Towards accessible open educational resources: Overview and challenges

Brahim, Hejer Ben; Khribi, Mohamed Koutheaïr; Jemni, Mohamed

doi:10.1109/icta.2017.8336068

Cited by 14 publications

(7 citation statements)

References 8 publications

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“…Figures 3 and 4 illustrate the growth in publications, while Tables 3 and 4 list the most frequently cited articles and the most widely published journals, which are distinguished by their levels of visibility and use. These presentations support the statement that open education is based on a form of high-quality content [12] and makes visible the challenge of access to materials in languages other than English and the philosophical vision of knowledge as a collective social product [14]. An important opportunity is opening up in emerging countries where this type of open education can contribute to access to quality knowledge.…”

Section: Discussionsupporting

confidence: 54%

“…One challenge is the need to consider parameters like new ways of sharing educational content on the web, making improvements to meet training and retraining needs to acquire knowledge, resolving the lack of library resources, accessing materials in non-English languages, and envisioning knowledge philosophically as a collective social product. [14]. Credibility and reputation in open education challenge us to work on common standards and quality, with processes that guarantee equality in the different forms of education [15].…”

Section: Introductionmentioning

confidence: 99%

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Challenges for Open Education with Educational Innovation: A Systematic Literature Review

Montoya¹,

Soledad²

2020

Sustainability

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Open education can enrich learning environments and support the processes of educational innovation. The objective of this article is to analyze the evidence published about open education in the period 2014–2019 to identify future challenges. We performed a Systematic Literature Review (SLR), identifying 245 articles on the topic of open education in the databases, Web of Science (WOS), and Scopus, from January 2014 to June 2019. We filtered to obtain the most relevant data by applying inclusion, exclusion, and quality criteria. The results yield information on (1) the characteristics of the publications; (2) the methodological trends; (3) the central and transversal dimensions of the topic; and (4) the innovative educational practices that have been implemented. The article concludes with a presentation of the challenges that are linked to coverage, empirical evidence, co-creation, and innovation. The contribution of this research is to add value to the body of knowledge available to trainers, researchers, and decision-makers interested in open education and educational innovation.

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Section: Discussionsupporting

confidence: 54%

Section: Introductionmentioning

confidence: 99%

Challenges for Open Education with Educational Innovation: A Systematic Literature Review

Montoya¹,

Soledad²

2020

Sustainability

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“…This is further seen in the Arab region where 68% of the participants reported that there is no OER for learners with disabilities. Particularly, from a literature review conducted by Zhang et al (2020) about OER and disability, only one study is found from Tunisia which discussed the accessibility of MOOCs for learners with disabilities, conducted by Brahim, Khribi, and Jemni (2017). Therefore, much attention should be put to provide accessible OER for learners with disabilities.…”

Section: Oer Accessibilitymentioning

confidence: 99%

Current state of open educational resources in the Arab region: an investigation in 22 countries

Tlili

Jemni

Khribi

et al. 2020

Smart Learn. Environ.

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While several studies were conducted to investigate the current state of Open Educational Resources (OER) in several regions (e.g., Europe, America, Middle East and MENA), to the best of our knowledge, no study was conducted to cover the entire Arab region, specifically the twenty-two Arab countries. Therefore, to identify the OER gap in this region and then provide recommendations to facilitate OER adoption, this study investigates the current state of OER in the Arab region, specifically in twenty-two Arab countries. The obtained results showed that the OER progress is unbalanced within the Arab countries. Interestingly, several Arab countries are still lack behind when it comes to the application of OER in universities and schools. Finally, several recommendations are identified to several stakeholders, including policy makers and educators, to achieve social justice and facilitate the adoption and use of OER in the Arab region.

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“…Similar challenges apply to the discoverability, reusability and openness of learning materials, as content creators still face considerable difficulties in finding suitable and high-quality OER that they can reuse and repurpose in a cost-efficient way (Gaskell & Mills, 2014;Kaatrakoski et al, 2017;Luo et al, 2020). The accessibility of available OER and OER delivery platforms is usually quite limited, therefore negatively impacting the inclusivity of the open education movement (Brahim et al, 2017;Navarrete & Luján-Mora, 2018;Rodríguez et al, 2017). Last but not least, the existing policies within educational institutions and other public or private organisations regarding the creation and use of educational content, favour the authoring and use of original content, rather than the adoption of OER (Henderson & Ostashewski, 2018;T.…”

Section: Introductionmentioning

confidence: 99%

Open educational resources in public administration: a case study in Greece

Mikroyannidis

Papastilianou²

2021

Open Learning: The Journal of Open, Distance and e-Learning

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The use of Open Educational Resources (OER) for training in public administration has yet to see a wide adoption globally, mostly due to challenges related to the discovery and reuse of high-quality OER for training purposes. These challenges, combined with the general lack of openness in the public sector, have greatly impacted the penetration of OER in public administration. This paper presents a case study on the use of OER for expanding and enhancing curricular and resource sharing in public administration in Greece. Within this case study, an OER authoring and sharing platform was introduced to the Greek public sector, employing crowdsourcing methods for supporting trainers and trainees in authoring, sharing, reusing and remixing OER. The paper presents the deployment of this platform and the use of OER in the context of training programmes in the Greek public sector and reports on the lessons learned and the impact on public administration. The results of the case study showed that the use of OER was very positively received by civil servants, with a remarkable response, through active participation and engagement that led to the enhancement of existing OER and the co-creation of new ones for public administration.

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Towards accessible open educational resources: Overview and challenges

Cited by 14 publications

References 8 publications

Challenges for Open Education with Educational Innovation: A Systematic Literature Review

Challenges for Open Education with Educational Innovation: A Systematic Literature Review

Current state of open educational resources in the Arab region: an investigation in 22 countries

Open educational resources in public administration: a case study in Greece

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