scholarly journals Eine Frage der Qualität – Qualitätsforderungen an Open Educational Resources in Schule und Hochschule

2018 ◽  
Vol 32 (Offenheit in Lehre und Forschung) ◽  
pp. 51-62
Author(s):  
Jane Brückner
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Open Education

Die Nutzung und Bereitstellung von Open Educational Resources (OER) sind mit vergleichsweise hohen Unsicherheiten und Herausforderungen verbunden, die in der deutschen Bildungslandschaft zu einem erhöhten Bedarf an Qualitätsausweis für freie Bildungsmaterialien führen. Die Debatte um diese vermeintlich geringer-wertigen Unterrichtsmaterialien reisst nicht ab und qualitätssuggerierende Entwicklungen begleiten die Nutzung von OER in der Schulpraxis: Verlage und Hochschulen geben cc-lizenziertes Material an die Lehrkräfte in allen Bildungsbereichen, Plattformen für OER versuchen Qualitätsnachweise über Nutzerbewertungen, Bildungsinstitutionen entwerfen Qualitätskriterienmodelle für OER. Bei allen Unternehmungen dem Bedarf an Qualitätssicherung und Qualitätsausweisen nachzukommen, wird vernachlässigt, dass gerade OER und die konsequente Praxis von Open Education die Nutzer als autonome, kreative und kompetente Lehrenden und Lernenden versteht. Vor diesem Hintergrund steht ein kritisches Hinterfragen der aktuellen Implikationen des verwendeten Qualitätsbegriffes aus, sowie des Beteiligtenkreises für den Aushandlungsprozess von OER-Qualität.

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.

scholarly journals Open Education for a Better World: A Mentoring Programme Fostering Design and Reuse of Open Educational Resources for Sustainable Development Goals

Open Praxis ◽  
2019 ◽  
Vol 11 (4) ◽  
pp. 409 ◽  
Author(s):  
Tanja Urbančič ◽  
Anja Polajnar ◽  
Mitja Jermol
Keyword(s):  
Sustainable Development ◽  
Social Impact ◽  
Sustainable Development Goals ◽  
Impact Analysis ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Open Education ◽  
Online Mentoring ◽  
Educational Materials ◽  
Development Goals

An international online mentoring programme Open Education for a Better World (OE4BW) has been developed to unlock the potential of open education in achieving the UN Sustainable Development Goals. The programme provides an innovative approach to building Open Educational Resources, connecting developers of educational materials with experts volunteering as mentors. The model of the programme has been carefully designed and tested in two subsequent implementations in years 2018 and 2019. Results have proved the model to be useful for building capacities in open education, while producing concrete educational materials with great potential for social impact. Analysis of results has been used to suggest further improvements needed for enabling the program to be used on an even larger scale. The paper presents the development of the OE4BW model, its main characteristics, implementation results and guidelines for the future.

scholarly journals Ética hacker, campos de experimentação e as possibilidades da educação aberta / Hacker ethics, fields of experimentation and open education possibilities

2016 ◽  
Vol 9 (2) ◽  
pp. 174-184
Author(s):  
Ana Carolina Sampaio Coelho
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Pedagogical Practices ◽  
Digital Culture ◽  
Open Education ◽  
Critical Perspective ◽  
Deleuze And Guattari

RESUMO: O presente trabalho propõe uma discussão a respeito da “educação aberta” a partir da imagem do “rizoma”, conceito presente nas obrasMil Platôs, de Deleuze e Guatarri, e nas “linhas de errância”, presentes nos mapas apresentados por Fernand Deligny, em “Aracniano”. O presente trabalho discute como os professores podem assumir o papel de “intelectuais transformadores” no contexto da cibercultura e de negação do modelo de “educação bancária”, adotando uma perspectiva crítica de ensino na utilização dos processos da cultura digital em suas práticas pedagógicas. Por fim, propõe uma breve reflexão acerca do potencial dos recursos educacionais abertos e de como eles podem ser vistos como possibilidades de “errância” e “desterritorialização” no contexto da educação brasileira.PALAVRAS-CHAVE: rizoma; educação aberta; educação bancária; Recursos Educacionais Abertos (REA). ABSTRACT:This paper proposes a discussion about open education, based on the concept of rhizome, articulated by Deleuze and Guattari in “A Thousand Plateaus”, and the "wandering lines", present in theFernand Deligny's cartography in "The arachnean and other texts". The paper explores how teachers can act as “Transformative Intellectuals” in the cyberculture context, opposing the banking model of education, adopting a critical perspective of teaching in the utilization of digital culture processes in their Pedagogical practices. In this regard, the discussion ends by suggesting a reflection about the potential of Open Educational Resources (OER) and how they can be considered possibilities for wandering and deterritorialization in the context of Brazilian education.KEYWORDS: rhizome; open education; banking model; Open Educational Resources (OER).

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.

scholarly journals Otwarte zasoby edukacyjne - przegląd inicjatyw w Polsce i na świecie

e-mentor ◽  
2021 ◽  
Vol 91 (4) ◽  
pp. 51-60
Author(s):  
Kamila Kokot-Kanikuła ◽  
◽  
Anna Wałek
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Open Education ◽  
Educational Materials ◽  
Learning And Teaching ◽  
Legal Documents ◽  
Training Materials ◽  
Barriers To Teaching ◽  
And Training

Open Educational Resources (OER) are training materials and tools that support both learning and teaching. This phenomenon is inextricably linked with a broader concept - open education, which calls for the removal of barriers to teaching so that learners can acquire knowledge following their educational and training needs. The aim of the article is to familiarize the readers with the idea of open educational resources, the legal and organizational foundations crucial for their creation and development, as well as the latest initiatives undertaken in the field of OER dissemination. In the first part of the article, the authors explain the concept and role of open educational resources in the teaching process. Then, they present selected initiatives implemented by members of European Network of Open Education Librarians (ENOEL) and the results of a survey conducted among European academic libraries by SPARC Europe. The analysis of publications, the content of legal documents, reports, and recommendations made it possible to precisely define the meaning of open educational resources for their users. The multifaceted nature and scale of the activities confirm that modern teaching can develop faster based on open educational materials.

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.

Supporting access to open education resources and massive open online courses for high school students of New Zealand

2017 ◽  
Vol 14 (4) ◽  
pp. 244-253
Author(s):  
Sittara Hakim
Keyword(s):  
High School ◽  
High School Students ◽  
New Zealand ◽  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Open Education ◽  
Massive Open Online ◽  
School Students

Open education promotes an absolute openness in the dissemination of education, eliminating barriers including, but not limited to, cost and access to free and relevant resources. For open education, digital content has provided a means of not just sharing resources, but for promoting an interactive and collaborative culture of pooled Open Educational Resources to help others have the freedom of learning and educating themselves as per their necessity and yearning. Open Educational Resources in higher education have quickly gained a reputation, expanded and evolved with Massive Open Online Courses. In this paper, the significance, approach and implications of open education are extended to secondary education. Recommendations are reported for the development of High School Open Educational Resources in New Zealand, including the establishment of a High School Object Repository.

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