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 Assessing the Potential Toward Open Educational Practices in Kyrgyzstan

Open Praxis ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 159 ◽  
Author(s):  
Anita R Walz ◽  
Jyldyz Bekbalaeva
Keyword(s):  
Higher Education ◽  
Mixed Methods Research ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Practices ◽  
Institutions Of Higher Education ◽  
Student Centered ◽  
Creative Commons ◽  
Professional Development Training ◽  
Open Educational Practices

The study was undertaken to understand the propensity for increased engagement with open educational practices (OEP), to include methods prioritizing student-centered teaching & learning, and awareness, use, and development of open educational resources (OER) among higher education faculty in Kyrgyzstan. The study employed a mixed-methods research design, combining qualitative and quantitative data obtained from 35 faculty, librarians, and administrators in institutions of higher education in Kyrgyzstan. This study aimed to identify current teaching practices and learning resource usage practices, gauge levels of knowledge regarding Kyrgyzstan’s Copyright law, Creative Commons licenses, and Open Educational Resources, and investigate perceptions regarding potential roles for libraries in enabling others’ learning regarding Copyright and Creative Commons, and open educational resources. Analysis of the results revealed a higher than expected gravitation toward student-centered pedagogy than previously assumed. The study also identified broad use of digital downloads as learning materials, conflation of open educational resources with free online resources, and positive perceptions of libraries’ potential to instruct regarding Kyrgyz copyright, Creative Commons, and open educational resources, and needs for further professional development training for librarians.

scholarly journals Recursos Educacionais Abertos: Acesso Gratuito ao Conhecimento?

EAD em FOCO ◽  
2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Mara Denize Mazzardo ◽  
Ana Maria Ferreira Nobre ◽  
Elena Maria Mallmann
Keyword(s):  
High School ◽  
High School Teachers ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Online Course ◽  
Free Access ◽  
Design Based Research ◽  
Derivative Work ◽  
Methodological Procedures ◽  
Access To Knowledge

Neste artigo, destacamos o potencial dos recursos educacionais abertos (REA) para aumentar o acesso ao conhecimento e os desafios dos professores para adaptar (revisar, alterar) esses recursos. A investigação está sendo realizada por meio dos procedimentos metodológicos do Design-Based Research, com um grupo de professores do ensino médio participantes de um small open online course. O objetivo do curso é proporcionar conhecimentos sobre REA, os quais possibilitem a integração deles nos materiais e nas práticas didáticas. Neste trabalho, destaca-se a adaptação de REA. Os dados e análises preliminares sinalizam que a adaptação de REA é uma atividade que demanda dos professores conhecimentos sobre as licenças abertas, os direitos autorais, os repositórios, afluência tecnológico-pedagógica e os conhecimentos para redistribuir os REA adaptados. Uma das dificuldades foi encontrar REA para o ensino médio com licença que permitisse aprodução de obra derivada Palavras-chave: Acesso ao conhecimento, Recursos educacionais abertos,Formação de professores, Adaptação de recursos educacionais abertos. Open Educational Resources: free access to knowledge? AbstractIn this article we highlight the potential of Open Educational Resources (OER)to increase access to knowledge and the challenges of teachers to adapt these resources. Research had being carried out through methodological procedures of Design-Based Research, with a group of high school teachers who had participated in a Small Open Online Course. The aim of the course is to provide knowled ge about OER, which makes possible its integration in materials and teaching practices. Thiswork emphasizes the adaptation of OER. Data and preliminary analyzes indicate that OER adaptation is an activity that requires teachers knowledge of open licenses, copyrights, repositories, technological and pedagogical fluency, knowled ge to redistribute adapted OER. One of the difficulties was to find OER to high school purporse with license that allows the production of derivative work. Keywords: Access to knowledge, Open rducational resources, Teacher training, Adaptation of open educational resources.

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 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.

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