scholarly journals Open Education through Interactive Training Material

2020 ◽  
Vol 12 (18) ◽  
pp. 7645
Author(s):  
Pedro Manuel Hernández-Castellano ◽  
María Dolores Martínez-Rivero ◽  
María Dolores Marrero-Alemán ◽  
Luis Suárez-García ◽  
Alejandro Gutiérrez-Barcenilla
Keyword(s):  
Educational Innovation ◽  
Appropriate Technology ◽  
Open Educational Resources ◽  
International Standards ◽  
Educational Practices ◽  
Research Experience ◽  
Academic Courses ◽  
Open Educational Practices ◽  
Didactic Material ◽  
Manufacturing Technologies

This work has come about as a result of an attempt to improve educational practices by taking advantage of research experience in the field of additive manufacturing technologies. As a result of the work carried out, an open educational resources project was developed by the group of educational innovation Ingeniería de Fabricación of the University of Las Palmas de Gran Canaria. It consists of interactive teaching material adapted to the new international standards that regulate these technologies and includes a methodology for selecting the most appropriate technology for the specific application. In this paper, we describe the co-creation process that was carried out with students in order to develop the resources, as well as a description of the didactic material itself together with its interactive elements. An analysis of its use in various academic courses is included and also an evaluation of its impact, both in teaching a specific subject and in other training activities. Our findings indicate that the process has led to the production of didactic materials that present content in an attractive way and which, in combination with active methodologies, noticeably improves students’ learning experiences, and is also considered a successful experience in open educational practices.

scholarly journals Open Educational Practices: a learning way beyond free access knowledge

2017 ◽  
Vol 26 (98) ◽  
pp. 213-230 ◽  
Author(s):  
Andrés Chiappe ◽  
Silvia Irene Adame
Keyword(s):  
Information And Communication Technologies ◽  
Educational Innovation ◽  
Open Educational Resources ◽  
Educational Practices ◽  
Free Access ◽  
Critical Approach ◽  
Open Educational Practices ◽  
Educational Trend ◽  
New Perspective ◽  
Access To Knowledge

Abstract Open Educational Practices (OEP) have become a growing educational trend based on Information and Communication Technologies (ICT), which have been linked both from literature and practice with emerging and complex topics such as Massive Open Online Courses (MOOC) and Open Educational Resources (OER). This essay presents a critical approach to Open Educational Practices regarding their conceptual framework and considering a current and rather than an excessive focus on free access to knowledge. We propose that transforming educational content, making it available, is not enough to produce educational innovation and consequently it becomes necessary to transform educational practices, turning them open. Although the transition from OER to OEP has already been considered in the literature, a new perspective beyond free access and costless is necessary to maximize the innovative potential of “openness”.

Adaptive Learning Using Interactive Training Material

2019 ◽  
pp. 162-184
Author(s):  
Pedro Manuel Hernández-Castellano ◽  
María Dolores Marrero-Alemán ◽  
Rubén Paz-Hernández ◽  
Pablo Rubén Bordón-Pérez ◽  
Luis Adargoma Suárez-García ◽  
...  
Keyword(s):  
Adaptive Learning ◽  
Positive Impact ◽  
Educational Innovation ◽  
Learning Difficulty ◽  
Interactive Training ◽  
Academic Courses ◽  
Didactic Material ◽  
Gps System ◽  
The University ◽  
Academic Year

The purpose of this chapter is to describe experience in the development, use, and evaluation of interactive didactic material oriented towards the ISO GPS system that has been introduced into recent academic courses of subjects of various engineering degrees at the University of Las Palmas de Gran Canaria. The Educational Innovation Group Ingeniería de Fabricación sought to generate a tool that would help students with a learning difficulty that had been identified as generalizable across various degree subjects. Student feedback was utilized in the development and evaluation of this didactic material. The results obtained allow us to confirm that the introduction of these materials has had a positive impact and that this preliminary experience of adaptive learning should be supplemented further in order to extend the significant improvement observed, both in the students' learning and the lecturers' teaching, in the last academic year.

scholarly journals Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

2017 ◽  
Vol 18 (5) ◽  
Author(s):  
Catherine Cronin
Keyword(s):  
Higher Education ◽  
Open Educational Resources ◽  
Constructivist Grounded Theory ◽  
Educational Practices ◽  
Structured Interviews ◽  
Pedagogical Strategies ◽  
Four Dimensions ◽  
Teaching Role ◽  
Education Environment ◽  
Open Educational Practices

<p class="3">Open educational practices (OEP) is a broad descriptor of practices that include the creation, use, and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices. As compared with OER, there has been little empirical research on individual educators’ use of OEP for teaching in higher education. This research study addresses that gap, exploring the digital and pedagogical strategies of a diverse group of university educators, focusing on whether, why, and how they use OEP for teaching. The study was conducted at one Irish university; semi-structured interviews were carried out with educators across multiple disciplines. Only a minority of educators used OEP. Using constructivist grounded theory, a model of the concept “Using OEP for teaching” was constructed showing four dimensions shared by open educators: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching role expectations. The use of OEP by educators is complex, personal, and contextual; it is also continually negotiated. These findings suggest that research-informed policies and collaborative and critical approaches to openness are required to support staff, students, and learning in an increasingly complex higher education environment.</p>

scholarly journals A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources

2020 ◽  
Vol 21 (3) ◽  
Author(s):  
Hengtao Tang
Keyword(s):  
Qualitative Inquiry ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Practices ◽  
Free Access ◽  
Perceived Benefits ◽  
Personalized Instruction ◽  
Teachers Experiences ◽  
Open Educational Practices ◽  
K 12

Teachers in K–12 schools have shown an increasing desire for open educational resources (OER) to ensure all students can learn effectively. OER provide teachers with free access to open-licensed educational resources that they can retain, reuse, revise, remix, and redistribute for personalized instruction. Open educational practices (OEP) have been considered a pathway to reinforce the acceptance and readiness of K–12 teachers to use OER. This research thus showcases a qualitative study that investigates teachers’ experiences with OEP. This research explains K-12 teachers’ perceived benefits of implementing OER and also discusses their perceived barriers hindering OER usage in K–12 settings. The study also discusses the practical implications of integrating OER in K–12 curriculum.

scholarly journals Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices

Open Praxis ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 127 ◽  
Author(s):  
Catherine Cronin ◽  
Iain MacLaren
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Empirical Literature ◽  
Educational Practices ◽  
Entry Points ◽  
Open Educational Practices ◽  
The Creation ◽  
Open Content

Conceptualisations of open educational practices (OEP) vary widely, ranging from those centred primarily on the creation and use of open educational resources (OER) to broader definitions of OEP, inclusive of but not necessarily focused on OER. The latter, referred to in this paper as expansive definitions of OEP, encompass open content but also allow for multiple entry points to, and avenues of, openness. This paper explores the theoretical and empirical literature to outline how the concept of OEP has evolved historically. The paper aims to provide a useful synthesis of OEP literature for education researchers and practitioners.

scholarly journals A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions

2020 ◽  
Vol 12 (21) ◽  
pp. 9129
Author(s):  
Xiangling Zhang ◽  
Ahmed Tlili ◽  
Ronghuai Huang ◽  
Tingwen Chang ◽  
Daniel Burgos ◽  
...  
Keyword(s):  
Higher Education ◽  
Quantitative Methods ◽  
Open Educational Resources ◽  
Learning Motivation ◽  
Educational Practices ◽  
Open Education ◽  
Education Development ◽  
Qualitative And Quantitative Methods ◽  
Open Educational Practices ◽  
The Impact

Open Educational Resources (OER) have been researched for a long time in the open education field. Researchers are now shifting their focus from resources to practices for delivering open education, an area called Open Educational Practices (OEP). However, there is little information in the related literature regarding the design of an OEP-based course or the impact of these types of courses. Therefore, this study designs a new OEP-based course at a public university for teaching family education during the COVID-19 pandemic. It also investigates its impact on learning motivation and teachers’ perceptions. In this context, a practical pilot experiment using both qualitative and quantitative methods was conducted. Specifically, 36 learners participated in this experiment. The obtained findings highlight: (1) an innovative design framework for OEP-based courses that teachers can refer to in their contexts; (2) that learners had a high motivation level in terms of knowledge achievements, individual connection and engagement when taking the OEP-based course; and (3) several advantages and challenges of the OEP-based course from the teacher’s and learners’ perspectives. For instance, the teacher reported the fear of losing control over the learning process when applying OEP. The findings of this paper can help researchers and educators in adopting OEP in higher education especially in times of crises, as well as increase the sustainability of OEP, hence contributing to open education development.

scholarly journals Improving K-12 Teachers’ Acceptance of Open Educational Resources by Open Educational Practices: A Mixed Methods Inquiry

2021 ◽  
Author(s):  
Hengtao Tang ◽  
Yu-Ju Lin ◽  
Yingxiao Qian
Keyword(s):  
Technology Acceptance ◽  
Online Teaching ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Instructional Materials ◽  
Educational Practices ◽  
Personalized Instruction ◽  
Two Phase ◽  
Open Educational Practices ◽  
K 12

AbstractTeachers in K-12 settings increasingly demand instructional materials beyond textbooks to follow the upward momentum of personalized instruction. Especially during the outbreak of COVID-19, K-12 teachers are forced to quickly adapt to online teaching and thus have more difficulties of delivering personalized instruction in a relatively resource-restraint situation. Open educational resources (OER), allowing teachers to retain, reuse, revise, remix, and redistribute high-quality educational resources at no costs, can be a viable option for teachers. However, the acceptance of OER in K-12 education still remains low. Effective strategies are needed to reinforce teacher intention to adopt OER. This research showcased a two-phase sequential explanatory mixed method inquiry to investigate whether engaging K-12 teachers in open educational practices (OEP)—such as renewable assignments—increased their acceptance of OER. The quantitative phase, referring to the technology acceptance model (TAM), examined the change in factors influencing teachers’ acceptance of OER. The qualitative phase was followed up to provide supplementary perspectives of the quantitative findings. By integrating complementary findings, this research found that OEP increased teachers’ perceived ease of and self-efficacy towards using OER. Although teachers’ intention of implementing OER is not significantly improved, qualitative findings offered additional insights into the benefits of OEP in promoting OER usage and the recommended directions for future effort. Practical implications on improving teachers’ acceptance of OER in K-12 curriculum are discussed at the end.

scholarly journals Researching Open Educational Practices (OEP)

2018 ◽  
Vol 32 (Offenheit in Lehre und Forschung) ◽  
pp. 108-121
Author(s):  
Franziska Bellinger ◽  
Patrick Bettinger ◽  
Valentin Dander
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Practices ◽  
Open Education ◽  
Open Educational Practices

Offenheit an Hochschulen wird derzeit vor dem Hintergrund der Idee einer ‹Open Education› diskutiert, welche auf die Etablierung von Open Educational Practices (OEP) und Integration von Open Educational Resources (OER) im Lehr-/Lernalltag zielt. OEP und OER werden dabei nicht losgelöst voneinander thematisiert, sondern sind in den Debatten eng miteinander verwoben. Zu konstatieren ist jedoch, dass in theoretischen und empirischen Arbeiten zu OEP eine Erläuterung dessen, was unter offenen Bildungspraktiken zu verstehen ist, weitestgehend unbeantwortet bleibt. Ausgehend von der Feststellung, dass im Diskurs um OEP meist eine theoretische Reflexion des Praxisbegriffs ausgespart wird und ein programmatisch-idealistischer Duktus vorherrscht, wird im vorliegenden Beitrag für einen praxeologisch-diskursanalytisch informierten Zugang plädiert. Es wird argumentiert, dass OEP auf einer solchen Grundlage empirisch zugänglich gemacht werden können und so ein definitorisches Fundament geschaffen wird, das an aktuelle praxistheoretische Arbeiten anschliesst. Der Beitrag skizziert beispielhaft Anknüpfungspunkte mit Bezug zu aktuellen Problemfeldern, um die Potenziale der vorgestellten Forschungsperspektive aufzuzeigen.

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