Open Resources in the Process Management of an Educational Organization in the Context of Integration and Inclusion

The formation of a digital education space is an important moment for the development of the education system in the modern world. The article analyzes the problems of ensuring the security of information technologies in the management of the educational process of organizations, the risks and threats of open Internet resources in the context of integration and inclusion. It is proposed to identify the process of forming digital mentors in a pandemic Covid time as a safe expert space that can reduce risks and threats. Materials and Methods. Using the method of descriptive analysis of datasets voluntarily made publicly available on the Internet by educational organisations allowed the authors to investigate examples of large-scale projects of virtual schools in the formats of exchange models for information subscribers and system integrators. The issues of ensuring the safety of underage users, legal shortcomings of access and protection of Internet consumers of open educational resources were discussed. Results. The study has shown that the evidence from innovative processes of developing and producing open educational resources is complex, context-specific and difficult to generalise. Such initiatives require significant organisational change, including external partners of educational organisations and stakeholders with different cultures and educational practices. The authors highlight the use of benchmarking technology as a tool for the quality of intellectual integrations and the effectiveness of educational activities as a whole as an important condition for the success of the processes taking place. In the context of the research, the authors raise the issue of computer addiction among pupils and students and their safe interaction with multifaceted information online, drawing attention to the need for legal and educational measures for online safety, which should be planned and implemented in the educational organisation on a regular basis. Open educational resource OER initiatives are related to institutional change and require appropriate pedagogical and psychological approaches and legal support to help all actors in the educational space adapt to changes in the IT culture. The materials of this article will be useful to specialists and educational managers, including inclusive education, in developing prospective strategies for digital education and models for the development, production and maintenance of open educational resources.

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

10.31235/osf.io/7325g ◽

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.

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On the Road to Inclusive Education: Supporting Diversity in Education by State-Financed, Large-Scale OER Platforms—The Example of User-Oriented Development of NDLA in Norway

Education Research International ◽

10.1155/2021/5534641 ◽

2021 ◽

Vol 2021 ◽

pp. 1-11

Author(s):

Frank J. Müller

Keyword(s):

Inclusive Education ◽

Large Scale ◽

Open Educational Resources ◽

Educational Resources ◽

Cultural Backgrounds ◽

Learning And Teaching ◽

The Road ◽

Upper Secondary Education ◽

On The Road ◽

Diversity In Education

Inclusive education and the associated consideration of the diverse needs of students from different social, economic, and cultural backgrounds and different talents and disabilities are a worldwide challenge. This article shows how by addressing different user groups, state-funded platforms for open educational resources (OER) can contribute to the implementation of inclusive education. This is done using the example of the Norwegian platform NDLA, which has been providing open educational resources for upper secondary education in Norway since 2006. This paper is based on 13 expert interviews conducted with NDLA staff, cooperation partners, and members of the opposing schoolbook publishers union in 2017. The presented results focus on the diversity of learners, teachers, and platform staff and how this diversity is addressed. The presented results focus on the diversity of learners, teachers, and platform staff and how this diversity is addressed to ensure the best possible outcomes in learning and teaching. Finally, country-specific aspects that can be addressed by an OER platform are highlighted. In summary, the transferability of the Norwegian experience to other countries is discussed.

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Awareness, attitudes and participation of teaching staff towards the open content movement in one university

Research in Learning Technology ◽

10.3402/rlt.v20i0.18520 ◽

2012 ◽

Vol 20 ◽

Cited By ~ 7

Author(s):

Peter Reed

Keyword(s):

Large Scale ◽

Critical Mass ◽

Open Educational Resources ◽

Educational Resources ◽

Teaching Staff ◽

Open Educational Resource ◽

Technology Enhanced Learning ◽

Learning Technology ◽

Creative Commons ◽

Open Content

This research investigates the current awareness of, and participation in, the open content movement at one UK institution for higher education. The open content movement and the open educational resources can be seen as potential methods for reducing time and cost of technology-enhanced learning developments; however, its sustainability and, to some degree, its success are dependent on critical mass and large-scale participation. Teaching staff were invited to respond to a questionnaire. Respondents (n59) were open to the idea of sharing their own content and, similar to other studies, demonstrated existing practices of sharing resources locally amongst colleagues; however, there was little formal, large-scale sharing using suitable licenses. The data gathered concurs with other research suggesting a lack of awareness to the Creative Commons licenses as well as a lack of participation in large open educational resource repositories.Keywords: open educational resources; staff attitudes; sustainability(Published: 22 October 2012)Citation: Research in Learning Technology 2012, 20: 18520 - http://dx.doi.org/10.3402/rlt.v20i0.18520

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Web Strategies for the Curation and Discovery of Open Educational Resources

Open Praxis ◽

10.5944/openpraxis.8.4.305 ◽

2016 ◽

Vol 8 (4) ◽

pp. 297 ◽

Cited By ~ 1

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.

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Utilization of Open Educational Resources in Mathematics Instruction for the Intermediate School

Journal of Educational Issues ◽

10.5296/jei.v5i2.15898 ◽

2019 ◽

Vol 5 (2) ◽

pp. 193

Author(s):

Eman A. Assiri ◽

Mohammed A. Alnatheer

Keyword(s):

Saudi Arabia ◽

Mathematics Instruction ◽

Analytical Approach ◽

Educational Process ◽

Open Educational Resources ◽

Educational Resources ◽

Intermediate School ◽

Study Population

The present study aimed to examine the extent of utilizing Open Educational Resources (OER) in mathematics instruction for the intermediate school in Riyadh, Saudi Arabia. It also aimed at identifying the benefits, the challenges, and the opportunities of applying OER in the educational process. For achieving the study objectives, the descriptive analytical approach was adopted. The study population comprised all the teachers of the intermediate school in Riyadh. A questionnaire was prepared and applied to a randomly selected sample of (113) teachers of the intermediate school. In the light of the findings, a set of recommendations and further studies were formulated.

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Database Strategy in Development of Digital Ecosystem for Quality Control in Education

SHS Web of Conferences ◽

10.1051/shsconf/20185001186 ◽

2018 ◽

Vol 50 ◽

pp. 01186

Author(s):

Ivan Evdokimov ◽

Halina Danilava ◽

Tatiana Yamskikh ◽

Roman Tsarev

Keyword(s):

Higher Education ◽

Quality Control ◽

Information Technologies ◽

Large Scale ◽

Education Institution ◽

Educational Process ◽

Research Information ◽

Teaching Materials ◽

Digital Ecosystems ◽

Digital Ecosystem

The purpose of this research in educational environment is to improve the quality of the educational process with the help of new information technologies. The paper examines practical issues of digital ecosystems implementation in education on the basis of relational databases, as, from the authors’ point of view, in the organization data are less subject to change in time than business processes. Therefore the strategy of information systems development where the database functions as a cornerstone provides the result, that is more stable than, for example, a functional approach in software development. Within the frames of this research information technologies of quality control in education are being created. They are intended for the exact and full representation of teaching materials as a system used as a source of information for the assessment of learning and teaching materials and creation of electronic resources on this platform. The structure of the created database, operation practices and topical issues of its introduction in more large-scale digital ecosystems are considered. As a result the database ready for use as a management solution for higher education institutions is created. This is important as information technologies provide additional opportunities for the development in the sphere of higher education, quality improvement of the educational process. The authors conclude that introduction of innovative information technologies in management system of higher education institution is relevant and perspective.

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INVESTIGATION INTO OPEN EDUCATIONAL RESOURCES FOR LEARNING ENGLISH IN DEVELOPING FUTURE PHILOLOGISTS’ INSTRUMENTAL VALUES

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2019vol3.3833 ◽

2019 ◽

Vol 3 ◽

pp. 512

Author(s):

Oleksandr Malykhin ◽

Nataliia Aristova ◽

Vasyl Kovalchuk

Keyword(s):

American Literature ◽

English Language ◽

Real Life ◽

Educational Process ◽

Open Educational Resources ◽

Educational Resources ◽

Computer Data ◽

Instrumental Values ◽

And Control ◽

Learning English

The authors present the results of the research carried out in the 2016/2018 academic years among 338 students earning BA in the English language and literature regarded in our study as future philologists. Experimental work was conducted at four higher educational institutions in Ukraine. The aim of the study was to find out the influence of open educational resources for learning English on the development of future philologists’ instrumental values. We used methods of mathematical statistics, computer data processing and a descriptive method for interpreting experimental data. The authors theoretically substantiate and practically prove the efficiency of the use of open educational resources for learning English which influence the development of future philologists’ instrumental values necessary for adequate evaluating own activity and meeting various real-life and professional challenges. These open educational resources are The Internet Encyclopedia of Ukraine, Encyclopedia Britannica, The Cambridge History of English and American Literature, Learn English. The results obtained in the experimental and control groups are compared and conclusions on the efficiency of the use of open educational resources for learning English in the educational process of higher education institutions in the context of development of future philologists’ instrumental values are drawn.

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ВИКОРИСТАННЯ BIG DATA В ОСВІТНЬОМУ ПРОЦЕСІ СУЧАСНОГО УНІВЕРСИТЕТУ

Information Technologies and Learning Tools ◽

10.33407/itlt.v60i4.1681 ◽

2017 ◽

Vol 60 (4) ◽

pp. 239 ◽

Cited By ~ 1

Author(s):

Stanislav M. Nikolaienko ◽

Vasyl D. Shynkaruk ◽

Vasyl I. Kovalchuk ◽

Artur B. Kocharyan

Keyword(s):

Big Data ◽

Information Technologies ◽

Methodological Problem ◽

Educational Process ◽

Educational Resources ◽

University Education ◽

Modern Information ◽

Historical Sketch

The article discusses the use of Big Data in universities in the educational process, as one of the trends in modern information technologies. A historical sketch of the development of the conceptual-categorical apparatus Big Data is submitted. The initial causes of the introduction of modern trends influencing the development of university education are generalized. There are highlighted the reasons that determine the theoretical and methodological problem of scientific and methodological support for the use of Big Data in the educational process of a modern university. The analysis of the latest research on the use of Big Data in the educational process is presented; the indicators characterizing Big Data and the advantages of their use in the educational process are given as well as there are presented the results of the research: a list of electronic educational resources (tools) that allow using Big Data in the educational process of a modern university. The recommendations and prospects of using Big Data in the educational process of the modern university are given.

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Differentiation in Access to, and the Use and Sharing of (Open) Educational Resources among Students and Lecturers at Technical and Comprehensive Ghanaian Universities

Open Praxis ◽

10.5944/openpraxis.10.4.917 ◽

2018 ◽

Vol 10 (4) ◽

pp. 405 ◽

Cited By ~ 1

Author(s):

Judith Pete ◽

Fred Mulder ◽

Jose Dutra Oliveira Neto ◽

Kathleen Ludewig Omollo

Keyword(s):

South Africa ◽

Empirical Data ◽

Large Scale ◽

Open Educational Resources ◽

Educational Resources ◽

Sub Saharan Africa ◽

Common Goal ◽

Comprehensive Universities ◽

Sub Saharan ◽

Selection Of

This paper is the second in a series of three with a common goal to present a fair OER picture for Sub-Saharan Africa, represented by large-scale studies in three countries: Kenya, Ghana, and South Africa. This paper examines a deliberate selection of four Ghanaian universities with randomly sampled students and lecturers. Distinct questionnaires for students and the lecturers have been used, which generated a response from in total 818 students and 38 lecturers. The major outcomes based on the empirical data are: (i) there is a significant digital differentiation among lecturers and students at technical versus comprehensive universities in terms of their proficiency and internet accessibility; and (ii) the awareness and appreciation of the OER concept and open licensing is low but from the actual variety and types of processing by respondents of educational resources (not necessarily open) there is a preparedness for openness for the future.

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Interconnection of polycultural and inclusive education on the example of the USA

Vestnik Majkopskogo gosudarstvennogo tehnologiceskogo universiteta ◽

10.47370/2078-1024-2021-13-3-66-72 ◽

2021 ◽

Vol 13 (3) ◽

Author(s):

I.S. Bessarabova ◽

◽

E.S. Kurysheva ◽

Keyword(s):

United States ◽

Comparative Analysis ◽

Multicultural Education ◽

Inclusive Education ◽

The United States ◽

Individual Characteristics ◽

Educational Process ◽

Modern World ◽

Equal Rights ◽

The Relationship

The relevance of the research is due to the multicultural nature of the modern world, where all members of any society must have equal rights for high quality educational services, despite individual characteristics that may manifest themselves in race and gender, social status, and alternative development. Multicultural education, being a priority in the US educational policy, has stimulated the development of inclusive education in the country, thereby providing access to education for all citizens with disabilities. Thus, a comprehensive school acquired the status of the main institution for the socialization of students, regardless of their educational capabilities and needs. Consequently, the problem of the research is to identify the relationship between multicultural and inclusive education in the United States. The purpose of the research was to characterize the common features of multicultural and inclusive education on the example of the United States. In the course of the research, the following methods were used: analysis of domestic and foreign literature on the research problem, as well as methods of comparative analysis, generalization and systematization. The research results are the main features of multicultural and inclusive education in the United States have been analyzed, the main goals of multicultural and inclusive education in the United States have been correlated; the principles of multicultural education, which form the basis of inclusive education in the United States have been considered; the relationship of inclusive and multicultural education on the example of the United States has been substantiated. Key conclusions: the presented principles of multicultural education (the principle of variability, differentiation, exclusion of any kind of discrimination, humanistic orientation of the educational process) forms the basis for the organization of inclusive education in the United States. A comparative analysis of the goals of multicultural and inclusive education in the United States has shown their general focus on providing affordable and quality education to all members of society, regardless of identity.

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