This scoping review explored the trends in open educational resources (OER) that support the interactions of learners with disabilities and the challenges of supporting these interactions in such environments. Emerging OER and open educational practices allow learners to interact with digital learning resources in self-regulated learning. Since OER assume learners’ self-regulation, research has explored how to promote learner interactions to facilitate better engagement and motivation. Emerging research on OER-enabled pedagogy corroborate this trend. However, despite increasing interest in OER and open educational practices, few studies have demonstrated how OER support various types of interactions for learners with disabilities. Learners with disabilities are likely to experience challenges in interacting with OER due to their modality constraints. A comprehensive literature synthesis is essential to investigate the needs of learners with disabilities in their interactions in OER. In this study, we reviewed and synthesized existing research on how OER and open educational practices support the interactions of learners with disabilities across different OER platforms. Our findings suggest both research and design implications for future OER designs suited for learners with disabilities.
Personal learning networks (PLNs) are a form of informal professional development in which teachers build and maintain connections to other educators and learning professionals and the resources that will meet their personal continuing education needs. Although PLNs can incorporate face-to-face connections, they typically make heavy use of social networking tools for finding and sharing information and educational innovations. In this chapter, the authors discuss how PLNs have been developed and used by preservice and inservice teachers, discussing the similarities and differences between the two groups along with the progression of PLN development from preservice to inservice teacher experiences. Next the authors discuss the role that PLNs play in helping teachers develop their blended and virtual learning knowledge and skills, along with ideas for how teacher-educators and administrators can provide support for this endeavor.
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