scholarly journals Open Educational Resources: New Possibilities for Change and Sustainability

2009 ◽  
Vol 10 (5) ◽  
Author(s):  
Norm Friesen
Keyword(s):  
Learning Objects ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Object ◽  
Educational Institutions ◽  
Financial Sustainability ◽  
The Past ◽  
Funding Support ◽  
Online Educational Resources ◽  
Sustainability Challenges

In an attempt to understand the potential of OER for change and sustainability, this paper presents the results of an informal survey of active and inactive collections of online educational resources, emphasizing data related to collection longevity and the project attributes associated with it. Through an analysis of the results of this survey, in combination with other surveys of OER stakeholders and projects, the paper comes to an initial conclusion: Despite differences in priorities and emphasis, OER initiatives are in danger of running aground of the same sustainability challenges that have claimed numerous learning object collection or repository projects in the past. OER projects suffer from the same incompatibilities with existing institutional cultures and priorities that have dogged learning object initiatives, and they face the concomitant challenge of gaining access to the operational funding support that experience shows is necessary for their survival. However, through a review of one of the most successful of OER projects to date, the MIT Open Courseware Initiative, the paper ends by augmenting this significant caveat with a second, more hopeful conclusion: OER projects, unlike learning object initiatives, can accrue tangible benefits to educational institutions, such as student recruitment and marketing. Highlighting these benefits, it is argued, provides an opportunity to link OER initiatives to core institutional priorities. In addition to providing a possible route to financial sustainability, this characteristic of OER may help to foster the significant changes in practice and culture long sought by promoters of both learning objects and OERs.

scholarly journals Panel Discussion: Challenges of Open Educational Resources

10.28945/3050 ◽  
2007 ◽  
Author(s):  
Alex Koohang ◽  
Tom Seymour ◽  
Robert Skovira ◽  
Gary DeLorenzo
Keyword(s):  
Panel Discussion ◽  
Learning Objects ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Institutions ◽  
Course Development ◽  
Open Education ◽  
Education Resources ◽  
Lecture Material ◽  
Open Education Resources

Open Education Resources (OERs) are defined as “technology-enabled, open provision of educational resources for consultation, use and adaptation by a community of users for noncommercial purposes. They are typically made freely available over the Web or the Internet. Their principal use is by teachers and educational institutions to support course development, but they can also be used directly by students. Open Educational Resources include learning objects such as lecture material, references and readings, simulations, experiments and demonstrations, as well as syllabi, curricula and teachers' guides.” UNESCO (2002, paragraph 3)

A learning object ontology repository to support annotation and discovery of educational resources using semantic thesauri

IFLA Journal ◽  
2017 ◽  
Vol 44 (1) ◽  
pp. 4-22 ◽  
Author(s):  
Dimitrios A. Koutsomitropoulos ◽  
Georgia D. Solomou
Keyword(s):  
Linked Data ◽  
Learning Objects ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Object ◽  
Management Tools ◽  
Ontology Repository ◽  
Web Of Data ◽  
Object Ontology ◽  
Knowledge Value

Open educational resources are currently becoming increasingly available from a multitude of sources and are consequently annotated in many diverse ways. Interoperability concerns that naturally arise can often be resolved through the semantification of metadata descriptions, while at the same time strengthening the knowledge value of resources. SKOS can be a solid linking point offering a standard vocabulary for thematic descriptions, by referencing semantic thesauri. We propose the enhancement and maintenance of educational resources’ metadata in the form of learning object ontologies and introduce the notion of a learning object ontology repository that can help towards their publication, discovery and reuse. At the same time, linking to thesauri datasets and contextualized sources interrelates learning objects with linked data and exposes them to the Web of Data. We build a set of extensions and workflows on top of contemporary ontology management tools, such as WebProtégé, that can make it suitable as a learning object ontology repository. The proposed approach and implementation can help libraries and universities in discovering, managing and incorporating open educational resources and enhancing current curricula.

Adaptation of Descriptive Metadata for Managing Educational Resources in the GREDOS Repository

2018 ◽  
pp. 2063-2085
Author(s):  
Erla M. Morales Morgado ◽  
Rosalynn A. Campos Ortuño ◽  
Ling Ling Yang ◽  
Tránsito Ferreras-Fernández
Keyword(s):  
Learning Styles ◽  
Mobile Apps ◽  
Learning Objects ◽  
Educational Resources ◽  
Learning Object ◽  
Institutional Repository ◽  
Dublin Core ◽  
Digital Repositories ◽  
Learning Object Metadata ◽  
Metadata Mapping

In this chapter the authors describe a Project entitled “Divulgación de Recursos Educativos Digitales (DIRED)” (Divulgation of Digital Educational Resources) addressed to promoting specific educational resources and mobile apps for educational proposals in order to manage them through the institutional repository of the Salamanca University (GREDOS). The authors present a proposal for describing learning objects based on pedagogical information, digital competences and learning styles. The authors also suggest educational information for classifying useful mobile apps. To achieve their suitable access and recovery, the authors focus on the use of Learning Object specific metadata in digital repositories such as LOM (Learning Object Metadata). The authors study the metadata mapping necessary to adapt from LOM to Qualified Dublin Core, because this is the standard used in the GREDOS repository built with a DSpace platform. Finally, the authors present their implementation of Learning Object Description in the GREDOS repository.

scholarly journals Learner Autonomy through the Adoption of Open Educational Resources Using Social Network Services and Multi-media E-textbooks

2015 ◽  
Vol 10 (1) ◽  
pp. 23-35
Author(s):  
Masumi Hori ◽  
Seishi Ono ◽  
Shinzo Kobayashi ◽  
Kazutsuna Yamaji ◽  
Toshihiro Kita ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Network ◽  
Online Courses ◽  
Learning Objects ◽  
Open Educational Resources ◽  
Learning System ◽  
Educational Resources ◽  
Network Services ◽  
Learning Platform ◽  
Social Network Services

With the development of social network services (SNS) on the Internet, the world has gained access to vast amounts of information resources, allowing people to carefully research and select what they need and want to share with others. The main idea behind open educational resources (OER) is providing freely accessible and openly licensed documents, which fits well with the online learning system using SNS. However, the gap between higher education and social network media in relation to shared activities and OER use remains a challenge. The main reason for this is that teachers lack knowledge of mutual assistance and the skills to use OER. Teachers are dissatisfied with having to use others' resources, which indicates that the problem lies in teachers' psychological conflicts and technical capabilities. Our learning platform, Creative Higher Education with Learning Objects (CHiLO), is based on e-textbooks and aims to develop a flexible learning environment. The CHiLO e-textbooks were developed with a completely new design that considered large-scale online courses, such as open online courses. The core component of CHiLO is the CHiLO Book, which is created in EPUB3 format and has media-rich contents, including graphics, animations, audios and embedded videos. Our set of experimental outcomes shows that CHiLO, which includes not only Web services but also e-textbooks, is easy for teachers to handle.

scholarly journals The Open Learning Object model to promote Open Educational Resources

2008 ◽  
Vol 2008 (1) ◽  
pp. 9 ◽  
Author(s):  
Giovanni Fulantelli ◽  
Manuel Gentile ◽  
Davide Taibi ◽  
Mario Allegra
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Object ◽  
Object Model ◽  
Open Learning

scholarly journals A quantitative analysis of learning object repositories as knowledge management systems

2014 ◽  
pp. 156-170 ◽  
Keyword(s):  
Knowledge Management ◽  
Quantitative Analysis ◽  
Digital Libraries ◽  
Learning Objects ◽  
Educational Resources ◽  
Learning Object ◽  
Management Systems ◽  
Knowledge Management Systems ◽  
Master List ◽  
Learning Object Repositories

Learning Object Repositories (LORs) are a core element of the Opening up Education movement around the word. Despite, the wide efforts and investments in this topic, still most of the existing LORs are designed mainly as digital libraries that facilitate discovery and provide open access to educational resources in the form of Learning Objects (LOs). In that way, LORs include limited functionalities of Knowledge Management Systems (KMSs) for organizing and sharing educational communities’ explicit and tacit knowledge around the use of these educational resources. In our previous work, an initial study of examining LORs as KMSs has been performed and a master list of 21 essential LORs’ functionalities has been proposed that could address the issue of organizing and sharing educational communities’ knowledge. In this paper, we present a quantitative analysis of the functionalities of forty-nine (49) major LORs, so as (a) to measure the adoption level of the LORs’ functionalities master list and (b) to identify whether this level influences LORs’ growth as indicated by the development over time of the number of the LOs and the number of registered users that these LORs include.

scholarly journals The role of open educational resources in the eLearning movement

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.

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

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.

scholarly journals Khan Academy Videos in Chinese: A Case Study in OER Revision

2017 ◽  
Vol 18 (5) ◽  
Author(s):  
Allen Rao ◽  
John Hilton III ◽  
Sarah Harper
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
The Past ◽  
Local Contexts ◽  
Great Progress ◽  
Open Courses ◽  
Khan Academy ◽  
Made In

<p class="3">Over the past decade, great progress has been made in improving the quality and availability of Open Educational Resources (OER). OER proponents often discuss the ability for users to revise and remix OER to make them more suitable for local contexts; however, much OER goes unmodified. This note from the field examines the efforts of NetEase Online Open Courses, a Chinese organization, to take more than two thousand Khan Academy videos and translate them into Chinese. We provide background on this initiative and also analyze site metrics to determine what type of use these derivative OER have received.</p>

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