Special Report on the Role of Open Educational Resources in Supporting the Sustainable Development Goal 4: Quality Education Challenges and Opportunities

McGreal, Rory

doi:10.19173/irrodl.v18i7.3541

Cited by 66 publications

(52 citation statements)

References 8 publications

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“…Furthermore, Guo, Zhang, Bonk, and Li [24] reported that several Chinese universities, such as Tsinghua and Shanghai Jiaotong Universities, have taken the initiative to build their own local Massive Open Educational Resources Courses (MOOCs) platforms such as "Xuetang online" and "CNMOOC". McGreal [25] highlighted that despite the fact that in many cases the content of MOOCs is not released with an open license, these courses can be considered the offspring of the OER movement. Figure 3 summarizes the above-presented initiatives and policies in China.…”

Section: What Policies and Initiatives Have Been Launched To Support mentioning

confidence: 99%

Open Educational Resources and Practices in China: A Systematic Literature Review

et al. 2019

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The concepts of Open Educational Resources (OER) and Open Educational Practices (OEP), regarded as two pillars of the broader open education movement, have been evolving since the concept of OER was first coined in the 2012 Paris Declaration. Several research studies have been conducted to investigate the impacts of OER and OEP adoption and implementation in universities. However, most of those studies have focused on western and developed countries, and little information is known about developing countries, especially Asian ones. Particularly, China was one of the first Asian countries to adopt open education and its related strategies following the MIT OpenCourseWare conference in Beijing in 2003. This study conducts a systematic literature review to investigate the current state of the art of OER and OEP in China. The findings show that several governmental, organizational, and institutional initiatives have been launched to facilitate OER adoption in China. They also show that while several OEPs have been implemented, there is still a continuous need to work on these practices and further investigate their impacts on learning outcomes and behaviors, as no current reviewed study has done so. Finally, a generic framework of OER and OEP challenges is presented along with recommendations to further enhance the adoption of OER and OEP in China.

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Section: What Policies and Initiatives Have Been Launched To Support mentioning

confidence: 99%

Open Educational Resources and Practices in China: A Systematic Literature Review

et al. 2019

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“…There are many forces that are placing a sense of urgency on the education system to transform itself for the future, which will drastically change the role of the teacher. Some of these forces include the Fourth Industrial Revolution (Schmidt, 2017;World Economic Forum, 2017), innovative pedagogies (Maldonado-Mahauad, Perez-Sanagustín, Kizilcec, Morales, & Munoz-Gama., 2018;Suárez, Specht, Prinsen, Kalz, & Ternier, 2018), information explosion due to the increasing use of the internet (Reyna, Hanham, & Meier, 2018), lifelong learning (Berry, 2018;Hinzen & Schmitt, 2016), artificial intelligence (Schmidt, 2017), and the move to open education resources (McGreal, 2017;Paskevicius & Hodgkinson-Williams, 2018;Redecker, 2017). This study identified necessary competencies of digital and online teachers who must adapt to the Internet and digital technologies of the future.…”

Section: Introductionmentioning

confidence: 99%

Competency Profile of the Digital and Online Teacher in Future Education

Ally

2019

IRRODL

136

119

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As education progresses in the digital era and in the Fourth Industrial Revolution, learning will be adaptive and individualized to meet the needs of individual learners. This is possible because of emerging technology, artificial intelligence, and the internet of things. This study is making significant contribution to future education by identifying forces that are shaping education and developing a competency profile for the digital teacher of the future. The research conducted focus groups and interviews with education experts from six countries to identify the forces shaping education in the future and the competencies required by the digital teacher to function effectively. The Competency Profile for the Digital Teacher (CPDT) can be used to train and orient the digital teacher of the future.

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“…UNESCO's challenge in its full complexity. Despite the abundance of research initiatives on ESD, there still is a need for further research on particular issues, for example: designing original educational approaches, tools, and sustainable policies to achieve SD [2,22,23]; the extent (and challenges) to which it is implemented in classrooms [24,25]; identifying the critical factors to raise students' sustainability consciousness [5,26]; exploring new learning environments and methodologies (Massive Open Online Courses -MOOCs, flipped classroom, or serious games in sustainability) [27][28][29][30]; rethinking the curriculum in order to prepare learners for the increasing presence of technologies (such as artificial intelligence, robotics, Internet of Things, etc.) [31][32][33], etc.…”

Section: Introductionmentioning

confidence: 99%

Education for Sustainable Development: Evolution and Perspectives: A Bibliometric Review of Research, 1992–2018

2019

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In recent years, the interest in research concerning Education for Sustainable Development (ESD) has grown considerably. Therefore, a thorough (re)evaluation of this field and its challenges is highly necessary and can help us better understand the diversity of ESD approaches and the ways in which various scholars, countries, institutions, or universities reacted through research and scientific publications to the study of ESD. Using a bibliometric approach, we analyzed 1813 papers on the subject, indexed by the Web of Science, between 1992 and 2018. The main findings increased our understanding of the ESD domain: we identified vital research, landmark studies in the development of the field, critical past contributions, emerging trends, and potentially transformative ideas. The number of publications, authors, and journals has increased, proving that ESD has gained momentum over the period examined in the study. Similarly, there are more and more works written in collaboration by people (scholars, researchers, etc.) from different parts and cultures of the world, indicating that publishing on ESD is like a legacy to international efforts to bring this area of inquiry into the mainstream. Finally, the study illustrates two main research directions for the entire timespan: integration of education into sustainable development and of sustainable development into education.

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Special Report on the Role of Open Educational Resources in Supporting the Sustainable Development Goal 4: Quality Education Challenges and Opportunities

Cited by 66 publications

References 8 publications

Open Educational Resources and Practices in China: A Systematic Literature Review

Open Educational Resources and Practices in China: A Systematic Literature Review

Competency Profile of the Digital and Online Teacher in Future Education

Education for Sustainable Development: Evolution and Perspectives: A Bibliometric Review of Research, 1992–2018

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