Great expectations: a critical perspective on Open Educational Resources in Brazil

Ferreira, Giselle; Lemgruber, Márcio Silveira

doi:10.1080/17439884.2019.1639190

Cited by 8 publications

(4 citation statements)

References 17 publications

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“…The podcast allows students to learn how to motivate themselves actively towards the content [15]. The usage of podcasts assists them in giving space for independent and convenient learning [16]. It is seen as the primary tool to help them cope with new competence and increase academic achievement by fulfilling tasks, which are the characteristics of being independent [17,18].…”

Section: Introductionmentioning

confidence: 99%

Students’ Attitudes and Perceptions of Smart Online Learning through Podcast Content Development

Hernawan

Dewi

Fadlillah

et al. 2021

Int. J. Interact. Mob. Technol.

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Due to the COVID-19 pandemic spreading around the globe, it has affected many fields of human life, including educational services. It has been closed for months to eradicate the transmission of its virus. Corresponding to the situation, which changes dramatically, the educational institutions made some transformations and innovations to keep the class and instructional running safely for all by moving the regular sitting class face-to-face to online learning. Educational institutions, as well as podcasts, have developed several online learning media. This study explored the students' attitudes and preference towards creating content for online learning materials/ content by utilizing podcasts in innovative learning through an online survey of 84 students. The study results showed that most respondents (80%) stated that they were about to be enthusiastic, welcoming a new pattern of the instructional process by applying podcasts to develop subject content. The ﬁndings show the respondents’ attitudes and perceptions toward Podcast Content Development for Smart Learning are very positive with efficiency (80%), accessibility (90%), interactivity (90%), quality (82%). They preferred to access online learning materials by maximizing the smartphone as its effective and efficient reason. They tend to have brief and meaningful content considering the size and broadband connectivity to achieve flexible and convenient online classes for smart learning

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Section: Introductionmentioning

confidence: 99%

Students’ Attitudes and Perceptions of Smart Online Learning through Podcast Content Development

Hernawan

Dewi

Fadlillah

et al. 2021

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

show abstract

“…This appears to be the case with thinking that surrounds the design and uses of educational technologies, which, according to Watters (2021: 246), still involve 'breaking lessons down into the smallest possible pieces of content, for example, giving students immediate feedback on their errors, and allowing them to move at their own pace until they've mastered a concept.' Echoes of the centrality ascribed by Comenius' to books may be heard in the rhetoric surrounding Learning Objects (LOs) and Open Educational Resources (OERs), conceived variously with the metaphors of Lego bricks, puzzle pieces and tools (Ferreira & Lemgruber 2019), with the latter constituting (arguably) the most common metaphor used to describe educational technologies. These metaphors are consistent with a perspective of teaching and learning as a matter of combining appropriate parts or building blocks in a technical arrangement.…”

Section: Widening Participation: Standardisation Efficiency and Econo...mentioning

confidence: 99%

From Didachography to AI: Metaphors Teaching is Automated by

Ferreira¹,

Lemgruber²,

Cabrera

2023

Journal of Interactive Media in Education

Self Cite

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Although automation is not a novelty, high hopes are currently pinned on more and more ingenious devices built with Artificial Intelligence (AI). AI has become a key discussion point in the agendas of governments and multinational agencies, with particular interest in educational applications. This article explores parallels between ideas surrounding AI in education and conceptions proposed in the 17th century by Jan Amos Comenius, known as the father of modern education. Drawing upon illustrations from ongoing research that takes metaphor as its core analytical category, the piece assumes that metaphors are not mere stylistic elements, but strategic persuasive devices. Comenius' didachography, a portmanteau coined in his 1657 Didactica Magna to describe an inclusive educational system, relies heavily on metaphors that suggest remarkable similarities with contemporary EdTech rhetoric, especially on AIrelated developments. Whilst exemplifying that ideas and premises entailed in current discourses on EdTech may hark back to centuries-old ideas, the paper argues that, despite taking on varying, contextually situated linguistic expressions, underlying metaphors appear to have endured from Comenius' time to support the advent of an educational system poised to automate teaching and, thus, dispense with a key part of his scheme: the teacher. In closing, the piece suggests that we may need to acknowledge the contingent nature of teaching and learning, perhaps accepting that key aspects of what makes us human may always resist engineering.

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“…In addition, different ministries of education such those in India (Perryman & Seal, 2016), China (Tlili, Huang, Chang, Nascimbeni & Burgos, 2019) or Brazil (Ferreira & Lemgruber, 2019), have supported the adoption, creation and use of OERs in their educational systems through educational projects, initiatives or policies. Also, different educational institutions or universities such as the University of Southern Queensland (Australia) have included institutional policies for the development and use of OER in their educational community (Udas, Partridge & Stagg, 2016).…”

Section: Open Educational Resourcesmentioning

confidence: 99%

Validation of the attitudinal scale of open educational practices in university teachers

Canchola¹,

Peña²,

Laborda³

et al. 2021

CJES

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The relevance of Open Educational Resources (OER) in the Latin American university context requires an instrument that measures the conceptual, procedural, and attitudinal aspects that teachers consider having in their open educational practices. The purpose of this research is to describe the process of design and validation of the Attitudinal Scale of Open Educational Practices (ASOEP) Scale. Consequently, the methodological approach corresponds to a descriptive, transectional, instrumental design that has three components: scale design, evaluation by expert judgment and validation with the pilot application. The pilot test was applied to a random sample with 123 teachers at a university in Colombia. The results from the validation of the content had the participation of five international experts who were classified according to coefficient K in the range between (k: .80 and k: 1.00). From the pilot application, the ASOEP Scale presented a general reliability of (α: .943). Keywords: Open Educational Practices, Open Educational Resources, Open Education, University teaching, Attitudinal scale

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Great expectations: a critical perspective on Open Educational Resources in Brazil

Cited by 8 publications

References 17 publications

Students’ Attitudes and Perceptions of Smart Online Learning through Podcast Content Development

Students’ Attitudes and Perceptions of Smart Online Learning through Podcast Content Development

From Didachography to AI: Metaphors Teaching is Automated by

Validation of the attitudinal scale of open educational practices in university teachers

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