Editorial: Volume 14, Number 2

McGreal, Rory; Kinuthia, Wanjira; Marshall, Stewart

doi:10.19173/irrodl.v14i2.1549

Cited by 7 publications

(7 citation statements)

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“…Geser (2012) emphasises OEPs as requiring distinction from the emphasis on content and tools reflected in the range of literature in the OER landscape, mirroring the distinction Freire (1970) made between systematic education and educational projects. This ‘dominat(ion) by a traditional understanding of education as well as relevant content and tools’ (Geser, 2012, p. 23) reinforces prescriptive content- and assessment-focussed learning design due to ‘national policies and statutory laws, particularly curriculum and qualification frameworks’ (McGreal, Kinuthia, Marshall, & McNamara, 2013, p. 34). In keeping with the required shift in power to engage the learners in taking responsibility for their own learning design, the use of resources in open practice would seem to be the evolution which would lead to more authentic learner participation and competence in emergent workforces via informal learning projects like BowerBird.…”

Section: Literature Reviewmentioning

confidence: 99%

Posting Traditional Ecological Knowledge on Open Access Biodiversity Platforms: Implications for Learning Design

Funk¹,

Guthadjaka²,

Kong³

2015

AJIE

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BowerBird is an open platform biodiversity website (http://www.BowerBird.org.au) and a nationally funded project under management of the Atlas of Living Australia (ALA) and Museum Victoria. Members post sightings and information about local species of plants and animals, and record other features of ecosystems. Charles Darwin University's Northern Institute Elder on Country researcher, Kathy Guthadjaka, has shared pictures and information about the biodiversity of her homelands in the Yolŋu community of Gäwa, on Elcho Island in north east Arnhem Land, Northern Territory. The extent to which this knowledge can be exposed in the same way as other open resources, can pose dilemmas about the level of 'openness' that is appropriate. Open sharing of educational materials can be promoted as a basic human right. This paper will explore the extent to which traditional knowledge can be made openly available. What are the implications for sharing this knowledge in a westernised context that compartmentalises it, and how can a western academic perspective learn from this knowledge and engage functionally with it for the purposes of learning? The existence of this project on the interface between traditional knowledge and western technocratic information management also has implications for how information is presented and valued.

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Section: Literature Reviewmentioning

confidence: 99%

Posting Traditional Ecological Knowledge on Open Access Biodiversity Platforms: Implications for Learning Design

Funk¹,

Guthadjaka²,

Kong³

2015

AJIE

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“…UNESCO has a long history in OER, having coined the concept of OER in 2002, passed the 2012 Paris OER Declaration and co-hosted (with Slovenia) the 2017 OER Global Conference (Hodgkinson-Williams and Arinto, 2017). The purpose of the declaration was to encourage the developed countries to pledge to promote OER and the Open Licensing of Educational Resources (McGreal et al ., 2013). In 2019, all the state representatives at UNESCO made a significant stride toward adopting open education based on the 2019 UNESCO OER Recommendations.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Teachers' informal learning characteristics in using open educational resources in relation to their innovative work behavior

Al-Awidi

Al-Furaih²

2023

IJILT

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PurposeInformal learning is an effective and motivating strategy to support the learning process. Informal learning has received increased attention recently due to the coronavirus disease 2019 (COVID-19) pandemic. However, finding effective ways to facilitate innovative teaching and learning through open educational resources (OER) is a vital issue. The purpose of the current study is to investigate the informal learning characteristics (ILC) (i.e. observation, imitation, exploration, innovation and articulation) of teachers in using OER and whether these characteristics have any relationship with teachers' innovative work behavior (IWB, i.e. opportunity exploration, idea generation, idea promotion and idea realization) in schools.Design/methodology/approachThe current study utilized a descriptive quantitative survey approach. A survey with three parts was developed: the Open Educational Resources Scale (OERS), the Teachers' Informal Learning Characteristics Scale (TILCS) and the Teachers' Innovative Work Behavior Scale (TIWBS). The information was gathered from a sample of 2,024 teachers working in Kuwait's public schools through an online survey.FindingsThe results revealed that social media, YouTube, PowerPoint and games were the most common open resources used by teachers. Teachers' responses on the TILCS showed that observation was the most common among teachers and exploration was the second. Responses on the TIWBS showed that idea generation was the highest. When using OER, the results showed that all five subscales of the TILCS and all four subscales of the TIWBS were linked in a good way.Research limitations/implicationsThis study had several limitations that should be considered in future research. First, the data collection method was self-report. Future research necessitates adopting qualitative methods such as participant observations where IWB can be monitored and documented. Another limitation is almost all teachers have smartphone with Internet access, which may have affected the results. This situation might not be found in other countries since a large percentage of young people in Kuwait use information and communication technology as is the case in other Gulf region countries.Practical implicationsThis study expects that this kind of support will be reflected on teachers' IWB which accelerates teachers' movement toward upper IWB tasks such as idea promotion and idea realization. This support will motivate teachers to transform teachers' innovative ideas into useful applications and try to assist teachers' colleagues through conducting workshops or inviting well-known educators to present their experiences to school personnel.Social implicationsThis study can be a guide to help teachers be independent, self-directed, problem-solving-oriented and internally motivated by incorporating the assumptions of andragogy theory. Furthermore, this study points out the high tendency of teachers to use OER and helps to plan teachers' professional development programs that take Andragogical tendencies into account in addition to developing teachers' lifelong learning skills.Originality/valueThe results implied that teachers have obvious ILC toward OER, specifically through observation and exploration to create their own innovations in their work environments. With the appropriate internal and external incentives and support from school administrators, this study expects that teachers will move forward toward upper informal learning stages such as innovation and articulation and toward upper tasks in IWB such as idea promotion and idea realization. As a result, schools as places of work can go through a lot of changes if new OER-related applications and workshops are added.

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“…To this extent, an OER strategy team should be formed representing the key stakeholders identified in Table I. Initially, “Open Educational Resources: Innovation, Research and Practice” (McGreal et al , 2013) can be used as a key resource which helps the strategy team to understand how OER are widening the international community of scholars, various approaches to releasing and opening content and pedagogical, institutional, personal and technical issues relating to OER mainstreaming. To establish the short-, medium- and long-term goals for OER within the institution, “Guidelines for Open Educational Resources (OER) in Higher Education” (Commonwealth of Learning, 2011) provides recommendations for the institution, academic staff, student bodies, QA/accreditation bodies and academic recognition bodies.…”

Section: Oer Strategymentioning

confidence: 99%

An empirical framework for mainstreaming OER in an academic institution

Abeywardena¹

2017

AAOUJ

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Purpose There is immense potential in open educational resources (OER) for encouraging systemic change within academic institutions toward increasing access and equity in education. The purpose of this paper is to propose an empirical framework and a checklist for mainstreaming OER in an academic institution. Design/methodology/approach The empirical framework and the mainstreaming checklist is formulated based on an extensive review of literature and case studies strengthened by the author’s personal experience as an academic, researcher, practitioner, policymaker and international development expert in the field of OER. Findings The proposed empirical framework and OER mainstreaming checklist identifies several processes to be completed by key stakeholders for successful mainstreaming of OER in an academic institution. Practical implications The proposed framework assumes that the institution which is undergoing mainstreaming of OER follows the principles of outcomes-based education and that it has an established mechanism for measuring the mastery of learning outcomes and the role of OER in accreditation. Originality/value One key feature of the framework is its horizontal structure where stakeholders take a team-based approach to completing the required tasks for mainstreaming OER. This, in turn, increases ownership of the mainstreaming process leading to higher success rates and sustainability. Second, the mainstreaming checklist breaks down each process into several achievable tasks and assigns them to the relevant team. Third, the framework supports continuous quality improvement which encourages institutions to periodically revisit the processes to make necessary course corrections and enhancements.

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Editorial: Volume 14, Number 2

Cited by 7 publications

References 0 publications

Posting Traditional Ecological Knowledge on Open Access Biodiversity Platforms: Implications for Learning Design

Posting Traditional Ecological Knowledge on Open Access Biodiversity Platforms: Implications for Learning Design

Teachers' informal learning characteristics in using open educational resources in relation to their innovative work behavior

An empirical framework for mainstreaming OER in an academic institution

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