Ensuring readiness for teachers to forming at school future specialists of digital economy on the base of the concept of open educational resources

2019 ◽  
pp. 55-61
Author(s):  
B. E. Starichenko
Keyword(s):  
Computer Science ◽  
Career Guidance ◽  
Digital Economy ◽  
Open Educational Resources ◽  
Educational Resources ◽  
School Teachers ◽  
Technological Basis ◽  
Creative Commons ◽  
Design Activities ◽  
Specialized Mathematics

The article discusses the need to attract school teachers of mathematics and computer science to implement the program “Personnel of the digital economy”. The problem is the steady reduction in recent years in the share of school graduates who choose the exam in specialized mathematics, which does not allow them to continue their studies at universities to acquire IT specialties. This casts doubt on the achievement of the indicators of the program “Development of the Digital Economy of the Russian Federation” in part of staffing of digitalization. To implement the plans, it is necessary to solve the problem of creating the appropriate professional focus of schoolchildren. This, in turn, requires bringing the system of training and retraining of teachers of mathematics and computer science at universities in line with the provisions of the Program in a meaningful, methodological and technological aspects.The article discusses the substantive aspect of the problem and offers some options for solving it: career guidance work with schoolchildren, conducting elective courses on the study of modern IT technologies, programming, robotics, encouraging the design activities of IT-oriented schoolchildren, etc.It is proposed to use open educational resources (OER), issued with free licenses such as Creative Commons, as a methodological and technological basis for training. The advantages of OER in connection with the solution of the problem are discussed. It is proposed to use a cloud-based LMS such as Google Classroom (Google Suite for Education) as a hosting platform.It is concluded that the involvement of school teachers in the preparation of potential (future) cadres of the digital economy is possible on the basis of the approaches proposed in the article.

Die Creative Commons-Lizenzen 4.0

2021 ◽  
Author(s):  
Sebastian Horlacher
Keyword(s):  
Educational Equity ◽  
Contract Law ◽  
Open Educational Resources ◽  
Educational Resources ◽  
University Teaching ◽  
Educational Materials ◽  
Policy Actors ◽  
Creative Commons ◽  
Framework Conditions ◽  
Suitable Framework

The thesis examines the Creative Commons Licenses 4.0 and the CC Zero 1.0 license using the example of granting rights of use for university teaching. It analyses to what extent these model license agreements are compatible with the requirements of German copyright and contract law and whether they create suitable framework conditions for rights of use materials for educational materials that meet the goals of the Open Educational Resources movement. Open Educational Resources are seen by education policy actors as a tool to facilitate access to high-quality educational materials and thus contribute to educational equity.

Integrating Open Educational Resources Into Undergraduate Business Courses

2018 ◽  
Vol 47 (3) ◽  
pp. 337-358
Author(s):  
Reneta P. Barneva ◽  
Valentin E. Brimkov ◽  
Federico Gelsomini ◽  
Kamen Kanev ◽  
Lisa Walters
Keyword(s):  
Higher Education ◽  
Lessons Learned ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Materials ◽  
Business Courses ◽  
Creative Commons

Open educational resources (OER) are educational materials with an open license so that they can be freely copied, modified, and reused. While the rising cost of textbooks is a concern in higher education, over 50% of the surveyed educators stated that they are unaware of the OER and how they could replace the traditional textbooks. In addition, not many instructors understand the Creative Commons licenses under which OER can be used. In this work, we consider the types of OER and outline the sources of OER for business courses. We describe our experience of using such resources for innovative business courses and discuss the choices we made and the lessons learned. Finally, we share the results of surveys about OER we conducted with students and reflect on them.

scholarly journals Lessons Learned from the Development of Open Educational Resources at Post-Secondary Level in the Field of Environmental Modelling: An Exploratory Study

2019 ◽  
Vol 9 (2) ◽  
pp. 103 ◽  
Author(s):  
Quazi K. Hassan ◽  
Khan R. Rahaman ◽  
Kazi Z. Sumon ◽  
Ashraf Dewan
Keyword(s):  
Lessons Learned ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Environmental Modelling ◽  
Post Secondary ◽  
Creative Commons ◽  
Student Ratings Of Instruction ◽  
University Of Calgary ◽  
The University ◽  
The Impact

Open educational resources (OER) have become increasingly popular in recent times. Here, the aim was to synthesise the lessons learned through the development of OER materials for a university-level course called “environmental modelling”. Consequently, the topics of discussion included: (i) how to choose an appropriate creative commons license; (ii) ways of incorporating materials from other sources, such as publicly available sources, other open access materials, and an author’s own published materials if not published under a creative commons license; (iii) the impact of the developed OER in the field of environmental modelling; and (iv) the challenges in developing OER material. Upon developing the materials, we observed the following: (i) students enrolled in the course did not purchase textbooks; (ii) our OER materials ranked as one of the most accessed (i.e., number 7) materials according to the usage data that summed the number of file downloads and item views from PRISM (i.e., the hosting platform maintained by the University of Calgary); (iii) the students learned relatively better as per the data acquired by the University of Calgary’s universal student ratings of instruction (USRI) instrument; and (iv) other universities expressed interest in adopting the materials.

scholarly journals Exploring the Reflective Learning Experiences of Primary School Teachers during the use of Open Educational Resources

2015 ◽  
Vol 2 (2) ◽  
pp. 163
Author(s):  
S. O. Essuman
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
Learning Experiences ◽  
Reflective Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills

<p class="2M-body">This paper looks at the reflective learning experiences of primary school teachers, who were encouraged to engage in reflective activities as a way of improving their pedagogical practice during the use of Open Educational Resources (OER). The assumption of the study was that OERs have the potential to improve teachers’ pedagogical content knowledge and skills, as well as their networking and collaborative activities and impact on their professional practice. Ten (10) out of forty-two (42) primary school teachers, who participated in a training workshop focused on the use of OER, were purposively sampled to keep a reflective journal of their learning experiences and share the outcomes with their colleagues. Interviews were used in collecting data from the cohort. Using phenomenology as a methodology and content analysis as a tool for analyzing the data collected, the ‘stories’ of these teachers were analyzed manually and presented in a report at a seminar. The findings indicated that teachers acknowledged the added values that OER have had on their pedagogical practice; the influence that the new knowledge and skills have had on students' learning and the enthusiasm that students exhibited when active learning strategies were used in teaching. However, the reflective learning elements that teachers were expected to exhibit in their writing were lacking. The deep thinking and learning from their critical analysis of their experiences were not evident in their responses. It is recommended that sessions on reflective teaching, learning and writing should be incorporated into pre- and in-service teachers' training sessions. Skill building in reflective writing and learning should be introduced to teachers early in practice and during training for them to build the culture of reflection in teaching.</p>

scholarly journals Open Educational Resources in Canada 2015

2015 ◽  
Vol 16 (5) ◽  
Author(s):  
Rory McGreal ◽  
Terry Anderson ◽  
Dianne Conrad
Keyword(s):  
Open Data ◽  
Pilot Project ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Open Educational Resource ◽  
Open Education ◽  
Paris Declaration ◽  
Creative Commons ◽  
Council Of Ministers ◽  
Education Initiatives

<p class="Abstract">Canada’s important areas of expertise in open educational resources (OER) are beginning to be built upon or replicated more broadly in all education and training sectors. This paper provides an overview of the state of the art in OER initiatives and open higher education in general in Canada, providing insights into what is happening nationally and provincially. There are growing examples of OER initiatives from several Canadian institutions offering free courses to Canadians and international learners. National open education initiatives include the federal government's Open Data pilot project and the Council of Ministers of Education of Canada (CMEC) support for the Open Educational Resource Paris Declaration, as well as Creative Commons Canada. Regionally, the western provinces of British Columbia and Alberta are supporting OER as part of major open education initiatives.</p>

scholarly journals SUBJECTIVE UNDERSTANDING OF THE STUDENT WHEN USING OPEN EDUCATIONAL RESOURCES

2019 ◽  
Vol 16 (33) ◽  
pp. 613-629
Author(s):  
B. BAZYLOVA ◽  
Z. ZHUSUPOVA ◽  
G. KAZHIGALIEVA ◽  
A. ONALBAYEVA ◽  
V. KALININA
Keyword(s):  
Learning Process ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Practical Significance ◽  
Applied Chemistry ◽  
Technological Basis ◽  
Wide Range ◽  
Spatially Distributed ◽  
Distributed Structures ◽  
The University

The relevance of the study is determined by the fact that open educational resources carry the ability to overcome the basic methodological construct complicating the learning process among students and namely the use of international experience while learning and obtaining knowledge. This study shows the aspects of functioning open educational resources and their technological basis. The novelty of the work was the formation of a model for the use of open educational resources in training of specialized courses of the Department of applied chemistry. The authors showed that the effectiveness of open educational resources use depends directly on the share of online learning and technological isolation of subjects. In particular, not only learning processes in the implementation of the program in applied chemistry, but also other disciplines that require the exchange of experience between countries and the use of a wide range of technological equipment and online structure are considered. In particular, training on the example of databases, information networks, and other spatially distributed structures are considered too. The practical significance of the study is defined by the fact that the use of open educational resources will not only intensify the learning process at the university, but also to determine the possibility of integration into the world educational space.

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