scholarly journals OER and MOOC: The Need for Openness

10.28945/3478 ◽  
2016 ◽  
Vol 13 ◽  
pp. 209-223 ◽  
Author(s):  
Ismar Frango Silveira
Keyword(s):  
21St Century ◽  
General Principle ◽  
Point Of View ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Basic Principles ◽  
Industry Standard ◽  
Starting Point ◽  
Massive Online Open Courses ◽  
Open Courses

The Open Software movement serves as a landmark and a starting point for many “open-something” initiatives, such as Open Educational Resources (OER) and Massive Online Open Courses (MOOC). However, under a pragmatic point-of-view, many of its basic principles are not considered specially when dealing with the above mentioned initiatives: common, industry-standard OER and MOOC lack a considerable set of really open features in a way that deviate the sense of the “O” letter – for Open – in its acronyms. Considering this, the present paper presents a systematization of these concepts around the general principle of openness. There will be discussed some strengths, challenges, and drawbacks in adopting openness as the key for OER and MOOC for Education in 21st Century.

scholarly journals OER and MOOC: The Need for Openness

10.28945/3485 ◽  
2016 ◽  
Author(s):  
Ismar Frango Silveira
Keyword(s):  
21St Century ◽  
General Principle ◽  
Point Of View ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Basic Principles ◽  
Industry Standard ◽  
Starting Point ◽  
Massive Online Open Courses ◽  
Open Courses

The Open Software movement serves as a landmark and a starting point for many “open-something” initiatives, such as Open Educational Resources (OER) and Massive Online Open Courses (MOOC). However, under a pragmatic point-of-view, many of its basic principles are not considered specially when dealing with the above mentioned initiatives: common, industry-standard OER and MOOC lack a considerable set of really open features in a way that deviate the sense of the “O” letter – for Open – in its acronyms. Considering this, the present paper presents a systematization of these concepts around the general principle of openness. There will be discussed some strengths, challenges, and drawbacks in adopting openness as the key for OER and MOOC for Education in 21st Century.

scholarly journals Openness in higher education

2018 ◽  
Vol 325 ◽  
pp. 227-234
Author(s):  
Tatiana Chiriac
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Open Educational Resources ◽  
Learning System ◽  
Educational Resources ◽  
Digital Information ◽  
Massive Online Open Courses ◽  
The Republic ◽  
Open Courses ◽  
Constructivist Approaches

The purpose of this study is to analyze the phenomenon of openness in higher education and its trends and technologies of expanding educational opportunities in the digital information society of Moldovan universities. The main concepts of openness in education are associated with the practice of online learning and constructivist approaches, technical optimization of delivering information, continuous professional development and globalization of higher education. Since skilled knowledge becomes the main value of the market, then higher education perspective as a tool of knowledge reproduction is transformed into the basic space of openness and accommodation to innovative use of educational resources. The key issues related to openness in order to impact higher education target the development of Open Educational Resources (OER), as well as implication of Massive Online Open Courses (MOOCs), relatively new online learning trend. There are institutional practices of the adoption and use of open education technologies in some international universities and organizations, which could be extended as well to create an open learning system in the Republic of Moldova, focusing on national practices of education. Openness of Moldovan HEIs is a strategic choice for the future in a rapidly changing educational market that should proliferate.

Beyond Textbooks

2019 ◽  
pp. 182-200 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Teaching And Learning ◽  
Online Courses ◽  
Cost Effective ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Academic Needs ◽  
Online Instructors ◽  
Starting Point ◽  
Good Starting Point ◽  
Reference Tool

Textbooks can serve as a good starting point for learning concepts or serve as a reinforcing reference tool for students. However, to address the various academic needs of students, as well as to affirm the richness and depth of the knowledge, skills, and dispositions in online courses, online instructors should complement and supplement textbooks with other resources in various formats. Education has a growing need for digital resources, starting with digital textbooks, and expanding to other kinds of educational resources. Open educational resources, in particular, provide cost-effective and flexible tools for teaching and learning.

scholarly journals a-REAEDUCA: Revista de Educação para o Século XXI: Pensar, Desenvolver e Criar um REA

EAD em FOCO ◽  
2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Hélder Ferreira Pereira ◽  
Ana Maria Nobre ◽  
Rui Rosa
Keyword(s):  
Online Education ◽  
21St Century ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Network Society ◽  
Online Journal ◽  
The Social ◽  
E Learning ◽  
Education Journal ◽  
Educational Paradigm

O presente artigo relata a concepção de uma revista online de Educação para o Século XXI: REAeduca, sustentada na filosofia dos Recursos Educacionais Abertos. A sua origem encontra-se no desenvolvimento de uma atividade da unidade curricular Materiais e Recursos para E-Learning, do mestrado em Pedagogia do E-Learning da Universidade Aberta em Portugal. A metodologia seguiu a seleção do tema, o planejamento da revista e a revisão de literatura sobre a temática em foco para atingir-se uma revista cientificamente fundamentada e a criação efetiva da revista online. Composta por abordagens temáticas variadas e concebida em uma página web, apresenta outras referências para a temática em estudo. O efeito do projeto foi extremamente satisfatório, quer pelos testemunhos recolhidos na página da revista, quer pelas partilhas nas redes sociais nas quais a revista foi compartilhada. Os resultados foram triangulados e evidenciam o movimento de recursos educacionais abertos como pilar de uma mudança do paradigma educativo, que integra tecnologia e metodologia, rumo a melhorias tanto para a prática docente quanto para o estudante. Com o desenvolvimento da revista, adaptações foram necessárias, como a evolução do nome para a-REAeduca, com o prefixo alusivo à abertura da informação e do conhecimento na sociedade em rede em que vivemos, e o seu alargamento em três domínios: acadêmico, organizacional e didático-pedagógico, entre outras conquistas. Palavras-chave: Recursos educacionais abertos, Educação online, Educação aberta, Revista de Educação, Sociedade em rede, Projetos educativos.  a-REAEDUCA - Journal of Education for the 21st Century: think, develop and create an OER AbstractThis article focuses on the design of an online journal of Education for the 21st Century - REAeduca, supported by open educational resources philosophy. Its origin lies in the development of an activity of the course unit Materiais e Recursos para E-Learning, of the Master in E-Learning Pedagogy by the Universidade Aberta, Portugal. The methodology followed the theme selection, the journals planning and a content analysis on the subject in focus, to achieve a scientifically based magazine, and the effective creation of the online journal. Consisting of various thematic approaches and designed in a web page with other references to the topic under study. The effect of the project was extremely satisfactory, either by the evidence gathered in the journal page, or by shares in the social networks in which the journal was shared. The results show that the movement of Open Educational Resources as a pillar of the change of the educational paradigm that integrates technology and methodology towards improvements both for teaching and for the student. With the development of the journal adaptations were necessary, among which the evolution of the journal's name to a-REAeduca, with allusive prefix of an open information and knowledge in the network society we live in, and its extension in three areas: academic, organizational and didactic-pedagogic, and other achievements presented in this article. Keywords: Open Educational Resources, Online Education, Open Education, Education Journal, Network Society, Educational projects.

scholarly journals Khan Academy Videos in Chinese: A Case Study in OER Revision

2017 ◽  
Vol 18 (5) ◽  
Author(s):  
Allen Rao ◽  
John Hilton III ◽  
Sarah Harper
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
The Past ◽  
Local Contexts ◽  
Great Progress ◽  
Open Courses ◽  
Khan Academy ◽  
Made In

<p class="3">Over the past decade, great progress has been made in improving the quality and availability of Open Educational Resources (OER). OER proponents often discuss the ability for users to revise and remix OER to make them more suitable for local contexts; however, much OER goes unmodified. This note from the field examines the efforts of NetEase Online Open Courses, a Chinese organization, to take more than two thousand Khan Academy videos and translate them into Chinese. We provide background on this initiative and also analyze site metrics to determine what type of use these derivative OER have received.</p>

Learning Objects in MOOC

2015 ◽  
pp. 150-164 ◽  
Author(s):  
Ann Marcus-Quinn ◽  
Ian Clancy
Keyword(s):  
Learning Objects ◽  
Open Educational Resources ◽  
Completion Rates ◽  
Design Development ◽  
Massive Online Open Courses ◽  
Alternate Model ◽  
Open Courses ◽  
Development And Management ◽  
Quality Learning ◽  
Ubiquitous Presence

Massive Online Open Courses (MOOC) are still in their infancy on the surface they look like the necessary silver bullet to provide alternate pathways to education. However, when completion rates and retention figures were published in 2013 the whole concept of the MOOC came under criticism. This criticism has grown largely as a result of the uncertainty and lack of detail about what a MOOC actually is; yet there appears to be a global drive behind MOOC. The ubiquitous presence of technology may be seen as a change agent and there is arguably sufficient demand for a new delivery model to provide education to a modern market. MOOC could fulfil this requirement for an alternate model. Central to the success of MOOC is the availability of high quality learning objects or Open Educational resources (OERs). This chapter provides a background to learning objects and MOOC and looks at good practices in the design, development and management of learning objects in MOOC.

scholarly journals A Review of Open Educational Resources in the Geosciences: Guidelines and Criteria

2021 ◽  
Author(s):  
Samantha Teplitzky ◽  
Shaun Hardy ◽  
Kay Johnson ◽  
Robert Tolliver ◽  
Lori Tschirhart ◽  
...  
Keyword(s):  
Faculty Perceptions ◽  
Open Science ◽  
Open Educational Resources ◽  
Educational Resources ◽  
College Level ◽  
Starting Point ◽  
Virtual Field ◽  
The Creation ◽  
The Many ◽  
Laboratory Experiences

Open Educational Resources (OER) offer a link between new trends in learning and instruction, and the promise of transparency and inclusion offered by open science practices. Open textbooks, virtual field and laboratory experiences, interactive computational environments, and openly licensed media are among the many types of OER in use today. Adoption of subject-specific OER has the potential to replace expensive textbooks with free alternatives that can be adapted and reused. While globally, instructors in all scientific disciplines are becoming familiar with OER, geoscientists in particular have been slow to utilize these resources.This study examines the creation and adoption of OER in the geosciences with a goal of providing guidance for institutions, libraries and librarians who support and fund OER initiatives. Beginning with a review of student and faculty perceptions and awareness regarding OER, the study expands to consider OER availability in STEM overall. Furthermore, the creation and adoption of OER in geosciences is discussed. An environmental scan, employed to identify and characterize available college-level OER in this discipline, provided a baseline for the study. Analysis of the scan along with a review of OER, textbook and field guide standards informs a new set of proposed guidelines for geoscience OER. This work will describe these guidelines and offer a call for community feedback.Several of the guidelines are applicable to STEM fields in general, but we also propose specific aspirational criteria unique to geoscience instructional settings. The study is a starting point for authors and adopters to create OER that are discoverable, accessible, authoritative, shareable and sustainable. OER also double as research objects, offering an entry point into understanding student engagement and providing a path to welcome and include a diverse set of students into the study of geoscience.

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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