Alignment of OER Platforms With SDGs

2020 ◽  
pp. 77-96
Author(s):  
Ratan Kumar Jha ◽  
Shantanu Ganguly ◽  
Shesh Mishra
Keyword(s):  
Digital Divide ◽  
Developing Country ◽  
Inclusive Education ◽  
Significant Role ◽  
Open Educational Resources ◽  
Quality Education ◽  
Educational Resources ◽  
Specific Reference ◽  
Societal Change ◽  
Access To Education

Given that India is a fast-developing country, education can play a transformative role in societal change in the country. However, disparities continue persist in access to education, provisioning of quality education. This has been reiterated and manifested even in recently declared SDGs with specific reference to SDG 4. SDG 4 recognizes the need for inclusive education to drive the change. This chapter highlights the role and importance of OERs in transforming the education and making it more inclusive. More importantly, OERs can play significant role in bridging the digital divide in the country by imparting access to education to both haves and have-nots. The chapter in this context focuses on comprehending the challenges, prospects, and finest practices connected with Indian Open Educational Resources (OER) initiatives. This chapter will also address some of the relevant queries or questions such as, ‘Why do Indian university, college, and school educators adopt—or are reluctant to adopt—OER?'

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

scholarly journals Challenges for implementing open educational resources by teachers in higher education

2018 ◽  
Vol 325 ◽  
pp. 479-490
Author(s):  
Roza Dumbraveanu
Keyword(s):  
Higher Education ◽  
Digital Divide ◽  
Educational Philosophy ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Fair Use ◽  
Open Educational Resources ◽  
Educational Resources ◽  
European Universities ◽  
Teachers Training

Higher Education Institutions (HEI) are facing a number of problems during the last decades: the need to update the curricula to make it compatible with the similar ones from other national and European universities; demand to update the content and the pedagogical approach due to knowledge, technological and research development. Open Educational Resources (OER) might be a sound strategy for institutions to meet these challenges. At the same time OER are themselves one of the challenges that the teachers are faced with. OER could be implemented in courses in different ways, depending on the types of OER and the educational philosophy adopted by the teachers. The paper describes some challenges for implementing Open Educational Resources by teachers in Higher Education in Moldova: the level of awareness on availability and usage of OER; fair use matters; quality assurance of resources; pedagogical approaches for implementing OER into teaching and learning. The paper also grasps the issues of the digital divide that emerge when investigating these challenges. The judgment is based on the literature analysis and on the author’s teaching experience within courses for initial and continuous professional teachers’ training.

scholarly journals MOOCs and the claim of education for all: A disillusion by empirical data

2015 ◽  
Vol 16 (6) ◽  
Author(s):  
Matthias Rohs ◽  
Mario Ganz
Keyword(s):  
Higher Education ◽  
Digital Divide ◽  
Digital Media ◽  
Empirical Data ◽  
Theoretical Framework ◽  
Open Educational Resources ◽  
Education For All ◽  
Access To Education ◽  
Level Of Education ◽  
Education Data

MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.

scholarly journals Opportunities and Challenges of State-financed Open Educational Resources: The Norwegian model – a way to more inclusion?

2019 ◽  
Author(s):  
Frank J. Müller
Keyword(s):  
Quality Assurance ◽  
Inclusive Education ◽  
Large Scale ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Materials ◽  
High Quality ◽  
Cooperation Partners

This publication deals with the experiences of employees, cooperation partners and opponents of the Norwegian large scale OER platform NDLA. Since 2006, the counties in Norway have been financing OER, thus ensuring access to high-quality educational materials. In 13 interviews, opportunities and challenges are analysed from the perspective of the experts. Quality assurance, professionalization processes, user-oriented design as well as licensing issues and the development of a new platform are also discussed. The potential of open educational resources for inclusive education is shown.

scholarly journals TOWARDS SDG 4: TRADE-OFFS FOR GEOSPATIAL OPEN EDUCATIONAL RESOURCES

2020 ◽  
Vol XLIII-B5-2020 ◽  
pp. 199-205
Author(s):  
S. Coetzee ◽  
V. Rautenbach ◽  
A. Çöltekin ◽  
C. Pettit ◽  
M. Madden ◽  
...  
Keyword(s):  
Higher Education ◽  
Web Search ◽  
Learning Opportunities ◽  
Open Educational Resources ◽  
Quality Education ◽  
Educational Resources ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
Trade Offs ◽  
Quality Checks

Abstract. Through the ISPRS scientific initiative presented in this paper, we aim to make geospatial educational resources available and discoverable to those who teach and those who want to learn. In earlier work, we designed and implemented a prototype catalogue for geospatial educational resources, aimed at a target audience in higher education. The success of search and discovery in any catalogue relies heavily on the metadata that describes catalogue entries. Initial feedback showed that users find it difficult to use some of the metadata elements in the prototype to describe their teaching materials. In order to better understand their difficulties and further refine the metadata for describing educational resources that are used for geospatial purposes specifically, we asked a number of participants to describe geospatial educational resources according to four sets of metadata attributes. This paper presents the results of the study and recommends a set of metadata attributes that are specifically useful for geospatial educational resources. Implementation trade-offs are discussed, e.g., deciding between metadata attributes that are very specific or more generic, and catalogue entries that are immediately available to Web search engines without any quality checks vs. catalogue entries that are moderated by a community of educators before publishing them. By providing metadata about geospatial educational resources, the international geospatial community can contribute to the UN Sustainable Development Goal 4 to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all.

scholarly journals BUILDING A MORE EQUITABLE SOCIETY, THROUGH INCLUSIVE EDUCATION AND THE SUCCESSFUL TEACHER WORK

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Dorina Qirjako Gjikoka
Keyword(s):  
Inclusive Education ◽  
Young Person ◽  
Quality Education ◽  
Learning Needs ◽  
Access To Education ◽  
Group Instruction ◽  
Human Rights Treaties ◽  
Unesco Convention ◽  
Teacher Work ◽  
The Right

If the right to education for all is to become a reality, all learners must have access to quality education that meets basic learning needs and enriches lives. The UNESCO Convention against Discrimination in Education (1960) and other international human rights treaties prohibit any exclusion from or limitation to educational opportunities on the basis of socially ascribed or perceived differences, such as gender, sexuality, ethnicity, language, religion, nationality, economic condition and/or ability. Education should not be simply about making schools available for those who are already able to access them. Instead, it is about being proactive in identifying the barriers and obstacles learners encounter in attempting to access equal opportunities for quality education, as well as in removing those barriers and obstacles that lead 49 to marginalization and exclusion. Education systems should be made inclusive and equitable; that is, every child and young person should have access to education that is welcoming and responsive to his or her characteristics and needs (UNESCO, 2012). Monitoring student progress with learning trackers (observation logs, observation forms, conferring logs, etc.) provides the teacher with data, e.g., the degree to which the student has mastered a learning target, who needs retouching, who needs additional challenges, what the next learning target should be, how students should be grouped for small-group instruction, and who needs to be observed more closely for a possible learning intervention. The existing research does indicate, however, that well-designed classroom testing programs bear a positive relationship to later student achievement.

Mobile Apps in Open Educational Resources

2020 ◽  
pp. 489-507
Author(s):  
Ying Xiu ◽  
Jose L. Fulgencio ◽  
Tutaleni I. Asino ◽  
Alesha D. Baker
Keyword(s):  
Open Access ◽  
Digital Divide ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Mobile Apps ◽  
Mobile App ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Desktop Computers

Globally, those who have traditionally been adversely impacted by the digital divide due to lack of access to computing technologies such as desktop computers, are also the ones who have been shown to have high adoption of mobile devices. If open educational resources (OER) are to have the envisaged wide impact, it is necessary to look at the role mobile applications and mobile app markets play in the OER movement. In this chapter, we link mobile applications and OER and discuss the role mobile app markets play in facilitating open-access learning initiatives. This is done by exploring OER and mobile learning definitions, benefits, and barriers; and comparing and contrasting mobile apps across a set of variables including purpose and resource format.

scholarly journals Open educational resources (OER) in the Spanish universities

2021 ◽  
Author(s):  
Gema Santos-Hermosa ◽  
Eva Estupinyà ◽  
Brigit Nonó-Rius ◽  
Lidón París-Folch ◽  
Jordi Prats-Prats
Keyword(s):  
Interdisciplinary Cooperation ◽  
Current Situation ◽  
Open Educational Resources ◽  
Quality Education ◽  
Educational Resources ◽  
Institutional Repositories ◽  
Development Stages ◽  
2030 Agenda ◽  
Spanish Universities

Open educational resources (OERs) have become a key element in the development of quality education within the 2030 Agenda. This article discusses the current situation of OER in Spanish universities, analysing their publishing platforms, policies, strategies and incentives for authors. In addition, the characteristics of the existing OERs in institutional repositories are analysed and a proposal for development stages, according to their purpose and level of openness, is presented. This study concludes that, although there is growing interest in OER, there is currently no general awareness of what OER is or what its creation entails. Interdisciplinary cooperation of the professionals involved is, therefore, essential to create OER that can be found, shared and reused.

scholarly journals Teacher-student teamwork is the key to success in inclusive education

2021 ◽  
Author(s):  
Т.К. Осекова ◽  
К.А. Мадалиева
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Educational Process ◽  
Quality Education ◽  
Education For All ◽  
Access To Education ◽  
Educational Organizations ◽  
Special Educational Needs ◽  
High Quality Education ◽  
Teacher Student

Авторы раскрывают основные проблемы и этапы становления инклюзивного образования, в которых возможность приобретения знаний доступна всем и особенно детям с ограниченными возможностями здоровья (ОВЗ), в Кыргызстане. Понятие «инклюзивное образование» определено как обеспечение равного доступа к образованию для всех обучающихся с учетом разнообразия особых образовательных потребностей и индивидуальных возможностей. Дети с ОВЗ в обычной общеобразовательной школе могут не только получить качественное образование, но и успешно адаптироваться к жизни. Отражены принципы и факторы инклюзивного образования, которые включают в себя доступность школьного образования для всех детей. Для реализации инклюзивного образования нужно обратить внимание на создание соответствующих условий в обществе и образовательном процессе, подготовку педагогов, способных создавать и внедрять инклюзивную образовательную среду в образовательных организациях. The article reveals the main problems and stages of formation of inclusive education in which the opportunity to acquire knowledge is available to everyone, especially children with disabilities. The concept of «inclusive education» is defined as ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities. Children with disabilities can not only get a high-quality education in a regular comprehensive school, but also successfully adapt to life. The principles and factors of inclusive education are reflected, with accessibility to school education for all children included. To implement inclusive education, attention should be paid to creating appropriate conditions both in society and educational process, as well as training teachers who are able to create and implement inclusive educational environment in educational organizations.

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