Open educational resources (OER) in the Spanish universities

Santos-Hermosa, Gema; Estupinyà, Eva; Nonó-Rius, Brigit; París-Folch, María-Lidón; Prats-Prat, Jordi

doi:10.3145/epi.2020.nov.37

Cited by 13 publications

(9 citation statements)

References 16 publications

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“…With regards to open education, most of the movements have been related to the use of ICT innovation and free access to resources (open education as free education). In this sense, some MOOCs have been developed, and OER have been openly published and shared in university institutional repositories [53]. It has also been a chance to expand flexible learning modalities and to provide more educational personalisation, and a new culture of teacher cooperation and coordination has emerged [54], all of them aligned with the open educational practices.…”

Section: The Case Studies and Country Reports From Europementioning

confidence: 99%

Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education

et al. 2022

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This paper presents and analyses solutions where open education and open science were utilised to reduce the impact of the COVID-19 pandemic on education. The COVID-19 outbreak and associated lockdowns created huge challenges in school and higher education, demanding sudden responses which aimed to sustain pedagogical quality. Responses have varied from conservative to radically innovative. Universally, the COVID-19 pandemic disrupted and shocked societies worldwide, and education systems were on the front line. The lockdowns largely stopped face-to-face and formal education in almost all countries, and in most cases, distance learning soon became the ‘new normal’. A central challenge concerned sustaining educational visions and ideals in such circumstances. To better understand the state of the art in the educational landscape, we collected case studies from 13 countries during the first year of the pandemic starting on 11 March 2020 (when the World Health Organization declared a pandemic). This paper presents summaries of the full country reports that were collected and describe lessons learned. Our overall aim was to identify good practices and recommendations from the collected case studies that can be taken forward in the future. We categorised the responses on the three generic educational levels (macro, meso and micro) and identified seven key aspects and trends that are valid for all or most countries: (1) formal education at a distance for first time; (2) similar approaches for formal education; (3) missing infrastructure and sharing open educational resources; (4) diverse teaching and learning methods and practices; (5) open education and access to open educational resources; (6) urgent need for professional development and training for teachers and (7) assessing and monitoring learning environments, teachers and students. Finally, we identified key recommendations on how open education and open science can benefit formal education in schools and universities in the future, namely, improved awareness of open educational practices, provision of ICT infrastructure, embracing and sustaining the practice of open access publications and OERs, capacity building for stakeholders and finally encouraging research and development in the area of open education and open science. We found significant evidence for the proposition that open education and open science can support both traditional face-to-face and distance learning.

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Section: The Case Studies and Country Reports From Europementioning

confidence: 99%

Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education

et al. 2022

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“…Some of the earliest efforts were preserving OER in institutional or educational repositories (Risquez et al, 2020;Santos-Hermosa et al, 2020). Also, certain library competencies, such as knowledge in copyright, licencing and intellectual property, have allowed them to participate in the creation of OS policies (Atenas et al, 2020;Santos-Hermosa et al, 2020) and contribute to institutional governance (Walz, 2017).…”

Section: Literature Review Library Support For Oermentioning

confidence: 99%

Impact and implementation of UNESCO’s Recommendation on Open Educational Resources in academic libraries: SPARC Europe Case Study

Santos-Hermosa

2024

Research in Learning Technology

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This paper analyses the role of libraries in the development of Open Educational Resources (OER) and, more specifically, the impact and level of implementation of UNESCO’s (2019) OER Recommendation in Higher Education libraries. This study, the result of a joint undertaking between a national R&D project and SPARC Europe, is based on an online survey, disseminated amongst the European Network of Open Education Librarians (ENOEL) and uses a descriptive research methodology. The results highlight the implementation actions being taken by university libraries (n = 136) in each of the five areas of action of UNESCO’s Recommendation. We find that the main contributions are being made in the areas of capacity building and Open Education policies, but that considerable work has yet to be done in terms of promoting inclusiveness and the sustainability of OER. Thus, the full implementation of UNESCO’s recommendation requires a greater commitment on the part of librarians to joint actions undertaken via international networks and projects, as well as greater institutional commitment and the building of interdepartmental alliances.

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“…Los hitos anteriormente mencionados, obligan a los programas de formación superior y a los profesores a replantearse en nuevas formas de generar aprendizajes y que a su vez éstos sean significativos para los estudiantes (Santos-Hermosa et al, 2020). Una metodología de enseñanza y aprendizaje que alcanza este objetivo es la metodología aprendizaje-servicio (desde ahora MApS o ApS, según corresponda), que trata de unir de manera real al estudiante con la sociedad (Guiñez-Cabrera et al, 2020).…”

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Percepciones de estudiantes y empresarios sobre aprendizaje-servicio en costos y marketing

2023

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El objetivo de este estudio es presentar la apreciación de estudiantes y microempresarios, respecto de la aplicación de la metodología de aprendizaje-servicio. Se utilizó una encuesta de autoeficacia aplicada a estudiantes y una de satisfacción a microempresarios que recibieron la asesoría. Se pudo constatar que la experiencia de aprendizaje-servicio implementada, impactó positivamente en los estudiantes en su proceso de enseñanza aprendizaje, desarrollando habilidades profesionales y sociales. Los microempresarios destacaron que se cumplieron las expectativas propuestas, y entre los aspectos por mejorar señalaron: el tiempo asignado, la organización, y el alcance de la asesoría, les habría gustado desarrollar algo con mayor impacto.

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Open educational resources (OER) in the Spanish universities

Cited by 13 publications

References 16 publications

Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education

Responding to the Initial Challenge of the COVID-19 Pandemic: Analysis of International Responses and Impact in School and Higher Education

Impact and implementation of UNESCO’s Recommendation on Open Educational Resources in academic libraries: SPARC Europe Case Study

Percepciones de estudiantes y empresarios sobre aprendizaje-servicio en costos y marketing

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