scholarly journals Identity and engagement in networked Open Educational Practice

Alsic ◽  
2017 ◽  
Author(s):  
Katerina Zourou
Keyword(s):  
Educational Practice ◽  
Open Educational Practice

scholarly journals Open Assessment of Learning: A Meta-Synthesis

2016 ◽  
Vol 17 (6) ◽  
Author(s):  
Andres Chiappe ◽  
Ricardo Alfonso Pinto ◽  
Vivian Arias
Keyword(s):  
Information And Communication Technologies ◽  
Educational Practice ◽  
Communication Technologies ◽  
Great Resistance ◽  
Traditional Assessment ◽  
Assessment Of Learning ◽  
Educational Concept ◽  
Open Educational Practice ◽  
Information And Communication ◽  
Use Of The Internet

<p class="3">Open Assessment of Learning (OAoL) is an emerging educational concept derived from the incorporation of Information and Communication Technologies (ICT) to education and is related with the Open Education Movement. In order to improve understanding of OAoL a literature review was conducted as a meta-synthesis of 100 studies on ICT-based assessment published from 1995 to 2015, selected from well-established peer-reviewed databases. The purpose of this study focused on identifying the common topics between ICT-based assessment and OAoL which is considered as an Open Educational Practice.</p><p class="3">The review showed that extensive use of the Internet makes it easy to achieve some special features of OAoL as collaboration or sharing, which are considered negative or inconvenient in traditional assessment but at the same time become elements that promote innovation on that topic. It was also found that there is still a great resistance to accept change (as OAoL does) when structural elements of traditional assessment are questioned or challenged.</p>

scholarly journals Navigating the Open Educational Practice Landscape

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Martin Weller
Keyword(s):  
Online Courses ◽  
Educational Practice ◽  
Open Educational Resources ◽  
Open Access Publishing ◽  
Open Education ◽  
Access To Education ◽  
Creative Commons ◽  
Growth Area ◽  
Open Educational Practice ◽  
Open Textbooks

Open education is an evolving term that covers a range of philosophies and practices aimed at widening access to education for those wishing to learn, with the current focus predominantly on practices based around reuse and sharing. This current focus can be traced back to the Open Educational Resources (OER) movement, and the use of open licences, such as Creative Commons licences. However, it also has links to open universities, open access publishing, MOOCs, open source software and open approaches to teaching.The current interpretation of open education is heavily influenced by the OER movement with an emphasis on the ‘5Rs of reuse’ (Reuse, Revise Remix, Redistribute and Retain - Wiley 2014). The profile of open education has been further raised in recent years by the popularity of Massive Open Online Courses (MOOCs). Although they do not always meet the 5Rs criteria, MOOCs are open to all and freely available, and have gained considerable attention and funding. Another growth area is that of open textbooks, which can be viewed as a specific form of OER, and is particularly prevalent in North America through projects such as OpenStax and BC Campus

scholarly journals Participation in OER Creation: A Trajectory of Values

2021 ◽  
Vol 1 (2) ◽  
pp. 1-10
Author(s):  
Erin Meger ◽  
Michelle Schwartz ◽  
Wendy Freeman
Keyword(s):  
Educational Practice ◽  
Faculty Members ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Government Grants ◽  
Teaching Support ◽  
Open Educational Practices ◽  
Open Educational Practice ◽  
Resource Creation ◽  
Open Textbooks

This paper provides an analysis of interviews with seven faculty members who engaged in creating Open textbooks funded by government grants at a university in Canada in 2018. Using four values—access and equity, community and connection, agency and ownership, and risk and responsibility—identified by Sinkinson (2018), McAndrew (2018), and Keyek-Fransen (2018), we traced the ways in which university faculty members’ understanding of Open changed through the process of Open Educational Resource creation. As a teaching support-focused unit, we explore ways to provide our faculty and instructors with meaningful opportunities to develop their Open pedagogy. These findings reconceive the way that Open Educational Practice can be promoted at our University and others. Instead of focusing solely on OER creation, our faculty started engaging in thinking through the different conceptions of Open educational practice and identifying which concepts resonated with them. By reframing the ways in which faculty thought about Open Educational Practices, we have been better able to address the ways in which we support them.

scholarly journals Educação aberta e flexível: uso do Facebook como ambiente virtual de aprendizagem

2013 ◽  
Vol 13 (3) ◽  
pp. 403-414
Author(s):  
Adriana Alves Novais Souza ◽  
Henrique Nou Schneider
Keyword(s):  
Social Network ◽  
Learning Environment ◽  
Educational Practice ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Network Resources ◽  
Dynamic Learning ◽  
Open Educational Practice

O trabalho em questão discute as possibilidades de uso da rede social Facebook como um Recurso Educacional Aberto, pela possibilidade de recursos semelhantes aos de um Ambiente Virtual de Aprendizagem. A utilização do Facebook sob essa perspectiva de aprendizagem pressupõe flexibilidade, aqui tratada como uma Prática Educacional Aberta, reafirmando a eficácia da Educação Aberta para o apoio, avaliação e consolidação de uma aprendizagem mais dinâmica. Desenvolveu-se uma prática em uma disciplina ministrada na graduação da Universidade Federal de Sergipe, explorando as possibilidades dos recursos da rede social em questão, levantando-se dados a partir da observação diária do ambiente, das interações entre os alunos, verificando-se uma alta frequência e adesão destes à proposta. A pesquisa avançará na fase seguinte, aplicando questionários e entrevistando os discentes, a fim de obter suas perspectivas diante da prática. Palavras-chave: Recurso Educacional Aberto (REA). Ambiente Virtual de Aprendizagem (AVA). Facebook.  ABSTRACT This paper discusses the possibilities of using the social network Facebook as an Open Educational Resource, because it has a possibility of resources similar to those of a Virtual Learning Environment. The use of Facebook in this learning perspective presupposes flexibility, here treated as an Open Educational Practice, reaffirming the effectiveness of Open Education to support, evaluation and consolidation of a more dynamic learning. It was developed a practice in a subject taught at an undergraduate course of the Federal University of Sergipe, exploring the possibilities of this social network resources, collecting data from the daily observation of the environment, from the interactions among students, verifying a high frequency and accession of the students to the proposal. The research will advance in the next phase, conducting surveys and interviewing the students, in order to get their perspectives on the practice. Keywords: Open Educational Resource (OER). Virtual Learning Environment (VLE). Facebook.

scholarly journals Questions of quality in repositories of open educational resources: a literature review

2014 ◽  
Vol 22 ◽  
Author(s):  
Javiera Atenas ◽  
Leo Havemann
Keyword(s):  
Teaching And Learning ◽  
Educational Practice ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Technology ◽  
Creative Commons ◽  
Open Educational Practices ◽  
Open Educational Practice ◽  
Economic Barriers ◽  
Social Media Tools

Open educational resources (OER) are teaching and learning materials which are freely available and openly licensed. Repositories of OER (ROER) are platforms that host and facilitate access to these resources. ROER should not just be designed to store this content – in keeping with the aims of the OER movement, they should support educators in embracing open educational practices (OEP) such as searching for and retrieving content that they will reuse, adapt or modify as needed, without economic barriers or copyright restrictions. This paper reviews key literature on OER and ROER, in order to understand the roles ROER are said or supposed to fulfil in relation to furthering the aims of the OER movement. Four themes which should shape repository design are identified, and the following 10 quality indicators (QI) for ROER effectiveness are discussed: featured resources; user evaluation tools; peer review; authorship of the resources; keywords of the resources; use of standardised metadata; multilingualism of the repositories; inclusion of social media tools; specification of the creative commons license; availability of the source code or original files. These QI form the basis of a method for the evaluation of ROER initiatives which, in concert with considerations of achievability and long-term sustainability, should assist in enhancement and development.Keywords: open educational resources; open access; open educational practice; repositories; quality assurance(Published: 24 July 2014)Citation: Research in Learning Technology 2014, 22: 20889 -http://dx.doi.org/10.3402/rlt.v22.20889

scholarly journals Open Educational Practices in Australia: A First-phase National Audit of Higher Education

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Adrian Stagg ◽  
Linh Nguyen ◽  
Carina Bossu ◽  
Helen Partridge ◽  
Johanna Funk ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Good Practice ◽  
National Policy ◽  
Educational Practice ◽  
Open Educational Resources ◽  
Accessible Information ◽  
Open Educational Practices ◽  
Open Educational Practice ◽  
Australian Universities

For fifteen years, Australian Higher Education has engaged with the openness agenda primarily through the lens of open-access research. Open educational practice (OEP), by contrast, has not been explicitly supported by federal government initiatives, funding, or policy. This has led to an environment that is disconnected, with isolated examples of good practice that have not been transferred beyond local contexts.This paper represents first-phase research in identifying the current state of OEP in Australian Higher Education. A structured desktop audit of all Australian universities was conducted, based on a range of indicators and criteria established by a review of the literature. The audit collected evidence of engagement with OEP using publicly accessible information via institutional websites. The criteria investigated were strategies and policies, open educational resources (OER), infrastructure tools/platforms, professional development and support, collaboration/partnerships, and funding.Initial findings suggest that the experience of OEP across the sector is diverse, but the underlying infrastructure to support the creation, (re)use, and dissemination of resources is present. Many Australian universities have experimented with, and continue to refine, massive open online course (MOOC) offerings, and there is increasing evidence that institutions now employ specialist positions to support OEP, and MOOCs. Professional development and staff initiatives require further work to build staff capacity sector-wide.This paper provides a contemporary view of sector-wide OEP engagement in Australia—a macro-view that is not well-represented in open research to date. It identifies core areas of capacity that could be further leveraged by a national OEP initiative or by national policy on OEP.

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