A Framework for Implementing OER-Based Lesson Design Activities for Pre-Service Teachers

Kim, Dongho

doi:10.19173/irrodl.v19i4.3394

Cited by 13 publications

(11 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Dos artefatos selecionados (8 artefatos), todos mencionam a relevância no desenvolvimento colaborativo dos REA e a importância da colaboração para a educação aberta. Na grande maioria (6 artigos) colaboração é ressaltada como essencial, são sugeridas ferramentas para permitir, mas é tratada de maneira intuitiva, que acontece naturalmente pela ação de contribuir, somar, acrescentar (Kim, 2018;Teodoroski, 2018;Leffa, 2017;Nascimbeni e Burgos, 2016;Ávila et al, 2016;Zancanaro, 2015) O metamodelo é constituído de cinco dimensões (Santana, 2019):…”

Section: Resultsunclassified

“…No SCRUM a comunicação é um fator importante para o ciclo de desenvolvimento, tanto durante quanto ao final de cada Sprint. ferramentas de autoria e cocriação para incentivar a colaboração entre as partes envolvidas em um projeto REA, algumas ferramentas foram desenvolvidas especificamente para esse propósito, como é o caso do artefato deLeffa (2017).O estudo descrito porKim (2018) teve por objetivo propor um framework para integrar o uso de recursos educacionais abertos nas atividades de design de materiais educacionais pelos professores, o framework é composto por seis etapas e incentiva o trabalho colaborativo. , ensino recursos, estratégias de ensino e métodos de avaliação Avila et al (2016).…”

unclassified

See 1 more Smart Citation

Artefatos de auxílio de desenvolvimento de Recursos Educacionais Abertos (REA) com foco na colaboração

Grimm¹,

Heemann²

2021

Blucher Design Proceedings

View full text Add to dashboard Cite

design colaborativo, recursos educacionais abertos, artefatos, modelo O presente artigo apresenta um estudo que objetiva analisar os artefatos existentes para auxílio ao desenvolvimento de Recursos Educacionais Abertos (REA). O enfoque neste tema tem como antecedente a aguda problemática enfrentada pelo setor da educação no Brasil, que aponta para uma demanda crescente por artefatos de suporte a um tipo novo de ensino-aprendizagem, cada vez mais aberto e colaborativo. O método deste estudo é a revisão bibliográfica, iniciada de forma narrativa (RBN) e aprofundada de maneira sistemática (RBS). A partir da RBN e RBS foram selecionados artefatos para auxílio no desenvolvimento de REA para uma análise paramétrica. Os resultados do estudo apontam para a existência de oito artefatos que enfatizam a importância da colaboração no ciclo de vida de REA. Porém, seis deles apontam no artefato a colaboração como algo que acontece intuitivamente, como fundamental, porém sem abordar uma estratégia para isso, dois deles apresentam algumas diretrizes para a colaboração e seus artefatos são descritos no artigo. Como conclusão, o estudo sugere que os artefatos existentes são restritos à importância do desenvolvimento colaborativo porém não consideram a colaboração de maneira processual, porém ainda é necessário aprofundar como os participantes de um projeto podem conduzir as etapas de um REA de maneira colaborativa. collaborative design, open educational resources, artifacts, model This paper presents a study that aims to analyze the existing artifacts to assist the development of Open Educational Resources (OER). The focus on this theme has as an antecedent the acute problem faced by the education sector in Brazil, which points to a growing demand for artifacts to support a new type of teaching-learning, increasingly open and collaborative.The method of this study is the literature review, started in a narrative way (RBN) and deepened in a systematic way (RBS). From the BNR and SBR, artifacts to aid in the development of OER were selected for a parametric analysis. The results of the study point to the existence of eight artifacts that emphasize the importance of collaboration in the OER life cycle. However, six of them point out in the artifact collaboration as something that happens intuitively, as fundamental, but without addressing a strategy for it, two of them present some guidelines for collaboration and their artifacts are described in the article. In conclusion, the study suggests that the existing artifacts are restricted to the importance of collaborative development but do not consider collaboration in a procedural way, but it is still necessary to deepen how the participants of a project can conduct the stages of an OER in a collaborative way.

show abstract

Section: Resultsunclassified

unclassified

Artefatos de auxílio de desenvolvimento de Recursos Educacionais Abertos (REA) com foco na colaboração

Grimm¹,

Heemann²

2021

Blucher Design Proceedings

View full text Add to dashboard Cite

show abstract

“…While not the focus of Hilton’s paper, directing interested readers to additional resources to help them find OER materials, and point to best practices for using them would be helpful. While not all available at the time of Hilton’s 2016 paper, practitioners may find the following suggested resource helpful: Kim’s ( 2018 ) framework for implementing OER-based lesson design, West’s ( 2019 ) process for creating an introductory OER book, or repositories of OER materials such as https://www.edtechbooks.org , https://www.oercommons.org , and https://openstax.org/ .…”

Section: Limitationsmentioning

confidence: 99%

Shift to digital perspectives on Hilton (2016) from the perspective of practice

Hodges

2020

Education Tech Research Dev

View full text Add to dashboard Cite

This paper offers the authors perspectives from a lens of practice on the paper, Open educational resources and college textbook choices: A review of research on efficacy and perceptions, by John Hilton III published in Educational Technology Research and Development volume 64, pages 573-590 in 2016. The commentary offered is specific to Hilton's work in the context of the pivot to remote instruction experienced on a massive scale during the COVID-19 pandemic of 2020.

show abstract

“…Vol 50 No 6 2019 Despite the benefits of OER-based learning, its open nature often challenges learners (Ponti, 2014); the absence of instructor and formal curriculum requires them to use self-directed learning strategies such as time management (Miyazoe & Anderson, 2013). Furthermore, OERs are often not pedagogically organized, and learners need help from others to properly use them (Gourley & Lane, 2009;Kim, 2018). However, little research has been conducted to investigate the self-directed learning patterns of non-formal learners using OERs.…”

Section: Highlightsmentioning

confidence: 99%

“…Despite the exponential growth of free resources, learners are “adrift in an ocean of information” (Shum & Ferguson, , p. 9). Non‐formal learning with OERs is largely affected by how learners recontextualize OERs in their own learning contexts (Kim, ). Many non‐formal learners report challenges in utilizing resources suited to their educational needs (Hassall & Lewis, ).…”

Section: Self‐directed Learning Strategies For Learning With Oersmentioning

confidence: 99%

Latent class analysis of non‐formal learners’ self‐directed learning patterns in open educational resource repositories

Kim¹,

Lee²,

Park³

2019

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

Open educational resources (OERs) are increasingly adopted in non‐formal education contexts. However, little research has been conducted to investigate the self‐directed learning patterns of non‐formal learners using OERs. A lack of knowledge about non‐formal learners precludes discussions on how to support their self‐regulated learning in open learning environments. We explored the self‐directed learning patterns of 1892 non‐formal online learners who were using OER repositories. In addition, we examined whether differences existed in future intentions to use OERs between learners with different learning patterns. Four latent classes were identified, and learners’ age was found to affect class membership. We also found that non‐formal learners’ use of self‐directed learning strategies predicted their future intentions to use OERs. This study advanced our understanding of the subpopulations of non‐formal learners using OERs. Future research will benefit from the findings related to designing OER environments that can accommodate diverse self‐directed learners.

show abstract

A Framework for Implementing OER-Based Lesson Design Activities for Pre-Service Teachers

Cited by 13 publications

References 57 publications

Artefatos de auxílio de desenvolvimento de Recursos Educacionais Abertos (REA) com foco na colaboração

Artefatos de auxílio de desenvolvimento de Recursos Educacionais Abertos (REA) com foco na colaboração

Shift to digital perspectives on Hilton (2016) from the perspective of practice

Latent class analysis of non‐formal learners’ self‐directed learning patterns in open educational resource repositories

Contact Info

Product

Resources

About