A Latin American Critical Conceptual Model on the Adoption of Open Educational Resources

The Open Education movement has made efforts to systematise experiences and to evaluate the adoption of Open Educational Resources (OER). However, OER adoption is not part of the prevailing paradigm in higher education, both at the global level and in Latin America. This paper describes results of a study that analysed the social representations regarding the development, use, and reuse of OER by university teachers in their pedagogical practices. We conducted a study of 12 cases from Latin American universities using data analysis based on Grounded Theory. The results show that the use and reuse of OER lacks of public and institutional policies. The main agents are teachers organised in teams that support OER adoption. The reasons that encourage the creation of OER are mainly intrinsic, such as the pleasure derived from contributing and sharing, as well as external and related to professional development needs from the reflection on one’s own educational practice. Educators consider it essential to evaluate the resources created so that they can be reused in continuous improvement processes. Commercial use and misappropriation of the works are two of the main tensions identified. The community factor of teaching guides most behaviours in OER adoption in educational institutions and is presented as an inherent part of the development and transformation of the curriculum.

Download Full-text

Validation of the attitudinal scale of open educational practices in university teachers

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v16i4.6009 ◽

2021 ◽

Vol 16 (4) ◽

pp. 1517-1532

Author(s):

Antonio Canchola ◽

Omar Fernando Cortes-Pena ◽

Jesus Garcia Laborda ◽

Jeannette Valencia Robles

Keyword(s):

Latin American ◽

Methodological Approach ◽

Open Educational Resources ◽

Educational Resources ◽

University Teaching ◽

Educational Practices ◽

American University ◽

Open Educational Practices ◽

General Reliability ◽

Scale Design

The relevance of Open Educational Resources (OER) in the Latin American university context requires an instrument that measures the conceptual, procedural, and attitudinal aspects that teachers consider having in their open educational practices. The purpose of this research is to describe the process of design and validation of the Attitudinal Scale of Open Educational Practices (ASOEP) Scale. Consequently, the methodological approach corresponds to a descriptive, transectional, instrumental design that has three components: scale design, evaluation by expert judgment and validation with the pilot application. The pilot test was applied to a random sample with 123 teachers at a university in Colombia. The results from the validation of the content had the participation of five international experts who were classified according to coefficient K in the range between (k: .80 and k: 1.00). From the pilot application, the ASOEP Scale presented a general reliability of (α: .943). Keywords: Open Educational Practices, Open Educational Resources, Open Education, University teaching, Attitudinal scale

Download Full-text

Competencies for Production, Search, Diffusion and Mobilization of Open Educational Resources

International Education Studies ◽

10.5539/ies.v10n4p78 ◽

2017 ◽

Vol 10 (4) ◽

pp. 78 ◽

Cited By ~ 1

Author(s):

Ramona-Imelda García-López ◽

Omar Cuevas Salazar ◽

María-Soledad Ramírez-Montoya ◽

Gloria-Concepción Tenorio-Sepúlveda

Keyword(s):

Latin American ◽

Quantitative Research ◽

Open Educational Resources ◽

Educational Resources ◽

Self Assessment ◽

Massive Open Online Course ◽

Total Percentage ◽

Object Of Study ◽

Education In Mexico ◽

Basic Level

The purpose of this study is to evaluate the achievement of competencies for production, search, diffusion and open educational resources through a Massive Open Online Course (MOOC). The development of this project required the participation of 10 institutions of higher education in Mexico*, as well as financial support from the National System of Distance Education (SINED). This is a quantitative research and the participants were 134 teachers in Mexico and other Latin American countries. Rubrics were used to evaluate the competencies mentioned (which conformed the four modules object of study); each was broken down into indicators and self-assessment was used with the student (basic), beginner (intermediate) and expert (advanced) criteria. It was found that in the three levels of competency, the total percentage is very similar in the four modules: Basic level is between 0.5% y 3.9%, intermediate, around 30.0% and 31.5% and advanced around 65.4% and 69.5%.

Download Full-text

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

Online Learning ◽

10.24059/olj.v12i1.39 ◽

2008 ◽

Vol 12 (1) ◽

Cited By ~ 6

Author(s):

Christine Geith ◽

Karen Vignare

Keyword(s):

Online Learning ◽

Global Education ◽

Open Educational Resources ◽

Educational Resources ◽

Access To Education ◽

Human Beings ◽

Right To Education ◽

Education Gap ◽

The Right ◽

Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

Download Full-text