Equity considerations for open educational resources in the glocalization of education

Willems, Julie; Bossu, Carina

doi:10.1080/01587919.2012.692051

Cited by 84 publications

(61 citation statements)

References 17 publications

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“…However, re-contextualization of EBS content for the particular classroom continues to be a demanding challenge for teachers, educators, and researchers. This struggle is important to acknowledge and address because appropriate adaptation increases the usefulness of OER (Geith & Vignare, 2008;Willems & Bossu, 2012).…”

Section: Discussionmentioning

confidence: 99%

How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

Kwak

2017

IRRODL

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Since 2005, open educational resources (OER) have played a key role in K-12 education in South Korea; so far, however, there has been little discussion about OER efficacy in South Korean K-12 education. In the meantime, South Korean education has been attracting a lot of interest around the world. Former U.S. President Obama's comments about South Korean education might also be caused by South Korean students' academic performance evaluated by international large-scale assessments such as the Program for International Student Assessment (PISA). This article uses an ethnographic perspective to explore the experiences of teachers and students in the Korean context. The analysis of the findings shows how teachers adopt and adapt OER for their 12 th grade (the final year of secondary school) Korean language arts classes. Through classroom observations, interviews, and questionnaires, this exploration revealed that nearly 92% of the students perceived OER as beneficial to their studies and that teachers were spurred on to orchestrate differentiated instructional plans by OER. We argue that there is significant value to using OER in the formal educational curriculum, but that a lack of knowledge of how to adapt OER restricts how their potential is realized in practice. We identify implications for maximizing OER adaptation and successful usage of OER in K-12 education.

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Section: Discussionmentioning

confidence: 99%

How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

Kwak

2017

IRRODL

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“…9 Willems and Bossu concluded that, although language, localization, and technology barriers currently limit the spread of OER globally, locally, OER can be a way for educational institutions to engage with their communities-note the popularity of MIT OpenCourseWare. 10 As with any innovation, OER face a number of challenges. For university faculty, the most pressing of these is the question of quality.…”

Section: Navigating Oer 129mentioning

confidence: 99%

Navigating OER: The Library’s Role in Bringing OER to Campus

Hess¹,

Nann²,

Riddle³

2016

The Serials Librarian

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“…According to Willems & Bossu (2012), "While the new technologies are a source of social change, they can only become a promise of development for all through the alliance of freedom of expression, knowledge, democratic principles and the concept of justice" (p. 185). However, for Johnson (2014), "open data cannot be expected to universally promote justice.…”

Section: Unlocking the Potential Of Open Data In Higher Educationmentioning

confidence: 99%

Open Data as Open Educational Resources: Towards transversal skills and global citizenship

2015

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Open Data is the name given to datasets which have been generated by international organisations, governments, NGOs and academic researchers, and made freely available online and openly-licensed. These datasets can be used by educators as Open Educational Resources (OER) to support different teaching and learning activities, allowing students to gain experience working with the same raw data researchers and policy-makers generate and use. In this way, educators can facilitate students to understand how information is generated, processed, analysed and interpreted.This paper offers an initial exploration of ways in which the use of Open Data can be key in the development of transversal skills (including digital and data literacies, alongside skills for critical thinking, research, teamwork, and global citizenship), enhancing students' abilities to understand and select information sources, to work with, curate, analyse and interpret data, and to conduct and evaluate research. This paper also presents results of an exploratory survey that can guide further research into Open Data-led learning activities. Our goal is to support educators in empowering students to engage, critically and collaboratively, as 21st century global citizens.

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Equity considerations for open educational resources in the glocalization of education

Abstract: Agradecimientos Hago extensivo un agradecimiento a la rectora encargada Nancy Yolima Hernández López, quien en su momento autorizó la implementación del proyecto y con el equipo directivo facilitó los espacios necesarios para tal fin.

Cited by 84 publications

References 17 publications

How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

Navigating OER: The Library’s Role in Bringing OER to Campus

Open Data as Open Educational Resources: Towards transversal skills and global citizenship

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