scholarly journals Share knowledge, participate in open education and create oer

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Ana Nobre
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Point Of View ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Pedagogical Practices ◽  
Open Education ◽  
Pedagogical Design ◽  
Teachers And Students ◽  
Open Educational Practices

This article focus on the presentation of a curricular unit of an online master's course and its innovative pedagogical design: share, participate in Open Education and its integration of Open Educational Resources towards an opening movement for knowledge democratization. Thus, are analyzed pedagogical strategies and their impact in students learning process to determine the importance of this movement for an effective and successful learning process. Based on the perspectives of teachers and students(Portuguese, Brazilian and Africans), in order to understand the dynamics of using and sharing online resources in their pedagogical practices, we signal the need to develop innovative open educational practices from the point of view of (co) authorship for the integration of Open Educational Resources in online education and we highlight the students' products resulting from this process and reveal the achievements that this philosophy can reach.

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 Open Educational Resources and Practices in China: A Systematic Literature Review

2019 ◽  
Vol 11 (18) ◽  
pp. 4867 ◽  
Author(s):  
Ahmed Tlili ◽  
Ronghuai Huang ◽  
Ting-Wen Chang ◽  
Fabio Nascimbeni ◽  
Daniel Burgos
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Developed Countries ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Open Education ◽  
Paris Declaration ◽  
Current State ◽  
Adoption And Implementation ◽  
Open Educational Practices

The concepts of Open Educational Resources (OER) and Open Educational Practices (OEP), regarded as two pillars of the broader open education movement, have been evolving since the concept of OER was first coined in the 2012 Paris Declaration. Several research studies have been conducted to investigate the impacts of OER and OEP adoption and implementation in universities. However, most of those studies have focused on western and developed countries, and little information is known about developing countries, especially Asian ones. Particularly, China was one of the first Asian countries to adopt open education and its related strategies following the MIT OpenCourseWare conference in Beijing in 2003. This study conducts a systematic literature review to investigate the current state of the art of OER and OEP in China. The findings show that several governmental, organizational, and institutional initiatives have been launched to facilitate OER adoption in China. They also show that while several OEPs have been implemented, there is still a continuous need to work on these practices and further investigate their impacts on learning outcomes and behaviors, as no current reviewed study has done so. Finally, a generic framework of OER and OEP challenges is presented along with recommendations to further enhance the adoption of OER and OEP in China.

scholarly journals Unveiling the Relationship between the Use of Open Educational Resources and the Adoption of Open Teaching Practices in Higher Education

2019 ◽  
Vol 11 (20) ◽  
pp. 5637 ◽  
Author(s):  
Fabio Nascimbeni ◽  
Daniel Burgos
Keyword(s):  
Teaching Practices ◽  
Online Survey ◽  
Strong Relationship ◽  
Two Dimensions ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Teaching Staff ◽  
Open Education ◽  
Open Educational Practices ◽  
Open Content

The goal of this paper is to advance the understanding of the way university educators currently adopt open educational practices (OEP) by analyzing the relation between the use of open educational resources (OER) and the implementation of open teaching practices. The results are based on data collected through an online survey among 724 university educators. Depending on the actual use of OER and open teaching practices by the survey respondents, we have categorized them along a scale that goes from “novice” to “expert”, and we analyzed the data to evaluate their use of OER and their adoption of open teaching practices, looking for relationships between the two phenomena. The main finding of this paper, which confirms the latest research findings from the open education community, is that a strong relationship exists between the two dimensions: The more an educator uses OER, the more he will probably adopt open teaching practices, and vice versa. These results are discussed with a view to use this virtuous circle between the use of open content and adoption of open teaching as a way to build generalized open education capacity among universities’ teaching staff.

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.

scholarly journals Systematic Literature Review zu Open Educational Practices (OEP) in der Hochschule im europäischen Forschungskontext

2019 ◽  
Vol 34 (Research and OER) ◽  
pp. 19-46 ◽  
Author(s):  
Franziska Bellinger ◽  
Kerstin Mayrberger
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Practices ◽  
Open Education ◽  
Literature Reviews ◽  
Open Educational Practices

Open Educational Practices (OEP) erscheinen in der Debatte um Openness im Bildungskontext und in Verbindung mit Open Educational Resources (OER) trotz einer nachweislichen Verbindung als noch relativ unterrepräsentiert. So wird hier der Annahme gefolgt, dass es aus theoretischer, empirischer wie diskursiver Perspektive notwendig erscheint für eine Kultur des Teilens und weiter eine offene Bildung im Sinne von Open Education und Open Pedagogy, die sich in Variationen von OEP manifestieren, zu sensibilisieren. Auf Grund der Bedeutung von OEP für den derzeitigen Transformationsprozess im Hochschulkontext unter den Bedingungen der Digitalisierung liefert der Beitrag einen systematischen Überblick zu Forschungsarbeiten zu OEP. Dabei findet eine Orientierung entlang der übergreifenden Fragestellung, in welchen Zusammenhängen und unter welchen Fragestellungen OEP im Kontext Hochschule erforscht werden und mit welchem Begriffsverständnis gearbeitet wird, statt. Das Ergebnis des Literature Reviews zeigt, dass in den Forschungsarbeiten ein variantenreiches Verständnis von OEP thematisiert wird. In Abhängigkeit dessen wie das Verhältnis der Praktiken der Subjekte und die Praxis jeweils gefasst werden, lassen sich vier Dimensionen einer OEP im Kontext von Openness identifizieren. Der Beitrag plädiert daher für eine begriffliche Schärfung von OEP im jeweils spezifischen Verwendungszusammenhang. Die Autorinnen forcieren dabei eine praxistheoretische Perspektive. Es wird argumentiert, dass ein praxistheoretischer Zugang es ermöglicht, offene Bildungspraktiken für den Hochschulkontext theoretisch zu fundieren und empirisch zu untersuchen, um damit einen Beitrag zur zeitgemässen Mediendidaktik respektive Medienpädagogik leisten zu können.

Open Educational Practices and Resources in the Higher Education Learning Environment

2021 ◽  
pp. 93-111
Author(s):  
Ana Nobre
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Practices ◽  
Pedagogical Innovation ◽  
Design Based Research ◽  
Open Educational Practices ◽  
Methodological Procedures ◽  
Access To Knowledge

In this chapter, the authors highlight the potential of open educational resources (OER) to increase access to knowledge and the challenges to adapt these resources with the participation of students. They analyze the emerging practices resulting from pedagogical innovation, with open educational resources, in the cycles of design, implementation, and evaluation in the curricular unit of a Master's course in Pedagogy of eLearning at Universidade Aberta de Portugal. The investigation is carried out through the methodological procedures of design-based research with two groups of students of higher education at a distance where they addressed the concepts related to OER and participated in the educational practices for integrating OER in online education. In the field of innovation scenarios in online education, the results demonstrate the need to carry out/think about training, with practical actions, so that students can know, adapt, produce, integrate OER in their activities and share resources, thus contributing to increase the availability of quality OER.

scholarly journals OPEN EDUCATIONAL RESOURCES

2016 ◽  
Vol 5 (1) ◽  
pp. 41-54
Author(s):  
Mokhamad Syaifudin
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
General Idea ◽  
Open Education ◽  
Education Resources ◽  
Open Education Resources ◽  
Teaching Learning

In this article a brief exposition of what open education resources is presented. The article begins by presenting the general idea of what OER is then move to the possible benefits and challenges to the OER for teaching and learning. Efforts to address the possible challenges in OER are also presented as well as the places where OER can be sought. In the end of the article samples of possible scenario of how to use the OER for teaching learning process are also detailed.

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.

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