Open Educational Resources and Web 2.0 for Formal Learning in Information and Computer Sciences

2012 ◽  
pp. 238-252
Author(s):  
Giselle Ferreira ◽  
Tina Wilson
Keyword(s):  
Distance Learning ◽  
Action Research ◽  
Web 2.0 ◽  
Ethical Issues ◽  
Open Educational Resources ◽  
Legal Issues ◽  
Educational Resources ◽  
Learning Spaces ◽  
Face To Face ◽  
Practical Investigation

The availability of Web 2.0 and open educational resources affords the emergence of novel learning spaces, but debate on these innovations has tended to emphasise technical, logistical, and legal issues. This chapter focuses on pedagogy, reporting on the experiences from a piece of action research that has taken students’ views to its heart. The context for this research has been provided by a distance-learning project-based course in information and computer sciences, equivalent to a final year project in a face-to-face setting. The study consisted of a practical investigation into the potential of such resources to support the necessarily intense episodes of interaction required for productive supervision, whilst providing a space where students can be encouraged to identify, engage with, and discuss ethical issues that arise in their work.

scholarly journals A bibliometric mapping of open educational resources

2015 ◽  
Vol 16 (1) ◽  
Author(s):  
Airton Zancanaro ◽  
José Leomar Todesco ◽  
Fernando Ramos
Keyword(s):  
Educational System ◽  
Web Of Science ◽  
Scientific Production ◽  
Open Educational Resources ◽  
Educational Resources ◽  
System Quality ◽  
Face To Face ◽  
Scientific Databases ◽  
Number Of Publications ◽  
The Web

Open educational resources (OER) is a topic that has aroused increasing interest by researchers as a powerful contribution to improve the educational system quality and openness, both in face to face and distance education. The goal of this research is to map publications related to OER, dating from 2002 to 2013, and available through the Web of Science and Scopus scientific databases as well as in the OER Knowledge Cloud open repository. Data were used to explore relevant aspects related to the scientific production in OER, such as: (i) number of publications per year; (ii) most cited publications; (iii) authors with higher number of publications; (iv) institutions and countries with more publications and (v) most referenced bibliography by the authors. The analysis has included 544 papers, written by 843 authors, from 338 institutions, from 61 different countries. Moreover, the analysis has included the publications referenced and the author’s keywords, considering 6,355 different publications and 929 different keywords. Besides presenting a bibliographic mapping of the research on OER, this paper also intends to contribute to consolidate the idea that OER is a promising field for researchers, in line with the spreading of the Open movement.

Intellectual Property in an Age of Open Source and Anonymity

2011 ◽  
pp. 39-57
Keyword(s):  
Intellectual Property ◽  
Web 2.0 ◽  
Social Networking ◽  
Open Source ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Systems ◽  
Global Community ◽  
Web 2.0 Tools

Current intellectual property (IP) laws are under scrutiny. The increased connectivity and sharing capabilities afforded by social networking Web 2.0 tools have added new dimensions and challenges to different sectors of society, including businesses and educational systems alike. This chapter explores why current laws do not meet the needs of a changing global community and probes into options afforded by Open Educational Resources (OER).

OLnet

2010 ◽  
pp. 123-144 ◽  
Author(s):  
Gráinne Conole ◽  
Patrick McAndrew
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Research Work ◽  
User Participation ◽  
Open Educational Resources ◽  
Face To Face ◽  
Research Activities ◽  
Form Part ◽  
Networking Tool ◽  
The Web

The web 2.0 practices of user participation and experimentation have created models for social networking that influence the way people communicate and interact online. This chapter describes an initiative, OLnet, that is creating a technical environment based on web 2.0 principles to support the sharing of experiences around the design and use of Open Educational Resources (OER) in order to facilitate closer links between researchers and users. The aim is to combine online functionality, face-to-face events and research activities so that research outputs can inform users and users can help steer future areas for research work. This chapter sets out the challenges and background that have motivated OLnet before looking at two of the tools that form part of the initial OLnet technical infrastructure; a tool for visualising OER designs – CompendiumLD, and a social networking tool for exchange of ideas – Cloudworks.

scholarly journals New Ways of Mediating Learning: Investigating the implications of adopting open educational resources for tertiary education at an institution in the United Kingdom as compared to one in South Africa

2008 ◽  
Vol 9 (1) ◽  
Author(s):  
Tina Wilson
Keyword(s):  
South Africa ◽  
United Kingdom ◽  
Distance Learning ◽  
Tertiary Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Open University ◽  
Playing Field ◽  
The United Kingdom ◽  
Entry Requirements

Access to education is not freely available to all. Open Educational Resources (OERs) have the potential to change the playing field in terms of an individual’s right to education. The Open University in the United Kingdom was founded almost forty years ago on the principle of ‘open’ access with no entry requirements necessary. The University develops innovative high quality multiple media distance-learning courses. In a new venture called OpenLearn, The Open University is making its course materials freely available worldwide on the Web as OERs ( see http://www.open.ac.uk/openlearn). How might other institutions make use of these distance-learning materials? The paper starts by discussing the different contexts wherein two institutions operate and the inequalities that exist between them. One institution is a university based in South Africa and the other is a college located in the United Kingdom. Both institutions, however, deliver distance-learning courses. The second part of the paper discusses preliminary findings when OERs are considered for tertiary education at these two institutions. The findings emphasise some of the opportunities and challenges that exist if these two institutions adopt OERs.

scholarly journals The Role of CSCL Pedagogical Patterns as Mediating Artefacts for Repurposing Open Educational Resources

2011 ◽  
pp. 206-223 ◽  
Author(s):  
Gráinne Conole ◽  
Patrick McAndrew ◽  
Yannis Dimitriadis
Keyword(s):  
Collaborative Learning ◽  
Preliminary Evidence ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Design Element ◽  
Face To Face ◽  
Small Set ◽  
Cultural Historical Activity ◽  
Learning Flow

Designing effective CSCL processes is a complex task that can be supported by existing good practices formulated as pedagogical patterns. From a cultural historical activity theory (CHAT) perspective previous research has shown that patterns served as Mediating Artefacts (MA) helping practitioners to make informed decisions and choices, being much closer to the practitioners’ mindsets than complex learning design models, such as IMS-LD. However, a new challenge arises when the starting design element corresponds to Open Educational Resources (OER), i.e. free resources of high quality that are typically employed for individual learning. Recent research reported in this chapter has aimed to analyze the eventual contribution of CSCL patterns such as Collaborative Learning Flow Patterns (CLFP) in the repurposing process of existing OER for collaborative learning. Preliminary evidence coming from a set of workshops with educational technology experts shows that a small set of patterns drawn from a CSCL pattern language together with other MA, such as visual representations of Learning Designs, may be inspirational and effective in repurposing existing OER. Further research is under development that builds on the successful workshop format and involves practitioners in face-to-face and virtual workshops. This new set of experiences aims to analyze the effectiveness of the pedagogical patterns and other complementary MA in helping practitioners exploit the great potential of OER in the framework of the Open Learning Network (OLnet) project funded by The William and Flora Hewlett Foundation.

scholarly journals A COMPARATIVE STUDY OF THE USE OF OPEN EDUCATIONAL RESOURCES (OER) AT E-LEARNING UNIVERSITY AND FACE-TO-FACE UNIVERSITY IN YOGYAKARTA (A CASE STUDY AT UT AND UNY)

2020 ◽  
Vol 20 (2) ◽  
pp. 90-101
Author(s):  
Andre Syafrony
Keyword(s):  
Comparative Study ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Face To Face ◽  
E Learning

Artikel ini bertujuan untuk menemukan dan membandingkan tingkat penggunaan Open Educational Resources (OER). Penekanannya adalah pada yang mempengaruhi penggunaan OER dan persepsi tentang penggunaan OER dari dosen E-learning University dan Konvensional (Face To Face teaching) Universitas di kota Yogyakarta. Fokus studi murni melibatkan dua universitas negeri: Universitas Terbuka (UT) sebagai Universitas E-learning dan Universitas Negeri Yogyakarta (UNY) sebagai Universitas Pembelajaran Tatap Muka. Data dikumpulkan dari sampel 30 responden dari masing-masing universitas menggunakan metode kuesioner. Hasil data menunjukkan bahwa dosen di kedua universitas memiliki keterampilan teknologi ahli, dan keduanya menggunakan sumber daya digital dan OER. Para dosen UT, bagaimanapun, menunjukkan persepsi yang lebih positif tentang penggunaan OER berbeda dengan kuliah sebagai bahan pendukung daripada UNY.

Web 2.0 Open Remote and Virtual Laboratories in Engineering Education

2014 ◽  
pp. 559-580 ◽  
Author(s):  
Christophe Salzmann ◽  
Denis Gillet ◽  
Francisco Esquembre ◽  
Héctor Vargas ◽  
José Sánchez ◽  
...  
Keyword(s):  
Web 2.0 ◽  
Engineering Education ◽  
Learning Environments ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Smart Devices ◽  
Personal Learning ◽  
Virtual Laboratories ◽  
Social Entities ◽  
Remote Experimentation

This chapter presents challenges in deploying remote and virtual laboratories as open educational resources with application to engineering education, as well as current trends in using Web 2.0 technologies to enable broader adoption and ease of development. The Spanish initiative to establish a common remote and virtual experimentation infrastructure between various universities is presented as an example of an open laboratory network. This example shows the benefit of sharing complex educational resources. The difficulties that impair the adoption and dissemination of current remote experimentation environments are then analyzed. Smart devices and widgets paradigms are proposed to transform current remote laboratories into new user manageable social entities. The Internet of Things and the Web of People concepts are introduced as a framework for further investigating collaborative, active, and social learning environments. This framework is illustrated in the context of a control course in which smart devices are interfaced through widgets integrated into personal learning environments and shared in a flexible and agile way by the learners.

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