Books & Resource ReviewsOpenScout—Skill-Based Scouting of Open Educational Resources for Management Education Content: Free Learning Materials at Your Fingertips (http://www.openscout.net).

2012 ◽  
Vol 11 (4) ◽  
pp. 746-748
Author(s):  
Peter Daly
Keyword(s):  
Management Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Materials

Integration of open educational resources in undergraduate chemistry teaching – a mapping tool and lecturers' considerations

2016 ◽  
Vol 17 (2) ◽  
pp. 283-295 ◽  
Author(s):  
Yael Feldman-Maggor ◽  
Amira Rom ◽  
Inbal Tuvi-Arad
Keyword(s):  
Collaborative Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Theories ◽  
Pedagogical Issues ◽  
Chemistry Teaching ◽  
Learning Materials ◽  
Teaching Chemistry ◽  
Content Sharing ◽  
Mapping Tool

This study examines chemistry lecturers' considerations for using open educational resources (OER) in their teaching. Recent technological developments provide innovative approaches for teaching chemistry and visualizing chemical phenomena. End users' improved ability to upload information online enables integration of various pedagogical models and learning theories. These improvements strengthen the need for up-to-date evaluation tools for educational websites. Building on existing taxonomies, a set of new criteria for the evaluation of online learning materials was developed and used to analyze 100 websites directed towards teaching chemistry. In addition, a questionnaire was circulated among 100 chemistry lecturers from various higher education institutions in Israel, 66 of whom responded. Subsequently, interviews were conducted with 17 of the questionnaire respondents. Our findings demonstrate that most of the chemistry lecturers who were interviewed integrate innovative learning materials such as simulations, videos and exercises found online in their teaching, but do not use web 2.0 that enables content sharing and collaborative learning. With respect to the selection of web-based learning materials, we found that the lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.

Do Open Educational Resources and Cloud Classroom Really Improve Students’ Learning?

2014 ◽  
Vol 10 (1) ◽  
pp. 89-96 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen
Keyword(s):  
Online Learning ◽  
Open Educational Resources ◽  
Traditional Classroom ◽  
Educational Resources ◽  
Educational Institutions ◽  
Digital Learning ◽  
Learning Materials ◽  
Certification Examinations ◽  
Traditional Classroom Instruction ◽  
The Difference

More and more educational institutions are using educational technologies and online learning materials to help students achieve satisfactory learning effects. However, not all teachers are able to prepare and design digital learning materials for students. This research attempted to empirically demonstrate the effects of applying open educational resources (OERs) and a cloud classroom developed by Ming Chuan University, which comprises access to related software and online learning materials, to enhance students’ computer skills and also improve their scores on certification examinations. The researchers conducted an experiment that included 114 undergraduates from two class sections – the first section received OERs in a cloud classroom in addition to their traditional classroom instruction (OER group, n=61), and the other learned in the traditional classroom without OERs (non-OER group, n=53). The results show that students who received OERs had significantly higher grades than those without in the PowerPoint module; however, the difference is not statistically significant in the Excel module. The authors further discuss the implications and unexpected results in this paper.

scholarly journals Educational Policy and Open Resources in Brazil

2015 ◽  
Vol 3 (5) ◽  
pp. 32-38
Author(s):  
Ana Sílvia Couto de Abreu
Keyword(s):  
Discourse Analysis ◽  
Open Access ◽  
Educational Policy ◽  
Public Debate ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Cultural Goods ◽  
Learning Materials ◽  
Methodological Foundation ◽  
Current Challenge

Discourse analysis is the French theoretical and methodological foundation of our research, in which we analyze the discursive operation of Open Educational Resources focusing on its potential destabilization effects in accessing cultural goods, educational assets and authoring processes. We understand that Open Educational Resources may become an educational policy, based on the principles of collaboration and openness, giving new meaning to the senses of authorship and learning materials. The current challenge is to intensify actions for a public debate on the relevance of open access. (Funded by São Paulo Research Foundation – FAPESP).

scholarly journals Open Educational Resources as Learning Materials: Prospects and Strategies for University Libraries

2012 ◽  
pp. 2-10 ◽  
Author(s):  
Marilyn S. Billings ◽  
Sarah C. Hutton ◽  
Jay Schafer ◽  
Charles M. Schweik ◽  
Matt Sheridan
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
University Libraries ◽  
Learning Materials

Open Educational Resources and the Impact of MERLOT on Transnational Education

2012 ◽  
pp. 161-187
Author(s):  
Lynn Aaron ◽  
Laura Franklin ◽  
Jeanne P. Sewell
Keyword(s):  
Online Teaching ◽  
Historical Perspective ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Transnational Education ◽  
Global Learning ◽  
Learning Materials ◽  
Future Directions ◽  
Education Resources ◽  
The Impact

This chapter discusses the impact of Multimedia Educational Resources for Learning and Online Teaching (MERLOT) Open Educational Resources (OERs) on transnational education. MERLOT is a managed collection with links to learning materials and resources. MERLOT resources, as they relate to open educational resources, are described. OERs, or freely shared education resources with multiple users, are defined with a historical perspective. The chapter focuses on further defining OERs and comparing and contrasting OERs with proprietary software. The types of OERs and the significance of initiatives, such as MIT and MERLOT that make OERs available internationally are discussed. Finally, the opportunities and challenges for the use of OERs in global learning are addressed. Solutions, recommendations, future directions, and conclusions are discussed.

scholarly journals A simple, affordable, scaled-up way of creating materials for personalized learning with educational technology: Crowdsourcing Open Educational Resources

2021 ◽  
Author(s):  
Julia Moeller
Keyword(s):  
Educational Technology ◽  
Public Schools ◽  
Large Scale ◽  
Personalized Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Materials ◽  
Technology Infrastructure ◽  
The Individual ◽  
Quality Learning

When education moves online, that creates a need for new learning materials that are available online, can be broadly disseminated via the internet, can be displayed to and used by learners on technological devices such as computers, smartphones, or tablets, are up-to-date, affordable and available for public schools, in line with schools’ curricula, and matching the individual needs of the learners and their educators. Three trends have made such technology-compatible, up-to-date, high-quality learning materials tailored to individual students’ needs wanted at large scale: The pandemic-induced home schooling, the generally increasing importance of learning with educational technology, and the trend towards personalized learning. While the educational technology infrastructure is being developed at scale, the experiences during the COVID-19 pandemic have revealed that the development of learning materials for online learning lags behind. This article proposes a simple solution to all of these problems: Systematic crowdsourced creation of open educational resources.

Do Open Educational Resources and Cloud Classroom Really Improve Students' Learning?

2015 ◽  
pp. 2126-2134 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen
Keyword(s):  
Online Learning ◽  
Open Educational Resources ◽  
Traditional Classroom ◽  
Educational Resources ◽  
Educational Institutions ◽  
Digital Learning ◽  
Learning Materials ◽  
Certification Examinations ◽  
Traditional Classroom Instruction ◽  
The Difference

More and more educational institutions are using educational technologies and online learning materials to help students achieve satisfactory learning effects. However, not all teachers are able to prepare and design digital learning materials for students. This research attempted to empirically demonstrate the effects of applying open educational resources (OERs) and a cloud classroom developed by Ming Chuan University, which comprises access to related software and online learning materials, to enhance students' computer skills and also improve their scores on certification examinations. The researchers conducted an experiment that included 114 undergraduates from two class sections – the first section received OERs in a cloud classroom in addition to their traditional classroom instruction (OER group, n=61), and the other learned in the traditional classroom without OERs (non-OER group, n=53). The results show that students who received OERs had significantly higher grades than those without in the PowerPoint module; however, the difference is not statistically significant in the Excel module. The authors further discuss the implications and unexpected results in this paper.

scholarly journals Agshare Open Knowledge: Improving Rural Communities through University Student Action Research

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Action Research ◽  
Rural Communities ◽  
Teaching And Learning ◽  
Open Educational Resources ◽  
University Student ◽  
Educational Resources ◽  
Learning Materials ◽  
Local Practice ◽  
Critical Resource ◽  
Agriculture Curriculum

The aim of AgShare is to create a scalable and sustainable collaboration of existing organizations for African publishing, localizing, and sharing of science-based teaching and learning materials that fill critical resource gaps in African MSc agriculture curriculum. Shared innovative practices are emerging through the AgShare projects, not only for creating and sharing Open Educational Resources (OER), but also for collaborating with stakeholders and with students to bridge the gap between theory and local practice in African university agriculture curriculum.

scholarly journals TECNOLOGIAS NO ENSINO DE HISTÓRIA: produção de recurso educacional aberto

2018 ◽  
Vol 4 (6) ◽  
pp. 965-984
Author(s):  
Rosária Helena Ruiz Nakashima ◽  
Daniel Bueno Da Silva
Keyword(s):  
Digital Technologies ◽  
Public Domain ◽  
Third Parties ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Materials ◽  
Recursos Educativos Abiertos ◽  
Teaching History ◽  
Palabras Clave ◽  
Teaching Learning

Os Recursos Educacionais Abertos (REA) são materiais de ensino-aprendizagem, em qualquer suporte ou mídia, sob domínio público ou licenciados de maneira aberta, que podem ser utilizados ou adaptados e distribuídos por terceiros (UNESCO, 2012). Neste artigo é apresentado um panorama das discussões brasileiras sobre REA, bem como reflexões sobre as tecnologias e o ensino de História, a fim de elaborar um REA, utilizando o Prezi. Assim, foi possível evidenciar as potencialidades da produção de REA para o ensino de História, contribuindo para as reflexões sobre a temática na formação inicial e continuada dos professores.   PALAVRAS-CHAVE: REA; tecnologias digitais; ensino de História.     ABSTRACT Open Educational Resources (OER) are teaching-learning materials in any media or medium, public domain or openly licensed, that can be used or adapted and distributed by third parties (UNESCO, 2012). This article presents an overview of the Brazilian discussions on OER, as well as reflections on the technologies and the teaching of History, in order to elaborate an OER using Prezi. Thus, it was possible to highlight the potential of the production of OER for the teaching of History, contributing to the reflections on the theme in the initial and continuing formation of teachers.   KEYWORDS: OER; digital technologies; teaching history.     RESUMEN Los Recursos Educativos Abiertos (REA) son materiales de enseñanza-aprendizaje, en cualquier soporte o medios, bajo dominio público o licenciados de manera abierta, que pueden ser utilizados o adaptados y distribuidos por terceros (UNESCO, 2012). En este artículo se presenta un panorama de las discusiones brasileñas sobre REA, así como reflexiones sobre las tecnologías y la enseñanza de Historia, a fin de elaborar un REA, utilizando el Prezi. Así, fue posible evidenciar las potencialidades de la producción de REA para la enseñanza de Historia, contribuyendo a las reflexiones sobre la temática en la formación inicial y continuada de los profesores.   PALABRAS CLAVE: REA; tecnologías digitales; la enseñanza de la historia.

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