scholarly journals a-REAEDUCA: Revista de Educação para o Século XXI: Pensar, Desenvolver e Criar um REA

EAD em FOCO ◽  
2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Hélder Ferreira Pereira ◽  
Ana Maria Nobre ◽  
Rui Rosa
Keyword(s):  
Online Education ◽  
21St Century ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Network Society ◽  
Online Journal ◽  
The Social ◽  
E Learning ◽  
Education Journal ◽  
Educational Paradigm

O presente artigo relata a concepção de uma revista online de Educação para o Século XXI: REAeduca, sustentada na filosofia dos Recursos Educacionais Abertos. A sua origem encontra-se no desenvolvimento de uma atividade da unidade curricular Materiais e Recursos para E-Learning, do mestrado em Pedagogia do E-Learning da Universidade Aberta em Portugal. A metodologia seguiu a seleção do tema, o planejamento da revista e a revisão de literatura sobre a temática em foco para atingir-se uma revista cientificamente fundamentada e a criação efetiva da revista online. Composta por abordagens temáticas variadas e concebida em uma página web, apresenta outras referências para a temática em estudo. O efeito do projeto foi extremamente satisfatório, quer pelos testemunhos recolhidos na página da revista, quer pelas partilhas nas redes sociais nas quais a revista foi compartilhada. Os resultados foram triangulados e evidenciam o movimento de recursos educacionais abertos como pilar de uma mudança do paradigma educativo, que integra tecnologia e metodologia, rumo a melhorias tanto para a prática docente quanto para o estudante. Com o desenvolvimento da revista, adaptações foram necessárias, como a evolução do nome para a-REAeduca, com o prefixo alusivo à abertura da informação e do conhecimento na sociedade em rede em que vivemos, e o seu alargamento em três domínios: acadêmico, organizacional e didático-pedagógico, entre outras conquistas. Palavras-chave: Recursos educacionais abertos, Educação online, Educação aberta, Revista de Educação, Sociedade em rede, Projetos educativos.  a-REAEDUCA - Journal of Education for the 21st Century: think, develop and create an OER AbstractThis article focuses on the design of an online journal of Education for the 21st Century - REAeduca, supported by open educational resources philosophy. Its origin lies in the development of an activity of the course unit Materiais e Recursos para E-Learning, of the Master in E-Learning Pedagogy by the Universidade Aberta, Portugal. The methodology followed the theme selection, the journals planning and a content analysis on the subject in focus, to achieve a scientifically based magazine, and the effective creation of the online journal. Consisting of various thematic approaches and designed in a web page with other references to the topic under study. The effect of the project was extremely satisfactory, either by the evidence gathered in the journal page, or by shares in the social networks in which the journal was shared. The results show that the movement of Open Educational Resources as a pillar of the change of the educational paradigm that integrates technology and methodology towards improvements both for teaching and for the student. With the development of the journal adaptations were necessary, among which the evolution of the journal's name to a-REAeduca, with allusive prefix of an open information and knowledge in the network society we live in, and its extension in three areas: academic, organizational and didactic-pedagogic, and other achievements presented in this article. Keywords: Open Educational Resources, Online Education, Open Education, Education Journal, Network Society, Educational projects.

Online Education Programs for Adult Learners in Higher Education

2014 ◽  
pp. 250-274
Author(s):  
Victor X. Wang ◽  
Valerie A. Storey
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learners ◽  
Online Education ◽  
21St Century ◽  
Student Population ◽  
Education Programs ◽  
Future Technology ◽  
E Learning ◽  
Technology Trends

To serve a significant portion of the student population, adult learners, in the academy in the 21st century, this chapter argues that online education (e-learning) has the potential to open wider the door to greater access and advancement for learners across their life spans than the traditional four walled classroom. Some of the major issues revolving around online education and adult learners, such as policy, access, completion, and equity, are addressed in this chapter. The purpose of this chapter is to identify future technology trends, and then show how we can rely on practice and research to harness the great yet untapped potential of online education to promote online education programs, especially among adult learners. Policy, access, completion, and equity must be well addressed if online adult education is to be employed effectively and efficiently.

Open Educational Resources for MOOC

2018 ◽  
pp. 220-239 ◽  
Author(s):  
Amit Kumar Deval
Keyword(s):  
Higher Education ◽  
Virtual Learning ◽  
End Users ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Time Space ◽  
E Learning ◽  
The Government

The higher education sector is being influenced by many factors, and a paradigm shift from conventional learning to virtual learning can easily be observed. MOOCs are an innovative initiative in promoting and imparting virtual learning to the end users that are restricted to pursue their higher education due to time, space, and money constraints. Open educational resources are an integral part of MOOCs, and to sustain the viability of MOOCs, quality open educational resources are a need of the hour. Issues related to MOOCs and open educational resources are being taken up by various governmental and non-governmental organizations in accelerating the e-learning concepts among their citizens and to fill up the gaps, if any, to avoid digital divide between the students of regular and open universities. India, being a developing country, needs to put more efforts into promoting the concepts of MOOCs and to popularizing the concepts. In this regard, the Government of India has introduced various platforms for open educational resources for enhancing and supporting MOOCs.

scholarly journals An Interoperability Framework of Open Educational Resources and Massive Open Online Courses for Sustainable e-Learning Platform

2016 ◽  
Vol E99.D (8) ◽  
pp. 2140-2150 ◽  
Author(s):  
Sila CHUNWIJITRA ◽  
Chanchai JUNLOUCHAI ◽  
Sitdhibong LAOKOK ◽  
Pornchai TUMMARATTANANONT ◽  
Kamthorn KRAIRAKSA ◽  
...  
Keyword(s):  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning Platform ◽  
E Learning

scholarly journals A COMPARATIVE STUDY OF THE USE OF OPEN EDUCATIONAL RESOURCES (OER) AT E-LEARNING UNIVERSITY AND FACE-TO-FACE UNIVERSITY IN YOGYAKARTA (A CASE STUDY AT UT AND UNY)

2020 ◽  
Vol 20 (2) ◽  
pp. 90-101
Author(s):  
Andre Syafrony
Keyword(s):  
Comparative Study ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Face To Face ◽  
E Learning

Artikel ini bertujuan untuk menemukan dan membandingkan tingkat penggunaan Open Educational Resources (OER). Penekanannya adalah pada yang mempengaruhi penggunaan OER dan persepsi tentang penggunaan OER dari dosen E-learning University dan Konvensional (Face To Face teaching) Universitas di kota Yogyakarta. Fokus studi murni melibatkan dua universitas negeri: Universitas Terbuka (UT) sebagai Universitas E-learning dan Universitas Negeri Yogyakarta (UNY) sebagai Universitas Pembelajaran Tatap Muka. Data dikumpulkan dari sampel 30 responden dari masing-masing universitas menggunakan metode kuesioner. Hasil data menunjukkan bahwa dosen di kedua universitas memiliki keterampilan teknologi ahli, dan keduanya menggunakan sumber daya digital dan OER. Para dosen UT, bagaimanapun, menunjukkan persepsi yang lebih positif tentang penggunaan OER berbeda dengan kuliah sebagai bahan pendukung daripada UNY.

scholarly journals Comparing quantitative and comment-based ratings for recommending open educational resources

2021 ◽  
Author(s):  
Dalia Hanna ◽  
Abdolreza Abhari ◽  
Alexander Ferworn
Keyword(s):  
Sentiment Analysis ◽  
Recommender Systems ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Open Education ◽  
User Comments ◽  
E Learning ◽  
And Performance ◽  
Open Education Resources

The recent application of recommender systems for educational resources and e-learning has facilitated online and accessible education on social networks. However, there are currently few studies about the methods for evaluation and performance measurement of these recommender systems in the complicated environment of educational and social networking platforms. The purpose of this research paper is to investigate the effectiveness of using sentiment analysis methods for educational resources based on user comments and compare it with the quantitative approach based on user rating to recommend best open learning resources (OER) available through online OER repositories. The quality of the OER will be justified by comparing the user rating and the users' reviews. The quality of users' reviews is based on calculating the term frequency for selected positive and negative terms, then determining the similarity among the comments. Comments with positive or negative words confirm the high and low ratings respectively. Keywords: Open Education Resources, OER, Recommender Systems, Sentiment Analysis.

Marketing and Promoting Online Adult Education

2011 ◽  
pp. 41-55
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Online Education ◽  
21St Century ◽  
Student Population ◽  
Classroom Teaching ◽  
Education Programs ◽  
E Learning

To serve a significant portion of the student population, adult learners, in the academy in the 21st century, this chapter argues that online education (e.g., e-learning) has the potential to open wider the door to greater access and advancement for learners across their life spans than the traditional, four walled classroom teaching. Some of the major issues revolving around online education and adult learners such as policy, access, completion, and equity have been addressed in this chapter. The purpose of this chapter is to show it’s possible to rely on practice and research to harness the great, yet untapped potential of online education to market and promote online education programs, especially among adult learners. Marketing and promoting online education programs are equally as important as helping adult learners learn.

Principles of Instructional Design for E-Learning and Online Learning Practices

2016 ◽  
pp. 551-585
Author(s):  
Erdem Demiroz
Keyword(s):  
Medical Education ◽  
Educational Technology ◽  
Online Learning ◽  
Instructional Design ◽  
Online Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Self Directed Learning ◽  
Learning Practices ◽  
E Learning

The dramatic transition from the post-Flexnerian model to the models of 21st century requires pedagogical practices such as teaching techniques, methods, and strategies to be modernized in order to address the diverse needs of 21st century medical students. E-learning and online education applications provide enriched opportunities for redesigning health education, and they are widely discussed in life-long learning, self-directed learning, and competency-based instructional practices. Advancements in educational technology, and the best practices of integrating educational technology with pedagogy, are not clearly outlined in medical education although e-learning and online education have the potential to address the requirements of modernized medical education. The overall goals of the chapter are to discuss technology-supported instructional design practices in medical education by emphasizing learner characteristics, addressing principles of instructional design for online teaching practices, and providing evaluation tools that guide designers to develop better online learning practices for advancing medical education through technology.

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