellectual property right protection of network teaching on open educational resources and proposes countermeasures. Results show that the WeChat teaching technology and the cited standards for the public educational resources can improve learning efficiency. These conclusions can also serve as reference in promoting the sustainable development of ERSC.

scholarly journals Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption

2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Xiaodong Zhang
Keyword(s):  
Language Learners ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Context ◽  
Linguistic Understanding ◽  
Language Knowledge ◽  
Efl Students ◽  
Materials Used

Systemic functional linguistics (SFL) theory focuses on developing language learners’ meta-linguistic understanding of the interrelation among linguistic form (grammar/vocabulary), meaning, and context. Guided by SFL when using a mandatory textbook and open educational resources, this study investigates how exposure to this blended teaching and learning context may impact English-as-a-foreign-language (EFL) learners’ adjustment to materials used in their learning, as well as their learning practices. By drawing on the written documents of four students written, and on interviews conducted with these students over an academic semester in an EFL writing course, this qualitative study, through content analysis and discourse analysis, shows that the SFL theory-based material adoption did a good job of supporting EFL students in their internalization of language knowledge from both open educational resources and traditional textbooks, while also enabling students to use materials flexibly instead of passively following along with the content in the mandatory textbook. The flexibility of the students participating in the study was particularly reflected by their ability to construct principled knowledge informed by SFL and to independently apply such knowledge to effectively navigate literacy practices (e.g., critical construction and deconstruction of discourses).

Enhancing Teaching and Learning: Libraries and Open Educational Resources in the Classroom

2016 ◽  
Vol 12 (1) ◽  
pp. 22-35 ◽  
Author(s):  
Erin Davis ◽  
Dory Cochran ◽  
Britt Fagerheim ◽  
Becky Thoms
Keyword(s):  
Teaching And Learning ◽  
Open Educational Resources ◽  
Educational Resources

Sharing higher education learning and teaching resources in art, design and media

2010 ◽  
Vol 35 (3) ◽  
pp. 35-39
Author(s):  
Stephen Mallinder ◽  
Debbie Flint
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Teaching Resources ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
Art Design ◽  
The Uk

Wider social, cultural and technological changes are precipitating transformations in higher education. There is increasing need for universities and specialist colleges to operate effectively in a global online environment. The development of accessible and re-usable online teaching and learning materials has provided challenges to staff and institutions. This article explores aspects of the UK Open Educational Resources Programme and, in particular, the Art Design and Media Open Educational Resources (ADM-OER) Project which has sought to examine the processes, challenges and opportunities open educational resources (OERs) present to these ‘creative’ disciplines. Part of the project has explored art, design and media tutors’ perceptions of the shift to ‘teaching in public’ and we share some preliminary findings.

scholarly journals Estudio Descriptivo De La Autonomía Motivacional En El Alumnado De Educación Secundaria De La Provincia De Benguela (Angola)

2017 ◽  
Vol 13 (7) ◽  
pp. 95
Author(s):  
José Francisco Ferreira ◽  
María Pilar Cáceres Reche ◽  
Arturo Fuentes Cabrera
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
School Context ◽  
Total Sample ◽  
Education Students ◽  
Supportive Environment ◽  
Teachers And Students ◽  
Conception Of Teaching ◽  
Quantitative Descriptive

The study of motivation has a very important role in understanding of school success. The teachers and the education of parents and tutors are the key elements that influence the motivational dynamics for student learning, which is a crucial aspect to self-regulate the learning process in a positive way. This research aims to analyze the influence of the school context on the development of the motivational autonomy of Secondary Education students in the municipality of Baía Farta, Benguela province, Angola. For this purpose, a quantitative descriptive methodology was developed through a Likert scale questionnaire administered to teachers and students. The total sample of the study consisted of 650 students (60.1% men and 39.9% women) and 72 teachers (54.2% men and 45.8% women). The main results point to the commitment and active participation of students through motivational strategies that are implemented through the activities planned by the school. Creating a supportive environment for the student to be motivated requires the development of a role of the guiding teacher, guide and support in the teaching and learning process, as opposed to a traditional conception of teaching more closed and hierarchical.

scholarly journals Harnessing the Use of OERS in Teacher Education

2020 ◽  
Vol 8 (1) ◽  
pp. 74-84
Author(s):  
Catie E. Carlson ◽  
Michelle L. Meadows
Keyword(s):  
Teacher Education ◽  
Survey Data ◽  
Teaching And Learning ◽  
Clinical Course ◽  
Lesson Plan ◽  
Field Experiences ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Before And After ◽  
Subject Areas

Open educational resources (OERs) are used by teachers to help find resources to integrate into their classroom and find resources for teaching and learning (UNESCO, 2019). The purpose of this study was to investigate the OERs that pre-service teachers (PSTs) used within their field experiences during one semester in a clinical course. To address the purpose of this study, the researchers collected survey data and lesson plans before and after conducting two OER lesson plan trainings. Findings suggest PSTs may benefit from learning about OER resources, how to use them when planning lessons, and how to cite them properly in lessons within all subject areas. 

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