Improving OER descriptions to enhance their availability, reuse, and enrichment

Cubides, Jhon Francined Herrera; Gaona-García, Paulo Alonso; Herrera‐Viedma, Enrique; Sánchez‐Alonso, Salvador

doi:10.1007/s10639-021-10641-w

Cited by 4 publications

(2 citation statements)

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“…Future research can be adjusted according to the actual situation. Regarding the availability of data, Sanchez-Alonso's practice can be used as reference to provide a set of enhanced and interoperable metadata to describe relevant data, and consider the requirements of data quality dimension and related data to improve its availability [59]. Secondly, although this study takes prefecture-level cities as the research object, the number of samples is limited because of a lack of data.…”

Section: Discussionmentioning

confidence: 99%

Digital Economy Development and Urban Green Innovation CA-Pability: Based on Panel Data of 274 Prefecture-Level Cities in China

et al. 2022

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The digital economy (DE) plays a crucial role in green innovation (GI) and green development as a new economic form. Based on the panel data of 274 Chinese prefecture-level cities from 2011 to 2019, this paper constructs a comprehensive DE index and conducts two-way fixed effect regression to explore its impact on GI capabilities and examines the mediating effect of industrial structure transformation and upgrading. The research results show that: (1) The development of the DE has significantly improved the GI capability of cities. (2) In terms of space, the development of DE and GI ability development in eastern cities outperform that in central and western regions. However, the development of eastern cities is almost saturated and slow, while the development of central and western cities is faster. (3) The DE has a significant role in promoting GI capabilities in the central and western regions. Although the eastern region has a positive impact, it is negligible. In terms of urban scale, the DE of the large, medium, and small cities positively affects GI capabilities to the effect. (4) The transformation and upgrading of the industrial structure mediate the relationship between the DE and GI. Based on the above conclusions, relevant suggestions for improving GI capabilities around the development of the DE and industrial transformation and upgrading must be devised.

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Section: Discussionmentioning

confidence: 99%

Digital Economy Development and Urban Green Innovation CA-Pability: Based on Panel Data of 274 Prefecture-Level Cities in China

et al. 2022

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“…Another significant problem is that many authors of resources fail or are reluctant to deliver any metadata at all. Numerous studies have recommended metadata sets that describe OER more systematically and thereby enrich and facilitate the metadata report to improve the OER description and, therefore, the OER discoverability (Herrera-Cubides et al, 2022).…”

Section: Prospects To Open and Connect Distributed Learning Ecosystemsmentioning

confidence: 99%

Increasing Sustainability in Open Learning: Prospects of a Distributed Learning Ecosystem for Open Educational Resources

Otto

Kerres

2022

Front. Educ.

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The proliferation of Open Educational Resources (OER) constitutes an essential element for establishing education as a “public good” on the internet. A core objective of OER is to broaden access to educational material and improve the overall quality of teaching and learning. In this manner, OER contributes to the sustainable (re)use and (re)distribution of (educational) resources. The goal of sustainability is also visible in the latest UNSECO recommendation concerning OER, which intends to support the 2030 Sustainable Development Agenda, namely SDG 4 (Quality education). The support of SDG 4 is combined with the call to create sustainability models for OER at national, regional and institutional levels and the planning and pilot testing of new sustainable forms of education and learning. As a result, several repositories and referatories for OER provision have been developed and tested in educational institutions worldwide. However, each of these platforms contains only a relatively limited number of resources. In our article, we argue that when considered through the lens of learning innovation and sustainable development, it would be necessary to increase the discoverability of available resources at the different locations and platforms that currently are visible to only a limited number of teachers and students. To achieve this goal, the focus needs to shift from the creation and growth of new and competing platforms to intelligent ways of linking and increasing their interconnectedness. We use the concept of “learning ecosystems” to illustrate this approach of interconnected resources. Ecosystems go beyond the spatial dimension of learning by focussing on actors’ diversity and interactions. Digital (networked) learning technology is part of an ecosystem and has itself to be understood as an actor. However, we discuss that ecosystems should be reflected with caution as they can themselves entail opening and closing mechanisms. Therefore, ecosystems that rely on mechanisms of opening their contents to other platforms can realise the full potential of open learning. We describe the implications of the concept of a distributed ecosystem by presenting case studies that show how technical solutions, including metadata standards and plugins, can link contents in repositories and referatories within ecosystems. The overarching objective is that the different repositories and referatories expand and improve the sustainable use of OER by merging into a distributed learning ecosystem.

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Distributed Learning Ecosystems in Education: A Guide to the Debate

Otto

Kerres

2023

Distributed Learning Ecosystems

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Learning spaces are vital for education but subject to rapid transformation. The internet is the emerging space where learning takes place. The concept of learning ecosystems reflects the idea that in today’s learning processes, different elements interact and influence each other. For higher education, a learning ecosystem comprises all services, resources, and environments within the institution that enable or support learning processes. However, this chapter argues that, although learning ecosystems are increasingly established in higher education, essential features that are missing are their permeability and interconnectedness. The chapter aims to close this gap by introducing the concept of distributed learning ecosystems (DLEs). DLEs follow the idea of establishing a link between decentralised learning ecosystems (consisting of content repositories and educational resources). Thus, DLEs serve as an integrated approach that enables learners to access and use learning content and share resources. With reference to the other chapters in the book, the paper illustrates challenges and solutions on the road to DLEs.

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Improving OER descriptions to enhance their availability, reuse, and enrichment

Cited by 4 publications

References 42 publications

Digital Economy Development and Urban Green Innovation CA-Pability: Based on Panel Data of 274 Prefecture-Level Cities in China

Digital Economy Development and Urban Green Innovation CA-Pability: Based on Panel Data of 274 Prefecture-Level Cities in China

Increasing Sustainability in Open Learning: Prospects of a Distributed Learning Ecosystem for Open Educational Resources

Distributed Learning Ecosystems in Education: A Guide to the Debate

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