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Open Educational Resources (OER) – that is, teaching, learning and research materials that their owners make free to others to use, revise and share – offer a powerful means of expanding the reach and effectiveness of worldwide education. Those resources can be full courses, course materials, modules, textbooks, streaming videos, software, and othe...
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Context 1
... Tecnológico de Monterrey initiated a process of creating value through the creation, assimilation, leveraging, sharing and application of focused open academic content in specific scenarios. In the case of the graduate course for the Master of Education titled "Research for the Improvement of Educational Practices" offered in the Graduate School of Education at the Tecnológico de Monterrey, OER was used in specific learning activities. The OER were incorporated as an anthology of resources, providing a suitable alternative of textbook (Ramírez 2010b) in a distance education modality. Then, given the main goal of the course to "prepare students in the research field, from the philosophical aspects of science and education, to the everyday practice of educational actors," the study of OER was made the main research subject line through the development of a final research project focused on the study of the incorporation and use of OER in real educational practices -wherein, the researchers looked at ways to deliver innovative and more personalised approaches to teaching and learning. Figure 2.6 shows the use of OER as an anthology of selected resources (content playlist) by the instructor of the course, providing a suitable alternative to the textbook for the course (Ramírez 2010a). The table of contents shows 22 subjects and 30 educational resources selected for each subject. Each of the resources comes from different sources (content providers) previously audited and reviewed by an expert team of librarians with the function of publishing them in the catalogue of TEMOA at the OER providers' directory. The system enables each resource and each subject, including the anthology itself, to be reviewed and rated by the academic community on a scale of one to five diamonds ("poor" to "awesome") to give feedback to the instructor about the perceived quality of the selected resources. The first educational experience was the creation of one anthology of OER for the course and the re-use of existing base knowledge to fulfil the learning goals of the subjects. However, the most demanding educational experience was to think "outside the box" of simply using the knowledge in learning activities and to go farther to create knowledge about educational practices by tailoring existing knowledge to concrete educational needs in real ...
Context 2
... knowledge mobilisation of academic content, the Tecnológico de Monterrey has been an active participant in each stage of the process by sharing and publishing academic content through the worldwide initiative of the OpenCourseWare Consortium (OCW-ITESM 2008). This has been accomplished by publishing undergraduate and graduate courses, by selecting relevant educational resources through the creation and maintenance of a Web catalogue of indexed OER, and by fostering dissemination of academic content to those who may be interested in its use (academia, government, industry, NGOs, communities, the public). Lastly, it promotes not only the use of OER, but goes far beyond the process of dissemination of knowledge by tailoring it from its source to its application. OER content playlists promote and facilitate remixing of core components of courses and share new ideas for teaching by creating new topics and course subjects. Some examples are: OER as textbook alternatives (anthologies of educational resources); OER as reusable resources; and OER as content generated or modified by a learner (Ramírez and Burgos 2011), fostering a culture of active participation in the creation, use and re-use of educational material. c) digital knowledge dissemination through the initiative called "Knowledge Hub" (currently named TEMOA: www.temoa.info) that provides a public and multilingual catalogue of OER, aiming to help the educational community find the resources that meet their particular needs for teaching and learning through a specialised and collaborative search systems and social tools (Burgos 2008(Burgos , 2010 d) integration of OER with eLearning in graduate courses to create anthologies equivalent to textbooks (Ramírez 2010b); and integration of OER with traditional education systems in the context of the work of students ( Burgos and Ramírez 2010 (d5) use of the platform of TEMOA by learners to generate or modify content (The service "Topics & Courses" allows registered users to create courses, topics and learning activities through the definition of annotated lists with OER, and search queries produced by the user at the catalogue (TEMOA 2011a). The lists may be shared as they are published for free use, or can be copied and reorganised by combining specific elements to create new lists and adapting them to meet needs of teaching or learning, all while retaining references of attribution to the original sources.) (d6) production of OER, aimed at the development of educational researchers in a collaborative process with six other Mexican institutions (Ramírez 2010c) (d7) training by the university of its own faculty and undergraduate and graduate students, as well as of faculty from other educational institutions (K-12 to university level), on the effective use of OER in their own classroom environments Finally, the Tecnológico de Monterrey has conducted research on all these experiences, such as: use of technology; legal issues relating to open educational materials; training for using and producing OER; and sharing best practices (www. temoa.info/research). Figure 2.2 shows a practical application by mapping the different experiences that have taken place at the Tecnológico de Monterrey to encourage and promote academic knowledge mobilisation into Open Educational Practices. 2: Knowledge mobilisation of academic content at the Tecnológico de ...
Context 3
... first documented phase for the Tecnológico de Monterrey in knowledge mobilisation is the educational experience of sharing and publishing academic content through the initiative of OpenCourseWare Consortium (OCW-ITESM 2008; www.ocwconsortium.org). The Consortium brings together over 250 educational institutions and organisations to create a pool of open educational content, fostering the development of courseware materials from its members to facilitate knowledge transfer through open academic content, and by promoting its adoption to propitiate tailoring of educational materials to satisfy specific educational needs (see Figure 2.3). The implementation of these materials was smooth and successful (Mortera 2011). The contents and activities from OCWC courses provided an international perspective which made the recipient courses richer and more interesting for both professors and students. The main obstacles identified in this process occurred during the selection and design stage. The topics included and the depth of the content of open courses varied significantly from local courses, which made finding suitable matches between courses a difficult ...
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... portal website of TEMOA (see Figure 2.4) provides public access through the Internet for educators, students and self-learners of all educational levels, from graduate to K-12. It was created to assist educators in the challenging task of introducing classroom innovations to improve the teaching-learning process and, by consequence, improve student retention, motivation and attention. TEMOA is a Mexican distance education initiative of the Tecnológico de Monterrey (ITESM), which is globally available, conceived by the faculty's need to find instructional materials for teaching and learning with the certainty that the resources found respect the intellectual property and legal rights of the original authors. TEMOA provides its main service of a Web catalogue of OER on a free-use basis (guest profile), but other secondary services are reserved for its community on a membership basis (collaborator ...
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... the capabilities of Web 2.0 technologies mean that this lifelong learning can also be truly international or global in scope and not just locally organised, with the content and services coming from different countries as well as the peer group an individual may be studying with. This has been seen recently with the development of the idea and practice of open courses. In some cases, an open course is developed in the open by some teachers but with the input of students. In this way, students can learn by co-creating the course and the educational resources are open for all to see. In other cases, a course may include OER as the educational resources, but the course is delivered in the open with a mix of formal, registered students studying for credit and informal course- followers studying for interest. These Massive Open Online Courses (MOOCS), such as the course on Connectivism and Connective Knowledge from Athabasca University (Fini 2009), blur yet further the assumed roles of teachers and students and the context in which studying takes place, opening up HEIs in new ways. Openness does not just exist in formally accredited HEIs, though, and there are some emerging community-based operations on the Web such as the Peer 2 Peer University ( Thierstein et al. 2009). However, there are still many issues around whether many people may be excluded from any such opportunities (Lane ...
Context 6
... the TEMOA initiative there are selection criteria and documentation and evaluation processes for academic content (2011b, 2011c). This is through a process called "Lifecycle of an Open Educational Resource," in which potential OER content is first evaluated by an expert librarian using the selection criteria and then each accepted resource goes through a number of different filters. This procedure provides a quality assurance process (see Figure ...
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ince the development of Open Educational Resources (OERs), different models regarding the
usage of these resources in education have appeared in the literature. Wiley’s 4-Rs model is considered
to be one of the leading models. Research based on Wiley’s model shows that using materials
without making changes is the most common use. Compared to the e...
Citations
... The main component of ADA's digital environment is the courses offered as MOOCs. The term Massive Open Online Courses (MOOCs) was first coined in 2008 [8] to describe web-based courses that can be Abstract-Recent advances in technology present vast opportunities, yet the European Commission reports that only 56% of people aged 16-74 possess basic digital skills. To bridge this gap, the All Digital Academy (ADA) project targets adult educators, aiming to equip them with emerging digital technology skills. ...
... (2) Open refers to the absence of access restrictions in terms of payments, qualification and affiliation (Siemens, 2013). ...
... (3) Online refers to the online (oftentimes even online-only) provision of the education content, like videos or presentations, and the interaction between and among learners and teachers (Leontyev and Baranov, 2013;Siemens, 2013). (4) Course refers to a defined setting in which the education activities take place including fixed start and end dates as well as contents, structure and tests set in advance (Siemens, 2013). ...
... (3) Online refers to the online (oftentimes even online-only) provision of the education content, like videos or presentations, and the interaction between and among learners and teachers (Leontyev and Baranov, 2013;Siemens, 2013). (4) Course refers to a defined setting in which the education activities take place including fixed start and end dates as well as contents, structure and tests set in advance (Siemens, 2013). ...
Purpose: One impediment of e-government implementation is the lack of e-(government) competences among public officials, especially because foundational education programs fail to teach them. Therefore, this study suggests massive open online course (MOOC)-based continuous education. It aims to design and evaluate a MOOC and MOOC platform for acquiring e-competence in the public sector and principles for such platforms to capture their inherent design knowledge.
Design/methodology/approach: The study uses design science research incorporating qualitative and quantitative methods and draws on established patterns of formulating design principles (DPs).
Findings: The core results are a physically instantiated MOOC platform and six DPs: DP of 1) easy access and easy use, 2) professional exchange, 3) protected space, 4) domain focus, 5) cooperation with higher education institutions and 6) promotion from higher government level.
Research limitations/implications: This study contributes to e-government research by extending the design knowledge for the construction of domain-specific MOOC platforms. Moreover, the study contributes to platform economics by discussing existing theses and outlining new opportunities. The research also entails limitations, as the authors have solely considered MOOCs and neglected complimentary offers to sustain learning success.
Practical implications: This study provides practitioners with design principles they can use in their efforts to construct education platforms for the public sector. Moreover, the study presents a working MOOC platform instantiating these DPs, and thus provides an exemplary reference.
Social implications: Not fulfilling expectations regarding digital public services comes with a risk of decreasing trust in public organizations and the overall government. The results of this study contribute to enabling public officials fulfilling stakeholders' expectations and generating public value.
Originality/value: By linking e-government competence education with MOOC platform design, this research approximates an important research gap. Scholars previously investigated e-competences and focused on alone-standing MOOCs to convey those. The results of this study offer the potential to construct platforms to centralize such fragmented solutions, maximizing their impact among public officials.
... Due to their low costs, OERs have been introduced to more students wishing to adopt an independent learning style to ensure a student-oriented, self-regulated learning experience (Oh et al., 2022;Steen-Utheim & Foldnes, 2018). OERs are also used in e-learning, including blended learning, flipped classrooms, massive open online courses, and distance learning programs (McGreal et al., 2013). For example, flipped classroom is a teaching approach that refers to conducting in-class learning activities outside of the classroom and vice versa (Uzunboylu & Karagozlu, 2015). ...
This study explores the use of open educational resources (OERs) in studio-based learning and their influence on learning experiences. The research team conducted action research with 30 bachelor of arts students who were completing a video production subject. Students were required to learn from a website containing open online learning resources under a flipped classroom approach. A teaching schedule and website were designed according to several criteria. Research data were collected through observation, reflective journals, and interviews and were analyzed via thematic analysis. Participating students expressed their perceptions of benefits and hesitation in utilizing OERs in learning. They agreed that the use of OERs as flipped classroom learning materials could positively affect their learning, primarily through competence and learning autonomy as indicated in self-determination theory. This investigation provides teachers with valuable experience and suggestions for teaching and learning approaches that incorporate OERs into studio-based education. Students learn from OERs in which they can gain the most up-to-date technical knowledge in an autonomous environment. This experience indicates that this pedagogy greatly and positively influences students’ subject-learning experiences, learning outcomes, and self-learning skills.
... Sin embargo, muchos de los participantes no identificaron esta recursividad como positiva sino más bien como redundante. Como lo apunta Siemens (2013), la trayectoria o secuencia de aprendizaje generalmente se presenta de manera lineal lo cual dificulta la adaptabilidad de las actividades según las necesidades particulares de una gran mayoría. ...
En esta investigación se presentan los principios del diseño instruccional para la organización de un curso MOOC sobre habilidades de literacidad académica en una universidad pública de México para llevar a cabo el proceso de admisión y formación en algunas habilidades intelectuales requeridas en la universidad. El objetivo de este estudio es doble. El primero es mostrar el procedimiento de diseño de un curso MOOC enfocado en el desarrollo de habilidades de literacidad académica masiva en línea. El segundo es evaluar la pertinencia de dicho curso desde la perspectiva de 21,282 estudiantes que concluyeron el curso y participaron en este estudio. El diseño del curso estuvo guiado a partir de la integración de la pedagogía de género de la escuela de Sídney y de los modos de interacción del modelo tMOOC. Para abordar su evaluación se siguieron estrategias cualitativas y cuantitativas. Para ello, se utilizaron dos instrumentos: el foro de dudas dentro del curso MOOC, y la encuesta de salida al finalizar todos los contenidos del curso. Se realizó un análisis temático para las respuestas abiertas de la encuesta y una escala nominal para las respuestas cerradas. Los resultados destacan el impacto que tiene el carácter recursivo de las tareas en la percepción de los alumnos sobre lo que implica leer y escribir en la universidad. También se destaca la relevancia de la presencia del maestro en los videos como elemento indispensable para favorecer el aprendizaje de la escritura en un curso MOOC. Por su parte, la autogestión, el trabajo en pares y la logística del curso representan los mayores desafíos en un curso masivo de escritura en línea. Este trabajo contribuye con las pautas para la planificación de cursos de escritura a gran escala y su sistematización para la investigación.
... Additionally, they reduce the gap of access to quality education (Singh, 2018) and provide for better learning outcomes. Students can access learning material that are in line with their learning styles and also engage in active learning by becoming part of virtual learning communities and collaborating with other members (McGreal et al., 2013). ...
A six-hour online workshop on universal design for learning (UDL) was conducted for teacher educators from Nigeria, Tanzania, Bhutan, and India as part of a project undertaken by Tata Institute of Social Sciences. The one-group pre- and post-test study aimed at understanding whether the teacher educators, after the training, understand the principles of UDL and use that learning to evaluate the accessibility of open educational resources (OERs) with the lens of UDL. The chapter describes and discusses the research findings.
... Em tempos de crise, isolamento social e confinamento, passar do ensino presencial para o virtual significou um novo desafio para a maioria das instituições de ensino superior. O desafio não é apenas do ponto de vista do processo de ensino e aprendizagem, mas também das lacunas de acessibilidade e oportunidades tecnológicas que os alunos têm para se conectar à dinâmica do processo educacional (Downes, 2013 (Brasil, 2020c, s.p.). O isolamento social foi considerado necessário na tentativa de retardar a propagação do vírus e reduzir o número de mortos. ...
Introdução: Com o isolamento social decorrente da pandemia de COVID-19, o acesso dos estudantes às salas de aula ficou extremamente limitado, principalmente durante o início, em que as Universidades estiveram fechadas. A partir de então, o Ministério da Saúde, juntamente ao Ministério da Educação, aprovou o recurso da Educação à Distância para o Curso de Medicina. Objetivos: analisar os benefícios e limitações da Educação à Distância na Medicina durante a pandemia, a sua aceitação, suas possíveis falhas na aprendizagem dos alunos e seus efeitos sobre habilidades não cognitivas. Metodologia: Trata-se de um estudo transversal, descritivo, quantitativo com estudantes de graduação em Medicina de uma instituição de ensino da cidade de Teresina - PI. Um questionário online foi usado para alcançar os alunos de graduação. Resultados e Discussão: O conhecimento acerca ambivalência entre benefícios e limitações da Educação à Distância traz consigo, além do potencial tecnológico em si, o impacto individual nas habilidades pessoais daqueles que se encontram em formação. Conclusão: Uma vez que a Educação à Distância tenha se estabelecido em muitas instituições de ensino, este recurso impõe estudos e avaliações sobre a sua adição no cenário atual, visto que, para além de conhecimentos técnicos, exige, por parte dos estudantes de Medicina, o desenvolvimento de habilidades não cognitivas, como a busca ativa por aprendizado, liderança e superação da procrastinação.
... These MOOCs primarily consist of little external materials and mirror traditional learning by using video lectures, quizzes, and exams. (McGreal, Kinuthia, Marshall and McNamara, 2013). A cMOOC is based on a connectivist pedagogical model. ...
... cMOOCs are largely open and decentralized with limited structure, and learners are autonomous and view knowledge as generative with a focus on sharing and connecting with other participants through blogs, forums, and LMS. (McGreal et al., 2013). A quasi-MOOC provides web-based materials as open educational resources (OER) and intends to support specific learning tasks. ...
... A quasi-MOOC provides web-based materials as open educational resources (OER) and intends to support specific learning tasks. They provide little or no social interaction or grading, and a representative example is Khan Academy (McGreal et al., 2013). ...
... It is important to recognize the significance of OERs as educational tools that can support the global expansion of learning (McGreal et al., 2013). An essential prerequisite for promoting the use of the content for education is the flexibility that openly licensed content offers in terms of both technology and law. ...
... An essential prerequisite for promoting the use of the content for education is the flexibility that openly licensed content offers in terms of both technology and law. The educational value of OERs and OEPs is fundamentally grounded in the idea of employing open-access materials as primary components of the academic curriculum (McGreal et al., 2013;Berti, 2018). OE enables individuals to satisfy their educational needs at different life stages through accessing relevant and worthwhile educational opportunities for professional growth . ...
... This would also streamline the usual institutional challenges faced in adopting H-MOOCs. From student perspective, the completion rates of MOOCs would increase (McGreal et al., 2013) due to availability of facilitator instruction for students for the MOOC based curriculum (Sinclair et al., 2015;Kop et al., 2011;Gulatee & Nilsook, 2016) and the availability of guidance to the students, which plays a crucial role in timely completion of MOOCs (Barnard et al., 2009). The students would also benefit from academic library services for MOOCs such as, information retrieval, technology training, reading and writing skills, language skills before undertaking MOOC courses (Kerr et al., 2006). ...
The governments of emerging economies have realized the potential of MOOCs for enhancing the quality of higher education, but still, the MOOC penetration is very low in countries like India. This study explores the issues relating to MOOC integration and attempts to identify the key drivers for the adoption of MOOC based curriculum. 'Integration into Curriculum', 'MOOC Services of Academic Library', and 'MHRD Policy and Support' are identified as the key drivers for increasing the MOOC Penetration. The higher the level of MOOC penetration the greater would be the improvement in the quality of higher education. The practical implications for practice and policy are classification of MOOC services of academic library and a decision-making model for hybrid learning strategy for higher educational institutions.
... Faculty members, therefore, hesitate to invest their time and resources in content that is shared for free (Torres, 2013). Furthermore, institutions do not allow academics to publish work done under their supervision as OER (McGreal et al., 2013). This means if OER has to be adopted as a pedagogical approach, institutions need to revisit their publishing practices to allow others to benefit from their academic work. ...
... In addition, this study found out that institutional policies are not flexible enough to accommodate OER publications within the institutions. The same finding was revealed by McGreal et al. (2013). In this study, faculty members indicated that lack of ICT skills and infrastructure remains a challenge in their institutions. ...
Open educational resources (OER) are an innovation coined to bridge the educational divide by providing free quality learning resources. Consequently, this study explored the perception of the Namibian open and distance learning institutions' perception of the use of OER as a pedagogical approach. The study focused on faculty members from the three public ODL institutions in Namibia. Integrated theories with a qualitative case study and interpretivist paradigm underpin this study. Qualitative methodologies were used to collect and analyse data. This study showed an inconsistency between the faculty members' perceptions and OER use within the ODL institutions in Namibia. Although the faculty members displayed positive attitudes towards the use of OER, very little has been achieved in the use of OER within the institutions for the benefit of the Namibian ODL students. The study identified various challenges that impede OER adoption at the institutional level. Recommendations were formulated to address the identified challenges.
