scholarly journals Digital resources and English as an additional language in higher education: possibilities for internationalization

2021 ◽  
Vol 74 (3) ◽  
Author(s):  
Rodrigo Esteves de Lima-Lopes ◽  
Terezinha Marcondes Diniz Biazi
Keyword(s):  
Higher Education ◽  
Knowledge Sharing ◽  
Action Plan ◽  
Open Education ◽  
Digital Resources ◽  
Education Resources ◽  
Open Education Resources

Given the recognition of the Open Education Resources (OER) movement in the global scenario, this paper provides an overview of the OER implementation efforts, based on two documents: OER Global Report 2017 and Ljubljana OER Action Plan 2017. The first analyzes the OER progress from 2012 to 2017. The second presents recommended actions and strategies to harness the potential of open-licensed resources. We argue that these documents helped to compose the actions and strategies from the 2019 UNESCO OER Recommendation, which, in turn, motivated UNESCO and partnerships to produce an OER guide under the Pandemic COVID-19, following the 2019 OER Recommendations. Aligned with the innovative experiences brought by the guide, we emphasize the relevance of OER for knowledge sharing.  

Destroying the Textbook Tower

2021 ◽  
pp. 53-66
Author(s):  
Oluwunmi Ariyo ◽  
Ansa Reams-Johnson
Keyword(s):  
Higher Education ◽  
College Student ◽  
Higher Education Institutions ◽  
National Average ◽  
Free Access ◽  
Open Education ◽  
College Board ◽  
Education Resources ◽  
Education College ◽  
Open Education Resources

Textbooks are the cornerstone of higher education. College Board stated in a study that the national average for one text is $153 per course, and over the course of a year, the average college student spends more than $1,200 on books and materials. Endless debates have posed the question of how students enrolled in higher education institutions can afford the rising cost of textbooks without it interfering in their education. Open education resources have provided one answer to this debate. The following chapter will discuss three main benefits of OER which are free access, standardization, and equity concerns. Lastly, the chapter will address the challenges pertaining to OER.

scholarly journals We’re listening: Try a textbook listening tour to advance an OER initiative

2019 ◽  
Vol 80 (6) ◽  
pp. 317
Author(s):  
Steven J. Bell ◽  
Annie Johnson
Keyword(s):  
Higher Education ◽  
Academic Libraries ◽  
Learning Experience ◽  
Perceived Quality ◽  
Leadership Role ◽  
Academic Librarians ◽  
Open Education ◽  
Education Resources ◽  
Multiple Challenges ◽  
Open Education Resources

It’s little surprise that academic librarians at institutions of every size and type are launching initiatives to encourage instructors to adopt Open Education Resources (OER). Whether these programs offer incentives to faculty or simply promote the benefits of OER and other textbook affordability options, they are a win for students who save money and gain a better learning experience. The textbook affordability movement in higher education also places academic librarians in a new leadership role as they manage campus-wide efforts to promote the benefits of OER. ACRL’s “2018 Top Trends in Academic Libraries” report identifies multiple challenges to faculty adoption, such as the lack of OER resources or perceived quality, but that these are also “opportunities for librarians to cultivate partnerships with faculty in the discovery, advocacy and preservation of OER.”

scholarly journals Are Higher Education Institutions Positioned To Reap The Dividends Of Open Education Resources? The Case Of Durban University Of Technology

2013 ◽  
Vol 12 (9) ◽  
pp. 1119 ◽  
Author(s):  
A. D. Van der Merwe
Keyword(s):  
Higher Education ◽  
Business Models ◽  
Open Education ◽  
Access To Higher Education ◽  
Education Resources ◽  
University Of Technology ◽  
New Business ◽  
Human Need ◽  
Open Content ◽  
Open Education Resources

The potential benefits of open education resources (OERs) are well documented in the literature. These include cheaper education, improved equity in respect of educational prospects, greater access to higher education opportunities for non-traditional learners, encouraging new modes of collaborative learning and leveraging public funds by sharing knowledge. So compelling are these advantages that leading universities globally are currently experimenting with new business models calibrated to extract value from educational offerings that, increasingly, will be expected to include free content. In spite of the obvious merits of OERs, the open education movement faces challenges which are rooted significantly in educators' perceptions of these resources. This descriptive case study sought to examine the attitudes Durban University of Technology (DUT) faculty have towards OERs with the aim of gauging their capacity to be actively involved as developers and users of these materials. The study found that in spite of respondents' recognition of the advantages of OERs and even a degree of superficial employment of these instructional aids, there appears to be no real open education ethos at the institution. Evidence of this includes the relatively low level of sharing of content amongst faculty and the consensus of respondents that there is no institutional support for OER initiatives. The study concludes that for the university to retain its relevance in an evolving educational landscape, it should create a framework that will not only create space for OER projects but should also address the very human need for recognition and acknowledgement that developers of free and open content have.

Open Education Resources

2015 ◽  
pp. 1446-1453
Author(s):  
Lindy Klein
Keyword(s):  
Adult Learners ◽  
Open Education ◽  
Education Resources ◽  
Learning Contexts ◽  
Open Education Resources

This chapter explores the possibilities for Open Education Resources (OERs) to be developed in ways that allow independent, self-directed adult learners to engage with the resources with the use of their own learning contexts. Using examples of open education resources currently available from some of the better-known OER providers, the author seeks to demonstrate what is currently available. The chapter then explores ways in which open education and OERs can be further developed to support varying and changing learner contexts.

Sign in / Sign up

Export Citation Format

Share Document