Geometric Representations Built with GeoGebra for Improving the Visualization and Reasoning Cognitive Process

2017 ◽  
Vol 10 (1) ◽  
pp. 39-58 ◽  
Author(s):  
Claudia Orozco ◽  
Erla M. Morales-Morgado
Keyword(s):  
Cognitive Processes ◽  
Cognitive Process ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Mathematical Software ◽  
Geometric Configurations ◽  
Geometric Representations ◽  
Definition Of ◽  
Teaching Learning ◽  
Learning Mathematic

It is well known that Mathematical Software can be an appropriate tool to improve the teaching-learning mathematic process. This Software allows the teacher and student to build certain geometric facts and consequently, to visualize them. This makes possible to concretize certain abstract mathematic concepts and facilitate their comprehension. However, some are expensive and some people do not have access to it. This paper presents the use of geometric configurations built with GeoGebra as a tool for teaching the definition of vector and its operations. These are Open Educational Resources (OERs), and they were built under the Open Knowledge scheme, so everyone to have access to them. The goal is to investigate, in this context, the possible implicit effects that these OERs have as a didactic strategy to improve the visualization and reasoning cognitive processes. The results of the tests performed show that, in this case, the use of the proposal favored the learning of the presented concepts.

'RU Learning Online - Online Orientation for Students'

2020 ◽  
Author(s):  
Nicola Pallitt
Keyword(s):  
Online Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Online Orientation ◽  
Teaching Learning ◽  
Digital Assets

This is a collection of Open educational resources (OERs) designed to support the Online Learning Programme at Rhodes University. <div><br></div><div>Open educational resources (<b>OER</b>) are freely accessible, openly licensed text, media, and other digital assets that are useful for teaching, learning, and assessing as well as for research purposes.<br></div>

scholarly journals Becoming an Open Author! A Reference for Writing and Self-Publishing an Open Textbook

2021 ◽  
Author(s):  
Jennifer Beamer
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Copyright Holder ◽  
Teaching Learning ◽  
Support Resource ◽  
Open Textbooks ◽  
Research Resources

Becoming an Open Author Guide is a support resource is designed to help you become an open author. Open Textbooks and Open educational resources (OER) are defined as teaching, learning, and research resources that, through permissions granted by the copyright holder, allow others to use, distribute, keep, or make changes to them. We consider this publication as a type of OER that trains faculty, staff, and students how to build, customize, and use open textbooks.

Open Educational Resources Repositories

2021 ◽  
Vol 12 (1) ◽  
pp. 30-44
Author(s):  
Nadim Akhtar Khan ◽  
S. M. Shafi
Keyword(s):  
Teaching And Learning ◽  
Distribution Patterns ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Activities ◽  
Open Educational Practices ◽  
Learning Object Repositories ◽  
Teaching Learning ◽  
Modern Era ◽  
Geographical Locations

Open educational practices (OEP) are being enriched with many repositories to support teaching and learning activities in the modern era. Hence, the study aims to understand the trends of such repositories at global level by making analysis of 782 repositories categorized under learning object repositories (LOR) in directory of open access repositories (OpenDoar) with a focus on identifying open educational resources repositories (OERR) specifically possessing ‘open educational resources' for reuse, modification, and adaption. The authors looked into LOR under different facets like global distribution, operational status, interface language, etc. A total of 78 OERR identified from the LOR focus mainly on open teaching learning materials when their availability was ascertained by visiting each repository and browsing randomly through “collections and communities,” “content types,” “license statements,” etc. The results reveal that these hail predominantly from North America and Europe with different distribution patterns, while little visibility is evident among other geographical locations.

scholarly journals COMPUTER BASED VISUALIZATION AS STIMULATION INSTRUMENT OF COGNITIVE PROCESSES IN SCIENCE EDUCATION: THE RESULTS OF PILOT RESEARCH

2009 ◽  
Vol 6 (2) ◽  
pp. 12-18
Author(s):  
Renata Bilbokaitė
Keyword(s):  
Science Education ◽  
Cognitive Processes ◽  
Visual Information ◽  
Cognitive Process ◽  
Technological Progress ◽  
Qualitative Method ◽  
Learning And Teaching ◽  
Computer Based ◽  
Qualitative Effect ◽  
Teaching Learning

It is very important for science education to have perfectly prepared aids that could show invisible phenomena and could foster deeper motivation. Also, visualization as a learning and teaching tool could stimulate the perception. This leads to the opinion that represented objects could be shown in the classroom as essential part of education and its organization. Visualization in science as an essential teaching/learning tool has become of great importance nowadays because the technological progress is raising high require-ments for education. Problem question – whether computer based visualization stimulates cognitive process-es and what exact processes it activate? Research methods: analysis of information resources, questioning, qualitative method. Research methodology: model of genetic structural intellect, the theory of dual code, vis-ual thinking theory. Participants of the research. 209 schoolchildren from secondary schools participated in the research. Random sampling was chosen when schoolchildren in grades 9 and 10 had a possibility to par-ticipate in the research. The research instrument, a questionnaire with open-ended and closed questions, was designed. There were 209 schoolchildren (92 schoolchildren from grade 9, 107 – from grade 10) in the sam-ple. The respondents were about 14–17 years of age (2 schoolchildren–14 years old, 73 schoolchildren–15 years old, 111 schoolchildren–16 years old and 23 schoolchildren–17 years old). The respondents’ distribu-tion by gender: 72 girls and 45 boys of grade 10, 45 girls and 47 boys of grade 9. The results. Computer based visualization makes easier perception processes because it activates perception operations. Views in the screen help to compare details in visual form and to distinguish the main features. Also it helps to see objects in the whole objects and other things connected with them. All these facts help students to perceive visual information and to understand verbal one too. The results of the re-search enclose that computer based visualization help to memorize information. It is already known that it is easier to remember visual information and computer screen makes qualitative effect to the memory. At least, students reflect that computer based visualization helps to imagine things that are very abstract or difficult. According to students they are able to create images and mental models about phenomena when they see some similar analogs in the screen. To sum up, there could be done a prediction that computer based visuali-zation could foster deeper work of perception, memory and imagination. Key words: visualization, science education, cognitive processes.

scholarly journals O uso de recursos educativos abertos (rea): benefícios para alunos e professores. O repositório de acesso aberto de Portugal │ Use of open educational resources (oer): benefits for students and teachers. The Portuguese open access repository

2012 ◽  
Vol 8 (2) ◽  
Author(s):  
Maria Teresa Ferreira Costa
Keyword(s):  
Open Access ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Social Issues ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Common Procedure ◽  
Information And Communication ◽  
The Many ◽  
Teaching Learning

Resumo Os Recursos Educativos Abertos (REA) têm sido utilizados um pouco por todo o mundo, por Instituições de Ensino Superior, no sentido de abrir o conhecimento a todos que dele necessitam e, muitas vezes, desenvolvendo-se num objectivo de nivelador social. A sua produção assume-se como um procedimento normal por parte dos docentes visando envolver também os alunos, de forma a transformar uma determinada realidade do processo de ensino-aprendizagem numa outra com o objectivo da inclusão. A utilização de materiais pedagógicos digitais livres fornece ao professor a possibilidade de adaptação desses objetos aos mais diversos contextos de aprendizagem conforme os níveis, estilos e necessidades específicas dos alunos. A adopção dos REA, intimamente associada e decorrente do Movimento do Acesso Aberto (AA), no processo de ensino-aprendizagem permite estabelecer uma metodologia diferente, inovadora e tecnologicamente atual, potenciadora do uso das novas tecnologias de informação e comunicação (TIC).Palavras-chave Acesso Aberto, Recursos Educativos Abertos, Processo de Ensino-Aprendizagem, PortugalAbstract Open Educational Resources (OER) have been used all over the world by Universities with the purpose of sharing knowledge with those who seek it, and often developing as an objective for social issues. Its production is becoming a common procedure by teachers, in a way to both involve students and to transform a certain reality of the teaching-learning process into a more inclusive one. The use of free digital pedagogical material gives the teacher the possibility of adapting those objects to the many different contexts of the learning process, according to the students’ level, styles and specific needs. The choice for the use of OER, closely associated to the Open Access Movement (OAM), allows establishing an innovative methodology in the teaching-learning process, a technological solution that potentiates the use of the new information and communication technologies (ICT). Keywords Open Access, Open Educational Resources, teaching-learning process, Portugal

scholarly journals FIRST STEPS BEFORE THE JUMP: UKRAINIAN UNIVERSITY LIBRARIANS SURVEY ABOUT OER

2021 ◽  
Author(s):  
Tetiana O. KOLESNYKOVA ◽  
Olena V. MATVEYEVA
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Education Institution ◽  
Research Process ◽  
Open Educational Resources ◽  
Educational Resources ◽  
It Services ◽  
Extensive Experience ◽  
Professional Literature ◽  
Teaching Learning

Objective. The authors study: 1) the level of awareness of librarians of Ukrainian universities about Open Educational Resources (OER); 2) the ability of librarians to provide support services for the development, creation and use of OER in teaching, learning, research. Methods. The study was conducted by methods of analysis of professional literature, online survey (questionnaires) and analysis of the results. The questionnaires “Library of Higher Education Institution in Support of Distance Learning: Open Educational Resources” was distributed from 20.04. until 20.05.2021 among 137 directors of libraries of higher education institutions of Ukraine. Responses came from 77 libraries. The questionnaire consisted of 9 open-ended and closed-ended questions to allow researchers to get a holistic picture of the research process. Results. The analysis of 77 questionnaires showed that the vast majority of free HEI libraries in Ukraine have extensive experience in working with electronic educational resources. Ranking by resource type prove that 95.89% of library collections are the own generation resources (HEI authors): databases, incl. repositories. The concept of "Open Educational Resources" (OERs) is familiar and understandable to 84.42% of respondents. At the same time, 75.32% are already involved in supporting the OER. Librarians may catalog them (21.92%) or not catalog (32.88%). Among the OER types supported by librarians, educational materials (77.05%) and textbooks (55.74%) predominate. The closest partnership of librarians in OER support (except for teachers) is with the specialists of IT services (66.13%). Conclusions. Despite the still spontaneous, chaotic and little-studied nature of the library movement towards OER, librarians are well aware of this issue. At the same time, 96.1% of respondents want to improve their competencies in the direction of supporting open educational resources. This is very important, because it is the understanding and acceptance of OER that is crucial for a long-term vision of this movement. That is why specific aspects, such as organizational, economic, personnel and motivational, need urgent further study.

scholarly journals Social network as a means of sharing open educational resources in Higher Education

2013 ◽  
Vol 13 (38) ◽  
pp. 183
Author(s):  
Patrícia Lupion Torres ◽  
Lilia Maria Marques Siqueira ◽  
Elizete Lucia Matos
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Formal Education ◽  
Knowledge Society ◽  
Academic Culture ◽  
Open Educational Resources ◽  
International Standards ◽  
Educational Resources ◽  
Educational Paradigm ◽  
Teaching Learning

This article is about social networks and open educational resources as means of exchange and collaboration for higher education. It highlights the issue of students as participants in the construction of new knowledge, from content presented in class through discussions mediated by the professor and integration of each participant with their own experiences and characteristics from reality and historicity from that moment. It searches, through social networks and open educational resources, new elements which favor the spread of academic culture, university, currently entered into denominations such as: network society, knowledge society or information society. In common in their definitions there is the change of the educational paradigm which assumes that the student is a passive subject who will only have access to information through the professor’s hands, to a new theoretical positioning. The networks are used by the community to share ideas, opinions, and in educational contexts, for sharing computerized educational resources and with authors such as Andres (2000), Bruffee (1999), Downes (2007), Johnstone (2005) and others. The interdependence skills, exchange of ideas and debates with the strategy of collaboration can also be encouraged through the mediation of technology. From several studies on the topic some recommendations are presented so that the educational resources meet international standards of production surpassing the mere text digitization. The use of educational resources can mean an improvement on the proposals of hybridization of teaching in higher education institutions, by allowing a relaxation of the teaching-learning process which overcomes the boundaries of traditional and formal education.  

'RU Learning Online - Online Orientation for Students'

2020 ◽  
Author(s):  
Nicola Pallitt
Keyword(s):  
Online Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Online Orientation ◽  
Teaching Learning ◽  
Digital Assets

This is a collection of Open educational resources (OERs) designed to support the Online Learning Programme at Rhodes University. <div><br></div><div>Open educational resources (<b>OER</b>) are freely accessible, openly licensed text, media, and other digital assets that are useful for teaching, learning, and assessing as well as for research purposes.<br></div>

scholarly journals Visualization mapping approaches for developing and understanding OER

2013 ◽  
Vol 14 (2) ◽  
pp. 129 ◽  
Author(s):  
Teresa Connolly
Keyword(s):  
Teaching And Learning ◽  
Forthcoming Paper ◽  
Educational Process ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Creative Commons ◽  
Course Materials ◽  
Streaming Videos ◽  
Access To Knowledge ◽  
Teaching Learning

<p>Open educational resources (OER) can be described in numerous ways (Creative Commons, 2012). In this visualization based context, however, OER can be defined as</p><blockquote><p>…teaching, learning and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials or techniques used to support access to knowledge. (Hewlett Foundation, 2007)</p></blockquote><p>This definition emphasizes some of the aspects highlighted in this article, namely that an OER approach has also been taken to capture and visualize OER materials. In addition reference is made to the forthcoming paper, “How Diagrams Aid Teaching and Learning in STEM Subjects as Exemplified by the Teaching and Learning of Systems Thinking in Practice” (Lane, 2012, in press), which outlines how the educational process often involves a mediated discourse between teachers and learners to aid sense or meaning for both parties.</p>

A vision of teaching learning practices in mathematics education through open educational resources

2021 ◽  
Vol 1 (2) ◽  
pp. 30 ◽  
Author(s):  
K. Sathish Kumar ◽  
M. Mahendraprabu ◽  
G. Kalaiyarasan ◽  
R. Ramnath ◽  
N. Sasi Kumar ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Practices ◽  
Teaching Learning
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