scholarly journals INFRAESTRUTURA TECNOLÓGICA PARA CRIAR, PUBLICAR E RECOMENDAR RECURSOS EDUCATIVOS ABERTOS ACESSIBLES

2018 ◽  
Vol 4 (3) ◽  
pp. 239 ◽  
Author(s):  
Silvia Margarita Baldiris Navarro ◽  
Cecilia Avila ◽  
Joao Sarraipa ◽  
Silvana Aciar ◽  
Ramon Fabregat ◽  
...  
Keyword(s):  
Latin America ◽  
Web Accessibility ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Equal Access ◽  
Learning Needs ◽  
Technological Infrastructure ◽  
Accessibility Guidelines ◽  
Supporting Teachers ◽  
Technological Perspective

Open Educational Resources (OERs) should provide equal access for all people, independent of their particular needs or preferences. If an OER that does not comply with web accessibility guidelines, it will hardly address the diversity of students’ learning needs. From a pedagogical and technological perspective various solutions have been proposed in an attempt to reduce inequality in educational settings. This article presents a technological infrastructure designed for supporting teachers in the creation, publishing and recovering of accessible OERs. The infrastructure was validated in the context of a training course offered to teachers from Latin America and results are promising.   KEYWORDS: Open educational resources; diversity; web accessibility; technological infrastructure; teachers.

Examination of the electronic educational resources accessibility on the university Moodle platform

2021 ◽  
pp. 5-22
Author(s):  
Ye. A. Kosova ◽  
A. S. Gapon ◽  
K. I. Redkokosh
Keyword(s):  
Web Accessibility ◽  
Educational Resources ◽  
Web Content ◽  
Evaluation Tool ◽  
Screen Readers ◽  
Video Lectures ◽  
Expert Analysis ◽  
Accessibility Guidelines ◽  
The University ◽  
The Web

The purpose of the article is to assess the accessibility of electronic educational resources (EER) published in the university Moodle Learning Management System (LMS). The analysis involved 22 EERs in mathematical and information technology disciplines, located in the Moodle LMS of the V. I. Vernadsky Crimean Federal University. The examination algorithm included analysis using the Web Accessibility Evaluation Tool (WAVE) and expert analysis of web accessibility using visual, auditory and manual methods based on 89 checklist attributes. In the result of the analysis, multiple accessibility errors of the Moodle platform and the EERs hosted on it were found. The most serious platform problems include: lack of compatibility with text browsers; errors of reproduction by screen readers; errors of content reproduction on mobile devices. The list of accessibility errors made by the authors of EERs includes: incorrect design of hyperlinks (22.7 % of the EERs); lack of subtitles (13.6 %), transcripts (22.7 %), synopses of video lectures (27.3 %); lack of alternative descriptions for figures (68.2 %); time limit for tests (9.1 %); lack of special markup for mathematical notation (36.4 %) and program code (13.6 %), etc. Results of the survey show need in training of EERs’ authors in technologies for developing accessible educational web content. It is advisable to familiarize web developers deploying an LMS at universities with the basics of web accessibility, LMS accessibility functions and modules in order to select the most suitable platform, determine and install the required set of accessibility tools. Before launching all EERs should be subject to mandatory examination for compliance with the web accessibility guidelines.

Use of Open Educational Resources and Print Educational Materials by Federal College of Education Katsina, Nigeria: A Study

2017 ◽  
Vol 37 (6) ◽  
pp. 437 ◽  
Author(s):  
Rufai Danmusa Gambo ◽  
Sani Masanawa Aliyu
Keyword(s):  
Research Work ◽  
College Of Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Needs ◽  
Educational Materials ◽  
Negative Attitudes ◽  
Service Training ◽  
Ease Of Access ◽  
Descriptive Survey

<p align="center">This research work investigates the usage of Open Educational Resources (OER) and Print Educational Materials by the students of Federal College of Education Katsina, Nigeria. Using descriptive survey, 358 students were sampled as respondents. The research find out that while print section still remain relevant, an alarming negative attitudes by the students toward print educational materials have been found. Factors including students’ learning needs and interest, infrastructural decay, outdated books stocks, under equipped nature of the print sections and the unfriendly attitudes of the librarians toward clients are responsible this attitudes. However, OER enjoy an overwhelming patronage of students. The unrestricted nature of open educational resources coupled with its ease of access, freeness, proximity, relevance and IT infrastructural advancements are what make it an educational hotcake of the time. Better funding of education, inculcation of reading culture in younger generation, massive development of print materials into open educational resources and in-service training of library staff has been recommended. </p><p> </p>

scholarly journals Revisiting Textbook Adaption Through Open Educational Resources: An Inquiry into Students’ Emotions

2020 ◽  
Vol 21 (3) ◽  
Author(s):  
Xiaodong Zhang
Keyword(s):  
Positive Emotions ◽  
Classroom Practices ◽  
Negative Emotions ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Needs ◽  
Mediated Learning ◽  
Group Discussions ◽  
Chinese University ◽  
Field Notes

This qualitative study explored the emotional trajectories students experienced when faced with open educational resources (OER) that expanded the learning available from a required textbook. Data included students’ reflections, group discussions, and interviews, along with field notes which were collected in a classroom at a Chinese university in one semester. The study showed that students’ initial positive emotions arose from their understanding of their own learning needs. Their positive emotions toward the conjugated use of OER and a textbook fluctuated over the semester but were gradually enhanced through their involvement in classroom practices (e.g., knowledge building and teacher mediation). Through the process, students’ positive and negative emotions respectively facilitated and hampered their learning practices; however, negative emotions were not always detrimental—they also facilitated students’ learning. Students’ emotions gradually stabilized in the direction of being positive, especially in tandem with (a) achievement of sufficient knowledge gained through OER-based textbook use and teacher-mediated learning, and (b) their augmented confidence in proficiently using the new knowledge to navigate their practices.

Exploring the Literature on Utilization of Open Educational Resources in Nigeria

2020 ◽  
pp. 24-39
Author(s):  
K. N. Igwe
Keyword(s):  
Open Access ◽  
Learning Environments ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Empirical Literature ◽  
Learning Needs ◽  
Skills Acquisition ◽  
Open Access Journals ◽  
The Universe ◽  
And Training

This chapter looks at open educational resources (OER), the evolution and conceptualization, the empirical literature so far on utilization of OER in Nigeria, potential determinants of OER utilization, and the future pathways for OER as essential learning resources for functional education and training in the 21st century. The open access movement calls upon researchers and academics to provide open access to their research works by either publishing their findings in open access journals that provide open access to their contents online or by depositing their work into repositories that make their content freely available over the internet. Open educational resources (OER) are now at the forefront of education, knowledge, and skills acquisition across the universe. This implies that OER can be used in all learning environments for addressing learning needs of different classes of individuals in the society. There should be priority attention in developing ICT infrastructures at all levels of education in Nigeria, which is expected to facilitate unhindered exploitation of all kinds of existing OER across the universe.

Use of Open Educational Resources and Print Educational Materials by Federal College of Education Katsina, Nigeria: A Study

2017 ◽  
Vol 37 (6) ◽  
pp. 437
Author(s):  
Rufai Danmusa Gambo ◽  
Sani Masanawa Aliyu
Keyword(s):  
Research Work ◽  
College Of Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Needs ◽  
Educational Materials ◽  
Negative Attitudes ◽  
Service Training ◽  
Ease Of Access ◽  
Descriptive Survey

<p align="center">This research work investigates the usage of Open Educational Resources (OER) and Print Educational Materials by the students of Federal College of Education Katsina, Nigeria. Using descriptive survey, 358 students were sampled as respondents. The research find out that while print section still remain relevant, an alarming negative attitudes by the students toward print educational materials have been found. Factors including students’ learning needs and interest, infrastructural decay, outdated books stocks, under equipped nature of the print sections and the unfriendly attitudes of the librarians toward clients are responsible this attitudes. However, OER enjoy an overwhelming patronage of students. The unrestricted nature of open educational resources coupled with its ease of access, freeness, proximity, relevance and IT infrastructural advancements are what make it an educational hotcake of the time. Better funding of education, inculcation of reading culture in younger generation, massive development of print materials into open educational resources and in-service training of library staff has been recommended. </p><p> </p>

scholarly journals Accessibility within open educational resources and practices for disabled learners: a systematic literature review

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Xiangling Zhang ◽  
Ahmed Tlili ◽  
Fabio Nascimbeni ◽  
Daniel Burgos ◽  
Ronghuai Huang ◽  
...  
Keyword(s):  
Functional Diversity ◽  
Assistive Technologies ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Dropping Out ◽  
Learning Needs ◽  
Disabled Students ◽  
Large Numbers ◽  
Holistic Understanding ◽  
Open Educational Practices

AbstractThe number of disabled students is rapidly increasing worldwide, but many schools and universities have failed to keep up with their learning needs. Consequently, large numbers of disabled students are dropping out of school or university. Open Educational Resources (OER) and Open Educational Practices (OEP) contain several relevant features, including the possibility of reusing and remixing, which have led researchers to consider using OER and OEP to facilitate meeting the needs of disabled and functional-diverse students in order to increase their accessibility and e-inclusion capabilities in educational settings. The very limited research to date, however, has provided a limited holistic understanding of accessibility within OER and OEP in order to aid researchers in pursuing future directions in this field. Therefore, this paper systematically reviewed 31 papers to provide insights about functional diversity within OER and OEP. The results obtained highlighted that accessibility is still in its infancy within OER and that researchers should focus more on considering the four accessibility principles — perceivable, operable, understandable and robust — when providing OER. Additionally, while several researchers have focused on several issues related to accessibility within OER, limited focus has been given to assistive technologies using OER. Finally, this paper provides several recommendations to increase accessibility within OER and help design more accessible OER for students with functional diversity.

scholarly journals University Teachers and Open Educational Resources: Case Studies from Latin America

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Virginia Rodés ◽  
Adriana Gewerc-Barujel ◽  
Martín Llamas-Nistal
Keyword(s):  
Latin America ◽  
Latin American ◽  
Social Representations ◽  
Educational Practice ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Pedagogical Practices ◽  
University Teachers ◽  
Prevailing Paradigm ◽  
Using Data

The Open Education movement has made efforts to systematise experiences and to evaluate the adoption of Open Educational Resources (OER). However, OER adoption is not part of the prevailing paradigm in higher education, both at the global level and in Latin America. This paper describes results of a study that analysed the social representations regarding the development, use, and reuse of OER by university teachers in their pedagogical practices. We conducted a study of 12 cases from Latin American universities using data analysis based on Grounded Theory. The results show that the use and reuse of OER lacks of public and institutional policies. The main agents are teachers organised in teams that support OER adoption. The reasons that encourage the creation of OER are mainly intrinsic, such as the pleasure derived from contributing and sharing, as well as external and related to professional development needs from the reflection on one’s own educational practice. Educators consider it essential to evaluate the resources created so that they can be reused in continuous improvement processes. Commercial use and misappropriation of the works are two of the main tensions identified. The community factor of teaching guides most behaviours in OER adoption in educational institutions and is presented as an inherent part of the development and transformation of the curriculum.

scholarly journals Open Educational Resources: An Annotated Bibliography for Librarians

2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Chris Bober
Keyword(s):  
Open Access ◽  
Student Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Equal Access ◽  
Access To Education ◽  
Concerted Effort ◽  
Positive Role ◽  
Playing Field ◽  
Disadvantaged Populations

Open educational resources (OER), now in their 15th year of existence, consists of, in principle, fully open educational content, available for free to all and are adaptable to serve the needs of the user. They were created as a response to the high cost of textbooks and as a means of leveling the playing field in terms of ensuring equal access to education for disadvantaged populations. The selected resources below attest to the fact that a concerted effort is well underway to address and overcome these challenges. Institutions are increasingly investing in OER as research has demonstrated that they have a positive role to play in student learning. Libraries, already champions of copyright and open access initiatives, have the expertise to advocate for and collaborate on efforts to further the growth and impact of open educational resources both within their institutions and beyond.           

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