scholarly journals The Opengame Competencies Framework: an Attempt to Map Open Education Attitudes, Knowledge and Skills

2020 ◽  
pp. 105-112
Author(s):  
Fabio Nascimbeni ◽  
Antonio Teixeira ◽  
Alicia García Holgado ◽  
Francisco García Peñalvo ◽  
Natalia Padilla Zea ◽  
...  
Keyword(s):  
Research Team ◽  
Educational Experiences ◽  
Open Educational Resources ◽  
Open Education ◽  
Knowledge And Skills ◽  
Starting Point ◽  
Open Educational Practices ◽  
Closing The Gap ◽  
Competence Framework ◽  
Holistic Vision

The paper introduces the competence framework produced by the OpenGame project, that includes the attitudes, knowledge and skills that educators need to master in order to work with Open Educational Practices (OEP). With this outcome, the OpenGame research team aims at closing the gap between the expanded interest of researchers and practitioners towards a holistic vision of open education and the absence of a shared competence framework that can cover both the creation and/or use of Open Educational resources (OER) and the broader realm of OEP. Starting from literature review complemented with the analysis of 24 open teaching practices, 8 competences have been defined, related to both OER and open pedagogies. The competences relating to OER are: use open licences; search for OER; create, revise, and remix OER; and share OER. The competences relating to open pedagogy are: design open educational experiences; guide students to learn in the open; teach with OER; and implement open assessment. The framework details the knowledge and skills that correspond to each competence and can serve both as a starting point to build educators’ capacities to work with open approaches and as a reflexion tool to better understand what it means to be an Open Educator in the 21st century.

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 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 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 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 Collaborative design of Open Educational Practices: An Assets based approach

Open Praxis ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 191 ◽  
Author(s):  
Kate Helen Miller ◽  
Ronald McIntyre ◽  
Gary McKenna
Keyword(s):  
Collaborative Design ◽  
Open Educational Resources ◽  
Open Education ◽  
Institutions Of Higher Education ◽  
Educational Context ◽  
Stakeholder Groups ◽  
European Institutions ◽  
Community Stakeholders ◽  
Open Educational Practices ◽  
Pedagogical Aspect

This paper outlines a collaborative approach to the design of open educational resources (OER) with community stakeholders so they can be shared with other community practitioners openly, online and repurposed for other contexts. We view curriculum not as something that educationalists provide but rather something that emerges as learners engage with an educational context. We draw on a Project consisting of a partnership between five European Institutions of Higher Education and a range of community stakeholder groups. The partnership will develop a suite of OER for community workers who are implementing assets based approaches in different contexts. We argue that these approaches are negotiated in that one cannot decide how they might operate in a given context without engaging in deliberative discussion. The challenge for us as open education practitioners is how to turn those deliberations into OER and to highlight the important pedagogical aspect of the design process.

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.

scholarly journals An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere

2019 ◽  
Vol 35 (4) ◽  
Author(s):  
Aras Bozkurt ◽  
Suzan Koseoglu ◽  
Lenandlar Singh
Keyword(s):  
Systematic Review ◽  
Social Network ◽  
Research Output ◽  
Open Educational Resources ◽  
Future Research ◽  
Open Education ◽  
Data Collection And Analysis ◽  
Fertile Ground ◽  
Open Educational Practices ◽  
Global North

Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.

scholarly journals Elements of Open Education: An Invitation to Future Research

2020 ◽  
Vol 21 (3) ◽  
Author(s):  
Olaf Zawacki-Richter ◽  
Dianne Conrad ◽  
Aras Bozkurt ◽  
Cengiz Hakan Aydin ◽  
Svenja Bedenlier ◽  
...  
Keyword(s):  
Distance Learning ◽  
International Education ◽  
Open Educational Resources ◽  
Future Research ◽  
Open Education ◽  
Learner Characteristics ◽  
Prior Learning ◽  
Open Educational Practices ◽  
Open And Distance Learning ◽  
Theoretical Foundations

This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and distance learning, international education issues in open education, open educational practices and scholarship, open educational resources, MOOCs, prior learning accreditation and recognition, and learner characteristics are considered, following the framework of macro, meso, and micro levels of research in open and distance learning. Implications for future research at the macro, meso, and micro levels are then provided.

First-Year Engineering Students’ Conceptualization of Entrepreneurial Mindset

2021 ◽  
pp. 251512742110292
Author(s):  
Darby R. Riley ◽  
Hayley M. Shuster ◽  
Courtney A. LeMasney ◽  
Carla E. Silvestri ◽  
Kaitlin E. Mallouk
Keyword(s):  
High School ◽  
College Student ◽  
Engineering Students ◽  
Educational Experiences ◽  
Multidisciplinary Design ◽  
First Year ◽  
First Semester ◽  
First Year College ◽  
Starting Point ◽  
Reflection Prompts

This study was conducted to examine how first-year engineering students conceptualize the Entrepreneurial Mindset (EM) and how that conceptualization changes over the course of their first semester of college, using the Kern Entrepreneurial Engineering Network (KEEN)’s 3Cs as a starting point. Students enrolled in an introductory, multidisciplinary design course responded to biweekly reflection prompts on their educational experiences (either in high school or as a first-year college student) and related this experience to one of the 3Cs of EM: Curiosity, Connections, or Creating Value. Results indicate that students’ conceptualization of the 3Cs often align with definitions of EM from KEEN, as well as foundational works in the entrepreneurship field, and that their interpretation of each of the 3Cs does change during their first semester in college. For instance, students were less likely to write about curiosity and more likely to write about creating value at the end of the semester compared to the beginning.

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