scholarly journals Building Bridges and Breaking Barriers: OER and Active Learning in Mathematics

2021 ◽  
Vol 1 (1) ◽  
pp. 1-20
Author(s):  
Ann Gagné ◽  
Xinli Wang ◽  
Timothy Yusun
Keyword(s):  
Academic Success ◽  
Instructional Technology ◽  
Active Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Discrete Mathematics ◽  
Integral Calculus ◽  
Technological Support ◽  
First Case

This article will discuss how open educational resources and instructional technology are used to support student academic success and continuous faculty pedagogical development, as well as reduce barriers to access at an R1 university. This article uses case examples from two instructors from a Mathematics and Computational Sciences department who are using open educational resources and instructional technology as part of an inclusive active learning pedagogy. The first case study is from an integral calculus course and the second case study is from a discrete mathematics course. The article highlights the role of the educational developer in providing pedagogical and technological support to the faculty. The support the educational developer provides is framed by an inclusive pedagogy that foregrounds access and accessibility. Future considerations provided in the article highlight the need for connections and collaborations supported through a Teaching and Learning Collaboration with an emphasis on active learning, classroom training, and open educational resources to create more pedagogically comprehensive and inclusive learning environments.

The UNESCO OER Community 2005-2009

2012 ◽  
pp. 16-37 ◽  
Author(s):  
Susan D’Antoni
Keyword(s):  
Educational Planning ◽  
International Community ◽  
Open Educational Resources ◽  
International Organization ◽  
Educational Resources ◽  
The Internet ◽  
International Institute ◽  
Personal Reflection

This is the story of an international community convened to raise awareness of the growing Open Educational Resources (OER) movement. The experience of the international OER Community underlines the potential of the Internet to link people in an inclusive manner to promote collaboration – individuals who would never normally be able to meet and hold focussed discussions over a sustained period. Launched by an international organization, the UNESCO International Institute for Educational Planning (IIEP), and supported the primary champion of the OER movement, the William and Flora Hewlett Foundation, the OER community was exemplary in its interaction, action, and longevity. From 2005, the members of the community have come together from time to time to discuss OER in what can be described as a series of virtual seminars. At two points they put forward their opinion of the priorities to advance the OER movement. Now, with support from the UNESCO Chair in OER at Canada’s Athabasca University, they are about to be invited to make another contribution. This is both the story of a community as a case study, and a personal reflection.

How to facilitate self-regulated learning? A case study on open educational resources

2019 ◽  
Vol 7 (1) ◽  
pp. 51-77 ◽  
Author(s):  
Tak-Lam Wong ◽  
Haoran Xie ◽  
Di Zou ◽  
Fu Lee Wang ◽  
Jeff Kai Tai Tang ◽  
...  
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Self Regulated Learning ◽  
Regulated 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 Open Educational Resources - in Engineering Education, Case Study at UC/AGH, UB and ULBS

2019 ◽  
Vol 1 (1) ◽  
pp. 124-131
Author(s):  
Dan-Maniu Duşe ◽  
Ildikó Simó
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Survey Method ◽  
Free Access ◽  
Open Education ◽  
Chi Square ◽  
Frequency Of Use ◽  
Different Types ◽  
Chi Square Test

AbstractTo change the educational scene in the epoch of the digital generation there is the possibility of using Open Education (OE) and Open Educational Resources (OER). The term “open educational resources” refers to resources with free access to use, adaptation and redistribution. The objectives of the research are to determine the degree of knowledge and use of OER in three Engineering Universities in three countries (Poland, Hungary and Romania) and to find out whether there is a relationship between the institutions in terms of knowledge and use of OER. The measurement is made by applying the survey method on a sample of n = 192. As a tool we use the questionnaire with 15 questions structured in three chapters: knowledge of OER; using OER; opinions about OER. In this analysis we summarize: the presentation of the degree of familiarity with some OER-related concepts, the use of special search engines, the use of free software sources, the frequency of use of OER and opinions on different types of OER that could be exploited in the future. For the description of relationship between nominal variable we use contingency tables and diagrams and compare the frequency data with the Pearson Chi-square test.

scholarly journals A case study investigation of academic library support for open educational resources in Scottish universities

2019 ◽  
Vol 52 (3) ◽  
pp. 685-693
Author(s):  
Seth D. Thompson ◽  
Adrienne Muir
Keyword(s):  
Higher Education ◽  
Academic Libraries ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Academic Library ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Institutional Commitment ◽  
Case Study Methodology

The aim of the research was to investigate why and how Scottish university libraries support open educational resources and to assess their ability to provide support services for their development and use within higher education institutions. There has been little research on the role of academic libraries in supporting open educational resources in Scotland and previous research found that there is a lack of awareness of them in Scottish higher education institutions and few have open educational resources policies. The case study methodology therefore involved two Scottish academic libraries providing open educational resources services. The libraries’ motivation includes supporting teaching and learning and the development of educator digital skills and copyright knowledge. However, there are a number of barriers limiting the services the libraries are able to provide, particularly lack of human resources. The research confirmed the findings of previous research on the importance of institutional commitment, incentives for educator engagement, and understanding of copyright and licensing issues by educators and library staff.

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