Trends and Topics in Educational Technology, 2023 Edition

Allman, Bohdana; Kimmons, Royce; Rosenberg, Joshua M.; Dash, Monalisa

doi:10.1007/s11528-023-00840-2

Cited by 6 publications

(17 citation statements)

References 17 publications

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“…Open Educational Resources (OER) are a relatively recently emerging concept in education at the international level (Adedoyin & Altinay, 2023;Admiraal, 2022;Allman et al, 2023;Bliss & Smith, 2017;COL, 2017;Santos -Hermosa et al, 2017;Koutsileou & Mitrou, 2017;Stavrianakou, 2022;Troussas et al, 2021;Xie et al, 2018). The concept of OER first appears in 2002 at the UNESCO meeting (UNESCO, 2002;Jhangiani & Biswas -Diener, 2017) on Open Courses and is found to be updated at the UNESCO General Conference in November 2019 (Adedoyin & Altinay, 2023;Bećirović, 2023;Huang et al, 2020;Stavrianakou, 2022;UNESCO, 2019).Current European Union education policies focus on the development of open education and the promotion of OER and e-learning at all levels and forms of education (European Commission, 2019;Inamorato et al, 2017;Jimoyiannis, 2019Jimoyiannis, , 2020.…”

Section: Introductionmentioning

confidence: 99%

“…), institutions (universities, colleges, etc.) and individuals have been involved in the promotion, dissemination and use of OER (Allman et al, 2023;Armakolas et al, 2017;Bećirović, 2023;Koutsileou & Mitrou, 2017;Mishra, 2017;Ossiannilsson et al, 2020;Rodrigues & de Oliveira, 2023;Stavriananakou, 2022;Zaidi et al, 2022). OER are collected and stored in databases called "Repositories" and developed by Universities, Institutes, institutions and professional bodies.…”

Section: Introductionmentioning

confidence: 99%

“…OER constitute a category of learning resources, mainly in digital form but also in print, that are freely, openly and legally offered to teachers, students and pupils for use, reuse or adaptation for the purpose of learning, teaching and research (Allman et al, 2023;Bello & Mohammed, 2023;Butcher, 2011;Kanwar & Uvalic´-Trumbic, 2011;Lionarakis et al, 2020;Misra, 2013;Papadimitriou, 2022;Smith & Lee, 2016;Tang, 2020;UNESCO, 2002UNESCO, , 2012William & Flora Hewlett Foundation, 2019). More specifically, OER can, among others, be related to the following categories: e-learning platforms, e-books, open textbooks, whole courses or modules, teaching scenarios, Open Access journal articles, lectures, videos, lesson plans, images, interactive games, quizzes, guides, learning tools, software tools, virtual labs, podcasts, graphical visual representations of information (infographics), virtual and augmented reality applications, mobile technologies, etc.…”

Section: Introductionmentioning

confidence: 99%

“…More specifically, OER can, among others, be related to the following categories: e-learning platforms, e-books, open textbooks, whole courses or modules, teaching scenarios, Open Access journal articles, lectures, videos, lesson plans, images, interactive games, quizzes, guides, learning tools, software tools, virtual labs, podcasts, graphical visual representations of information (infographics), virtual and augmented reality applications, mobile technologies, etc. (Allman et al, 2023;Ioakeimidou, 2018;Koutsileou & Mitrou, 2017;Misra, 2013;Ossiannilsson & Creelman, 2012;Ossiannilsson et al, 2020;Papadimitriou & Lionarakis, 2013;Papadimitriou, 2022;Rodrigues & de Oliveira, 2023;Stavriananakou, 2022;Xie et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…• arouse students' interest in learning and actively engage them (Blomgren, 2018;Chen, 2020;Koutsileou & Mitrou, 2017;Lo et al, 2022;Stavrianakou, 2022;Tang & Bao, 2020) • by managing OER in a legal operational framework -such as Creative Commons -the copyright of authors is secured and commercial exploitation of resources is limited (Huang et al, 2020;Ioakeimidou, 2018) • minimize or eliminate the exorbitant financial costs of some books and educational materials that are borne by students, thus saving financial resources (Allman et al, 2023;Bello & Mohammed, 2023;Butcher & Hoosen, 2014;Hilton et al, 2013;Lo et al, 2022;Papadimitriou & Lionarakis, 2013;Rodrigues & de Oliveira, 2023;Wiley & Hilton, 2018;Zaidi et al, 2022) • teachers save time since they use ready-made teaching materials, thus reducing preparation time and focusing on teaching and learning (Bossu et al, 2012;Rodrigues & de Oliveira, 2023;Tano,2019;Zaidi et al,2022) • open access will allow the use of the material offered in a variety of ways, encouraging its wider use, while at the same time contributing to the creation of similar material so that other stakeholders can access it (Allman et al, 2023;Butcher & Hoosen, 2014;Ioakeimidou, 2018).…”

Section: Introductionmentioning

confidence: 99%

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The Use of Open Educational Resources as Teaching Tools in Primary Education: Activities by Postgraduate Students of the Hellenic Open University

Evangelou

2023

IJLD

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This paper attempts to explore the views of postgraduate students of the Hellenic Open University on the use of Open Educational Resources (OER) as teaching tools in teaching and learning for primary school students and more specifically the potential and limitations of OER. In this context, the research sample consisted of twenty-six (26) postgraduate students of the Hellenic Open University, who simultaneously worked as teachers in various Primary Schools in Greece. The sampling method followed was “convenience sampling”. The research tool for data collection was the use of an appropriately designed anonymous questionnaire in the form of a written questionnaire. It contained two open-ended questions which were considered - for the purposes of the research - as a questionnaire in the form of an open-ended structured interview. From the analysis and processing of the research data, the main conclusions are: i) the main potentials of OER as teaching tools recorded by the research subjects are open and easy access to information and virtual environments, reuse and continuous adaptation, modernization and innovation, variety and different forms of OER, saving financial resources, saving time for the teacher, etc. ii) the main constraints are the difficulty of quality control of OER, copyright restrictions, the lack of pedagogical and teaching criteria, the lack of logistical infrastructure, the need for internet access, the amount of time the teacher has to spend to identify them, the lack of knowledge and training on OER, the difficulty of finding OER relevant to the subjects, the lack of accessibility tools for students with special educational needs.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Use of Open Educational Resources as Teaching Tools in Primary Education: Activities by Postgraduate Students of the Hellenic Open University

Evangelou

2023

IJLD

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Trends and Topics in Educational Technology, 2024 Edition

Allman,

Kimmons,

Wang

et al. 2024

TechTrends

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A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour

Bond,

Khosravi,

De Laat

et al. 2024

Int J Educ Technol High Educ

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Although the field of Artificial Intelligence in Education (AIEd) has a substantial history as a research domain, never before has the rapid evolution of AI applications in education sparked such prominent public discourse. Given the already rapidly growing AIEd literature base in higher education, now is the time to ensure that the field has a solid research and conceptual grounding. This review of reviews is the first comprehensive meta review to explore the scope and nature of AIEd in higher education (AIHEd) research, by synthesising secondary research (e.g., systematic reviews), indexed in the Web of Science, Scopus, ERIC, EBSCOHost, IEEE Xplore, ScienceDirect and ACM Digital Library, or captured through snowballing in OpenAlex, ResearchGate and Google Scholar. Reviews were included if they synthesised applications of AI solely in formal higher or continuing education, were published in English between 2018 and July 2023, were journal articles or full conference papers, and if they had a method section 66 publications were included for data extraction and synthesis in EPPI Reviewer, which were predominantly systematic reviews (66.7%), published by authors from North America (27.3%), conducted in teams (89.4%) in mostly domestic-only collaborations (71.2%). Findings show that these reviews mostly focused on AIHEd generally (47.0%) or Profiling and Prediction (28.8%) as thematic foci, however key findings indicated a predominance of the use of Adaptive Systems and Personalisation in higher education. Research gaps identified suggest a need for greater ethical, methodological, and contextual considerations within future research, alongside interdisciplinary approaches to AIHEd application. Suggestions are provided to guide future primary and secondary research.

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Trends and Topics in Educational Technology, 2023 Edition

Cited by 6 publications

References 17 publications

The Use of Open Educational Resources as Teaching Tools in Primary Education: Activities by Postgraduate Students of the Hellenic Open University

The Use of Open Educational Resources as Teaching Tools in Primary Education: Activities by Postgraduate Students of the Hellenic Open University

Trends and Topics in Educational Technology, 2024 Edition

A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour

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