Opening Teaching Landscapes: The Importance of Quality Assurance in the
                        Delivery of Open Educational Resources

Atenas, Javiera; Havemann, Leo; Priego, Ernesto

doi:10.5944/openpraxis.6.1.81

Cited by 41 publications

(38 citation statements)

References 22 publications

(21 reference statements)

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“…Those teachers who were using OER encountered similar obstacles. This finding is in agreement with Atenas, Havemann, and Priego (2014), who showed that time consumption, search ability, lack of training, licensing issues, and technical skills were the main barriers. Interestingly, lack of OER policies as a barrier to using OER was ranked only seventh and thus much lower than previous research has reported (Andrade et al, 2011).…”

Section: Teachers Willing To Collaborate With the Researchersupporting

confidence: 92%

IRRODL Volume 15, Number 4

Authors

2014

IRRODL

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Editorial -Volume 15, Issue Number 4Nn OnlineCourses Rory McGreal Co-Editor, IRRODLWelcome to the first fall edition of IRRODL. This edition can be divided into two sections; the first is pedagogical and aimed at practitioners. It contains papers researching interaction, focusing on social and collaborative learning, synchronous and asynchronous activities, roleplaying, crowdteaching, grouping, and the effects of learning styles. The second section is aimed at distance education administrators and program directors. It contains papers on management, elearning design, and rating teachers, followed by investigations into student performance in MOOCs and the analysis of data for assessing multiliteracies and student needs. Section 1: Pedagogical papersTwo papers investigate social networking, one by open educational practitioners and the other by students.The first paper (Schreurs et al.) focuses on the activities of open educational practitioners, describing how their participation is supported in the context of online collaborations. The paper is rather long, but it was felt that the interview quotations were highly relevant and of interest to distance learning professionals. The views of students on their social networking experience in a learning management system is the subject of Özmen and Atici's qualitative research paper. Using semistructured interviews, the researchers investigate the use of social networking and the students' attitudes towards the experience. Action research is used by Koechli and Glynn to describe the development of a roleplaying website called Lake Devo as an example of an online role-play environment.The effects of the audio and visual presentations including avatars were the subject of their study, which involved surveying the students and debriefing them at the conclusion of the activities. The last two pedagogical oriented papers look at crowdsourcing and learning styles.Recker, Yuan, and Ye investigate the employment of high quality web-based content by teachers as part of a crowdsourcing community. The study examines their usage activities and analyzes their characteristics, concluding that they are engaged in "crowdteaching". In a comparative study, Çakıroğlu examines the relationships among learning styles, study habits, and learning performances in a computer science course. Section 2: Administration papersUsing Moore's theory of transactional distance and social cognitive theoretical framework, Jowallah evaluates the strategies implemented to support the research activities of postgraduate students in the University of the West Indies Open Campus.This study included the role of teaching/learning spaces, scheduling, and seminars.Examining multiple articles and texts, Hillen and Landis investigate what kinds of pedagogy, instructional design models, or didactical models are established andproposed for e-learning design in the US and Europe. They study the different educational philosophies, specific theories about learning, and e-learning design.In their study, Prasad and Usag...

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Section: Teachers Willing To Collaborate With the Researchersupporting

confidence: 92%

IRRODL Volume 15, Number 4

Authors

2014

IRRODL

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“…Research studies deal with this broad definition of OEP in various ways. Some focus primarily on the OER aspects of OEP (Armellini & Nie, 2013;Atenas, Havemann, & Priego, 2014;Hogan, Carlson, & Kirk, 2015;Karunanayaka, Naidu, Rajendra, & Ratnayake, 2015;Murphy, 2013;Schreurs et al, 2014). Other studies explore broader aspects of OEP such as open pedagogies and learning in open networks (Casey & Evans, 2011;Nascimbeni & Burgos, 2016; …”

Section: Open Educational Practices (Oep)mentioning

confidence: 99%

Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

Cronin

2017

IRRODL

305

204

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Open educational practices (OEP) is a broad descriptor of practices that include the creation, use, and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices. As compared with OER, there has been little empirical research on individual educators' use of OEP for teaching in higher education. This research study addresses that gap, exploring the digital and pedagogical strategies of a diverse group of university educators, focusing on whether, why, and how they use OEP for teaching. The study was conducted at one Irish university; semi-structured interviews were carried out with educators across multiple disciplines. Only a minority of educators used OEP. Using constructivist grounded theory, a model of the concept "Using OEP for teaching" was constructed showing four dimensions shared by open educators: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching role expectations. The use of OEP by educators is complex, personal, and contextual; it is also continually negotiated. These findings suggest that research-informed policies and collaborative and critical approaches to openness are required to support staff, students, and learning in an increasingly complex higher education environment.

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“…Για τη διασφάλιση της ποιότητας των αποθετηρίων ΑΕΠ, πρέπει να εξασφαλίζονται οι προϋποθέσεις με τις οποίες πρέπει να αξιολογούνται και να επικαιροποιούνται διαρκώς. Τα συμπεράσματα που εξάγονται σχετίζονται άμεσα με την προώθηση καινοτόμων παιδαγωγικών μοντέλων όπως προτείνουν οι Atenas, Havemann & Priego, (2014) καθώς και με τον σωστό σχεδιασμό των αποθετηρίων που εμπεριέχουν ανοικτές εκπαιδευτικές πρακτικές. Οι δείκτες διασφάλισης της ποιότητας που ελέγχουν την παραγωγή, τη χρήση και επαναχρησιμοποίηση υψηλής ποιότητας Ανοικτών Εκπαιδευτικών Πόρων μέσω θεσμοθετημένων πολιτικών, μπορούν να παράγουν και να υποστηρίξουν καινοτόμα παιδαγωγικά μοντέλα.…”

Section: σύνοψηunclassified

Aνοικτοί Εκπαιδευτικοί Πόροι Και Δείκτες Ποιότητας Για Το Σχεδιασμό, Ανάπτυξη Και Λειτουργία Των Αποθετηρίων

Αρμακολασ¹,

Μαγκακη²,

Παναγιωτακόπουλος³

2017

ICODL

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As the world becomes more and more "connected", Open Educational Resources provide an important opportunity for sharing content and pedagogical practices. O.E.R. repositories are platforms that include and facilitate access to them and they are considered essential for the storage and exploitation of the interoperability of Open Educational Resources. Improving the quality of Open Educational Resources repositories is a critical link in a chain where there is a need to establish a set of good practices that will stabilize the operational capabilities of these repositories. In order to ensure the quality of O.E.R. repositories, various approaches and levels of quality assurance of the Open Educational Resources repositories are presented, as well as ten quality indicators that have been identified as important for the design, development and operation of O.E.R. repositories. Keywords: Open Educational Resources, Repositories, Quality assurance ΠερίληψηΠαρά το γεγονός ότι οι μαθησιακές πηγές συχνά θεωρούνται ως βασική πνευματική ιδιοκτησία στον ανταγωνιστικό κόσμο της τριτοβάθμιας εκπαίδευσης, όλο και περισσότερα ιδρύματα και χρήστες του διαδικτύου μοιράζονται ψηφιακές πηγές μάθησης μέσω του διαδικτύου, γνωστές ως Ανοικτοί Εκπαιδευτικοί Πόροι (ΑΕΠ). Οι ΑΕΠ είναι εκπαιδευτικά υλικά και πηγές που μοιράζονται ανοικτά και ελεύθερα προς χρήση από όλους και περιλαμβάνουν τρεις βασικούς τομείς δραστηριοτήτων: τη δημιουργία λογισμικού ανοικτού κώδικα και ανάπτυξης εργαλείων, τη δημιουργία και παροχή μαθημάτων ανοικτού περιεχομένου και την ανάπτυξη προτύπων και εργαλείων αδειοδότησης. Τα αποθετήρια των ΑΕΠ είναι πλατφόρμες που περιλαμβάνουν και διευκολύνουν την πρόσβαση σε αυτά και θεωρούνται ουσιαστικής σημασίας για την αποθήκευση και την αξιοποίηση της διαλειτουργικότητας των ΑΕΠ. Για τη διασφάλιση της ποιότητας των αποθετηρίων ΑΕΠ, παρουσιάζονται διάφορες προσεγγίσεις και επίπεδα διασφάλισης ποιότητας των αποθετηρίων των Ανοικτών Εκπαιδευτικών Πόρων καθώς και δέκα δεικτών ποιότητας που έχουν χαρακτηριστεί ως σημαντικοί ως προς τον σχεδιασμό, την ανάπτυξη και τη λειτουργία των αποθετηρίων ΑΕΠ. Λέξεις-κλειδιά: Ανοικτοί εκπαιδευτικοί πόροι, αποθετήρια, διασφάλιση ποιότηταςhttp://epublishing.ekt.gr | e-Publisher: EKT | Downloaded at 10/05/2018 07:21:11 |

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Opening Teaching Landscapes: The Importance of Quality Assurance in the Delivery of Open Educational Resources

Cited by 41 publications

References 22 publications

IRRODL Volume 15, Number 4

IRRODL Volume 15, Number 4

Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

Aνοικτοί Εκπαιδευτικοί Πόροι Και Δείκτες Ποιότητας Για Το Σχεδιασμό, Ανάπτυξη Και Λειτουργία Των Αποθετηρίων

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