scholarly journals Developing Institutional Open Educational Resource Repositories in Vietnam: Opportunities and Challenges

2021 ◽  
Vol 22 (4) ◽  
pp. 109-124
Author(s):  
Vi Truong ◽  
Tom Denison ◽  
Christian M. Stracke
Keyword(s):  
Open Educational Resources ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Structured Interviews ◽  
Educational Materials ◽  
High Quality ◽  
The Public ◽  
Challenges And Opportunities ◽  
Sociocultural Characteristics ◽  
Economic Constraints

The introduction of open educational resources (OER) provides new opportunities for learners worldwide to access high-quality educational materials at the lowest cost. As a developing country, Vietnam is one of the countries that can most benefit from the OER movement. However, the concept of OER in Vietnam remains little known to the public, with few institutional OER repositories (IOER) developed. This study contends that IOER development in Vietnam is complicated and constrained by many contextual difficulties; it was designed to explore the challenges and opportunities. After a literature review, 20 semi-structured interviews were conducted with relevant stakeholders. Building on the findings from the literature, this study found that IOER development in Vietnam is constrained by five categories of challenges: (a) technological and infrastructure matters, (b) economic constraints, (c) sociocultural characteristics, (d) pedagogical concerns, and (e) legal limitations. Many of these challenges are not identified in the literature and provide insights into potential implications and solutions for future IOER in Vietnam and other countries.

scholarly journals Web Strategies for the Curation and Discovery of Open Educational Resources

Open Praxis ◽  
2016 ◽  
Vol 8 (4) ◽  
pp. 297 ◽  
Author(s):  
Vivien Rolfe
Keyword(s):  
Search Engine ◽  
Life Science ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Small Scale ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Pragmatic Approach ◽  
The Uk

For those receiving funding from the UK HEFCE-funded Open Educational Resource Programme (2009–2012), the sustainability of project outputs was one of a number of essential goals. Our approach for the hosting and distribution of health and life science open educational resources (OER) was based on the utilisation of the WordPress.org blogging platform and search engine optimisation (SEO) techniques to curate content and widen discovery.This paper outlines the approaches taken and tools used at the time, and reflects upon the effectiveness of web strategies several years post-funding. The paper concludes that using WordPress.org as a platform for sharing and curating OER, and the adoption of a pragmatic approach to SEO, offers cheap and simple ways for small-scale open education projects to be effective and sustainable.

Learning4Content

2015 ◽  
pp. 1903-1914
Author(s):  
Ramesh C. Sharma
Keyword(s):  
Common Factors ◽  
Open Educational Resources ◽  
Design Development ◽  
Educational Materials ◽  
High Quality ◽  
Mass Collaboration ◽  
Open Networks ◽  
The World ◽  
Quality Learning

The world over, some common factors have contributed to the emergence and growth of open educational resources. These can be to increase access to educational materials, to reduce the costs, to enhance the quality of educational content through working collaboratively, and to be used for capacity building and research. The WikiEducator project has been the foremost initiative to turn digital divide into digital dividends through free content and open networks. WikiEducator was established on 1 May 2006, and since then, it has grown a very big network of more than 66,700 registered WikiEducators. Learning4Content is one of the flagship initiative of WikiEducator providing free training for teachers. In this chapter, the author discusses building a vibrant and sustainable global community contributing to design, development, and delivery of free content for learning and providing training to develop wiki skills for mass collaboration to create high quality learning resources.

scholarly journals Opportunities and Challenges of State-financed Open Educational Resources: The Norwegian model – a way to more inclusion?

2019 ◽  
Author(s):  
Frank J. Müller
Keyword(s):  
Quality Assurance ◽  
Inclusive Education ◽  
Large Scale ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Materials ◽  
High Quality ◽  
Cooperation Partners

This publication deals with the experiences of employees, cooperation partners and opponents of the Norwegian large scale OER platform NDLA. Since 2006, the counties in Norway have been financing OER, thus ensuring access to high-quality educational materials. In 13 interviews, opportunities and challenges are analysed from the perspective of the experts. Quality assurance, professionalization processes, user-oriented design as well as licensing issues and the development of a new platform are also discussed. The potential of open educational resources for inclusive education is shown.

scholarly journals PROJECT ANQA: PRESENTING THE BUILT HERITAGE OF DAMASCUS, SYRIA THROUGH DIGITALLY-ASSISTED STORYTELLING

2019 ◽  
Vol IV-2/W6 ◽  
pp. 31-38
Author(s):  
F. Brzezicki ◽  
R. R. Ansara ◽  
R. Awad ◽  
M. Santana Quintero ◽  
S. Abdulac ◽  
...  
Keyword(s):  
At Risk ◽  
Web Application ◽  
New Technology ◽  
Educational Resource ◽  
Transfer Of Knowledge ◽  
High Quality ◽  
The Public ◽  
Heritage Sites ◽  
Built Heritage ◽  
Scan Data

<p><strong>Abstract.</strong> There is a growing interest in using new technology to create high-quality 3D recordings of heritage sites at potential risk of damage from conflict or natural disaster. Project Anqa is a multi-partner initiative to digitally document and present seven such at-risk heritage sites, all of which are located in Damascus, Syria. Through a training program, we enabled Syrian locals to collect a variety of data from all seven sites. With this data - a combination of photographs, laser-scan data and audio interviews - we present a web-application that provides researchers and the public a visually rich experience that showcases these at-risk sites. We term this approach “digitally-assisted storytelling.” Our goal is to raise awareness of the need to document and preserve at-risk heritage in the Middle East while providing local professionals in the region with the skills to carry out these tasks. Furthermore, Project Anqa aims to be an educational resource for both researchers and the public. By allowing all collected data to be downloaded at no charge through an open access platform, we encourage the transfer of knowledge and information while preserving the digital longevity of this endeavour. </p>

scholarly journals Value-adding policy analysis and advice: new roles and skills for the public sector

2005 ◽  
Vol 1 (3) ◽  
Author(s):  
Claudia Scott
Keyword(s):  
Public Policy ◽  
New Zealand ◽  
Public Sector ◽  
Policy Analysis ◽  
Good Governance ◽  
High Quality ◽  
The Public ◽  
Advisory System ◽  
Challenges And Opportunities ◽  
Quality Policy

High-quality policy analysis and advice is critical to good governance. Teaching public policy for the Australia and New Zealand School of Government (ANZSOG) provides a welcome opportunity to discuss challenges and opportunities for the public sector advisory system with experienced practitioners from Australia and New Zealand. Public sector advisers in many jurisdictions recognize the existence of competition for these services from others, leading to some reflection on the comparative advantage the public sector can bring to its role (Bardach, 2000; Weimer and Vining, 1999; Radin, 2000).

scholarly journals Guidelines for leveraging university didactics centers to support OER uptake in German-speaking Europe

2016 ◽  
Vol 24 ◽  
pp. 39 ◽  
Author(s):  
Martin Ebner ◽  
Sandra Schön ◽  
Swapna Kumar
Keyword(s):  
Higher Education ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Learning Centers ◽  
Educational Materials ◽  
Copyright Laws ◽  
German Speaking ◽  
E Learning ◽  
Implementation Guidelines

Although less well established than in other parts of the world, higher education institutions in German-speaking countries have seen a marked increase in the number of open educational resource (OER) initiatives and in government-supported OER funding in recent years. OER implementation, however, brings with it a unique set of challenges in German-speaking higher education contexts, stemming in part from copyright laws and use permissions that have made sharing and reuse of educational materials less prevalent. The article discusses how instructional development centers, including university didactics centers (hochschuldidaktische Zentren) and e-learning centers, can play a key role in faculty uptake and adoption of OER, and concludes by proposing a set of OER implementation guidelines that leverage the expertise and interfacing role of these centers in German-speaking countries.

Learning4Content

2014 ◽  
pp. 266-277
Author(s):  
Ramesh C. Sharma
Keyword(s):  
Common Factors ◽  
Open Educational Resources ◽  
Design Development ◽  
Educational Materials ◽  
High Quality ◽  
Mass Collaboration ◽  
Open Networks ◽  
The World ◽  
Quality Learning

The world over, some common factors have contributed to the emergence and growth of open educational resources. These can be to increase access to educational materials, to reduce the costs, to enhance the quality of educational content through working collaboratively, and to be used for capacity building and research. The WikiEducator project has been the foremost initiative to turn digital divide into digital dividends through free content and open networks. WikiEducator was established on 1 May 2006, and since then, it has grown a very big network of more than 66,700 registered WikiEducators. Learning4Content is one of the flagship initiative of WikiEducator providing free training for teachers. In this chapter, the author discusses building a vibrant and sustainable global community contributing to design, development, and delivery of free content for learning and providing training to develop wiki skills for mass collaboration to create high quality learning resources.

The Public Sector's Role in Fostering Development in Low-Density Areas

2020 ◽  
pp. 207-227 ◽  
Author(s):  
José Luís Braga ◽  
Jorge Manuel Lopes
Keyword(s):  
Grounded Theory ◽  
Public Sector ◽  
Public Utility ◽  
Financial Sustainability ◽  
Low Density ◽  
Structured Interviews ◽  
High Quality ◽  
The Public

This chapter critically analyzes the public sector action regarding Housing Tourism (HT). The methodology employed was Grounded Theory. The collected data came from 53 non-structured interviews, mainly carried out on site with the owners/hosts of HT houses in Portugal. The relevant results show that the public sector, within the scope of its institutional relationship with the HT ventures: is not promoting effectively the surroundings of manor houses; doesn't assure a sound regulation of this activity, without considering the singular identity of the houses; limits the financing to the HT units according to their renovation projects, their financial sustainability, the host's adherence to the lodging modality in question and the public utility of manor houses. Therefore, authors conclude that the public sector should: legally acknowledge high-quality lodgings only; look after the attractiveness of the areas that surround the houses; lower the bureaucratic burden that affects these houses; encourage touristic activities in the HT houses' surroundings.

Barriers, incentives, and benefits of the open educational resources (OER) movement: An exploration into instructor perspectives

First Monday ◽  
2018 ◽  
Author(s):  
Serena Henderson ◽  
Nathaniel Ostashewski
Keyword(s):  
Lifelong Learning ◽  
Open Educational Resources ◽  
Replication Study ◽  
Educational Resources ◽  
Instructional Materials ◽  
Institutional Policy ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Policy Makers ◽  
Major Benefit

Open educational resource (OER) barriers, incentives, and benefits are at the forefront of educator and institution interests as global use of OER evolves. Research into OER use, perceptions, costs, and outcomes is becoming more prevalent; however, it is still in its infancy. Understanding barriers to full adoption, administration, and acceptance of OER is paramount to fully supporting its growth and success in education worldwide. The purpose of this research was to replicate and extend Kursun, Cagiltay, and Can’s (2014) Turkish study to include international participants. Kursun, et al. surveyed OpenCourseWare (OCW) faculty on their perceptions of OER barriers, incentives, and benefits. Through replication, these findings provide a glimpse into the reality of the international educators’ perceptions of barriers, incentives, and benefits of OER use to assist in the creation of practical solutions and actions for both policy makers and educators alike. The results of this replication study indicate that barriers to OER include institutional policy, lack of incentives, and a need for more support and education in the creating, using, and sharing of instructional materials. A major benefit to OER identified by educators is the continued collegial atmosphere of sharing and lifelong learning.

scholarly journals User-Generated Content’s Impact on the Sustainability of Open Educational Resources

Open Praxis ◽  
2019 ◽  
Vol 11 (2) ◽  
pp. 211 ◽  
Author(s):  
Janani Ganapathi
Keyword(s):  
Social Media ◽  
Open Educational Resources ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Online Platforms ◽  
Rapid Dissemination ◽  
Commissioned Works ◽  
Novel Concept ◽  
Fundamental Requirement

Sustainability is a fundamental requirement to ensure long-term viability of open educational resource (OER) initiatives. To afford technology upgrades and author costs, most of the existing initiatives are heavily reliant on continued funding; limiting OER models to invest in commissioned works. User-generated resources come as a solution to this problem, although a fairly novel concept to the area of child literacy. Consequently, there is little evidence available in earlier literature on their use for education. With online platforms such as social media and gaming sites encouraging users to collaborate and create original content, user-generation is a potential instrument for circumventing costs and achieving rapid dissemination of works. However, it also presents a significant downside – questionable quality. This paper discusses the use of user-created OERs for literacy, exploring the quality and sustainability implications that arise from this creation method and the measures undertaken by an Indian organization to overcome the same.

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