The four ‘R’s of openness and ALMS analysis: frameworks for open educational resources

Hilton, John; Wiley, David; Stein, Jared; Johnson, A. Wayne

doi:10.1080/02680510903482132

Cited by 159 publications

(161 citation statements)

References 5 publications

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“…There have been many definitions of OER; I provide four here. Other scholars have also defined OER as teaching, learning, and research resources with intellectual property licenses that permit them to be reused, reworked, remixed, and redistributed (D'Antoni, 2009;Hilton, Wiley, Stein, & Johnson, 2009;Plotkin, 2010;Wiley, 2009). They observed that some conditions may be placed on the use of OER, such as the provision of attribution, but all OER are accessible to anyone.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

A needs assessment of ODL educators to determine their effective use of open educational resources

Okonkwo

2012

IRRODL

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<p>Nigeria has joined the global race of teaching and learning in a changing educational environment by adopting open and distance learning (ODL). Although it is a global trend, ODL poses some challenges at local levels, one of which is the untimely production of teaching materials currently affecting instructional delivery in Nigeria. The modern approach to ameliorating this challenge is the deployment of open educational resources (OER), and this practice is enabled by information and communication technology (ICT). Hence, today’s educators need OER tools and ICT skills to address the changing nature of education. This paper assessed the needs, readiness, and willingness of ODL professionals from two dual-mode universities in Nigeria to deploy OER in teaching and learning. Data were collected using structured questionnaire items. The major findings of the study’s survey indicated that educators have not really embedded OER in teaching and learning, but they are very eager to be trained in the rudiments of OER and wish to employ them thereafter. The results indicate there is an urgent need for professional development to include training in the rudiments of OER for educators.</p>

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Section: Conceptual Frameworkmentioning

confidence: 99%

A needs assessment of ODL educators to determine their effective use of open educational resources

Okonkwo

2012

IRRODL

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“…OERs are defined as teaching, learning, and research resources with an intellectual property license that permits them to be reused, reworked, remixed, and redistributed (D'Antoni, 2009;Hilton, Wiley, Stein, & Johnson, 2009;Plotkin, 2010;Wiley, 2009). Some conditions may be placed on the use of OERs, such as the provision of attribution, but all OERs are accessible to anyone.…”

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confidence: 99%

Developing and deploying OERs in sub-Saharan Africa: Building on the present

Wright¹,

Reju

2012

IRRODL

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Open educational resources (OERs) have the potential to reduce costs, improve quality, and increase access to educational opportunities. OER development and deployment is one path that could contribute to achieving education for all. This article builds on existing information and communication technology (ICT) implementation plans in Africa and on the experiences of organizations and initiatives such as the African Virtual University (AVU), OER Africa, the South African Institute of Distance Education (SAIDE), and the Teacher Education in Sub-Saharan Africa (TESSA) Project, to present one view of the benefits, challenges, and steps that could be taken to realize the potential of OERs in sub-Saharan Africa. Thus, the article focuses on the factors necessary for creating and sustaining a vision for OER development and deployment; developing and distributing resources with an open license; improving technology infrastructure and reducing the cost of Internet access; establishing communities of educational collaborators; sustaining involvement in the OER initiative; producing resources in interoperable and open formats; establishing and maintaining the quality of OERs; providing local context to address national and regional needs and conditions; informing the public about OERs; and taking the initiative to build on the knowledge, skills, and experiences of others. In order to assist educators and decision makers, links to a variety of resources are provided.

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“…Ideally, the games should fit on the requirement of the Open Education Resources movement's "4 Rs": reuse, redistribute, revise, remix [12]. In this way, the investment is better protected against future changes, the community benefits fro m previous works and the costs can be driven down.…”

Section: Game Authoring and Modificationmentioning

confidence: 99%

Requirements for educational games in MOOCs

Martínez‐Ortiz

Moreno-Ger

Fernández‐Manjón

2015

2015 IEEE Global Engineering Education Conference (EDUCON)

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Abstract-MOOCs are disrupting educational technology by democratizing access to high quality courses offered by some of the most prestigious universities. However, due to low entry cost and multiple other factors, MOOCs suffer from low retention rates: making MOOCs more interactive and engaging is therefore an important goal. Educational games provide environments that mix both immersion and quick feedback cycles, and we consider that games also have the potential to improve interaction and assessment in MOOCs environments; indeed, many game-like simulations have already been successfully applied within MOOCs in domains such as electronic circuits (schematic circuit simulator) and biology (foldit, eyewire). In this work, we analyze multiple such experiences and propose a catalogue of best practices that could contribute to the successful integration of educational games into MOOC platforms.

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The four ‘R’s of openness and ALMS analysis: frameworks for open educational resources

Cited by 159 publications

References 5 publications

A needs assessment of ODL educators to determine their effective use of open educational resources

A needs assessment of ODL educators to determine their effective use of open educational resources

Developing and deploying OERs in sub-Saharan Africa: Building on the present

Requirements for educational games in MOOCs

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