Identifying barriers to the remix of translated open educational resources

Amiel, Tel

doi:10.19173/irrodl.v14i1.1351

Cited by 35 publications

(21 citation statements)

References 17 publications

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“…In other words, these demographic factors neither restricted nor facilitate the use of self‐directed learning strategies. This finding is contrary to some previous research claiming that non‐formal learners’ demographic factors, such as level of highest educational attainment (eg, Gillani & Eynon, ) and first language (eg, Amiel, ), are related to their participation. However, Kizilcec et al () did not report any differences between genders regarding engagement in OER‐based learning.…”

Section: Discussioncontrasting

confidence: 99%

Latent class analysis of non‐formal learners’ self‐directed learning patterns in open educational resource repositories

Kim¹,

Lee²,

Park³

2019

Brit J Educational Tech

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Open educational resources (OERs) are increasingly adopted in non‐formal education contexts. However, little research has been conducted to investigate the self‐directed learning patterns of non‐formal learners using OERs. A lack of knowledge about non‐formal learners precludes discussions on how to support their self‐regulated learning in open learning environments. We explored the self‐directed learning patterns of 1892 non‐formal online learners who were using OER repositories. In addition, we examined whether differences existed in future intentions to use OERs between learners with different learning patterns. Four latent classes were identified, and learners’ age was found to affect class membership. We also found that non‐formal learners’ use of self‐directed learning strategies predicted their future intentions to use OERs. This study advanced our understanding of the subpopulations of non‐formal learners using OERs. Future research will benefit from the findings related to designing OER environments that can accommodate diverse self‐directed learners.

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Section: Discussioncontrasting

confidence: 99%

Latent class analysis of non‐formal learners’ self‐directed learning patterns in open educational resource repositories

Kim¹,

Lee²,

Park³

2019

Brit J Educational Tech

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“…This is an issue of equity, which is not just of concern to open and distance educators, but has been a mainstay in other areas, such as multicultural education (Sleeter & Grant, 1994). The one-way flow of English-language content to other groups takes novel forms, such as that of translated or subtitled content (Amiel, 2013;Ochoa, Klerkx, Vandeputte, & Duval, 2011). Examples of this phenomenon include the large-scale translation of content from projects such as Coursera (in Mexico) and Khan Academy (in Brazil) ii .…”

mentioning

confidence: 99%

Identifying Tensions in the Use of Open Licenses in OER Repositories

Amiel

Soares

2016

IRRODL

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We present an analysis of 50 repositories for educational content conducted through an "audit system" that helped us classify these repositories, their software systems, promoters, and how they communicated their licensing practices. We randomly accessed five resources from each repository to investigate the alignment of licensing information between the resources themselves, metadata pages and overall site policies. We identified a high level of incongruity that could lead to a limited impact in OER use and reuse. We discuss the lack of guidance in implementation of such repositories, particularly to those who do not have wide institutional support to implement such systems. We finalize with a critical discussion on the emphasis given to licensing in the OER movement, and how it may be an evidence of a clash between the social and legal commons.

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“…The study by Rolfe (2012) also revealed staff requirements for technical assistance and clarity over copyright. The issues of attribution, authorship, and ownership are complex tasks, especially while remixing and reusing content, and the issues of language and context make the straightforward reuse of resources difficult (Amiel, 2013). The findings of the present study suggest that a large number of respondents (95.6%) desired proper attribution to the resources made available.…”

Section: Discussionmentioning

confidence: 67%

Faculty Perception of Openness and Attitude to Open Sharing at the Indian National Open University

Panda

Santosh²

2017

IRRODL

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In the past decade, the educational scenario world over needs of diverse communities. However, adoption of openness as a core value and as part of the institutional strategy still remains a challenge for academic institutions in general, and distance education institutions in particular, in developing countries like India. In this research study, the authors report an analysis of the perception of the faculty of the Indira Gandhi National Open University of India (IGNOU) about openness and their attitude towards sharing of resources in academic institutions. Data was collected through a structured questionnaire administered to the teachers and academics of IGNOU (N=69). The results indicated that: the faculty members valued sharing of resources in academic institutions; learning resources should be made available free of cost; there is a strong need for training on intellectual property rights, copyright, and creation and use of OER; and there should be an institutional policy on OER for its effective use.

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Identifying barriers to the remix of translated open educational resources

Cited by 35 publications

References 17 publications

Latent class analysis of non‐formal learners’ self‐directed learning patterns in open educational resource repositories

Latent class analysis of non‐formal learners’ self‐directed learning patterns in open educational resource repositories

Identifying Tensions in the Use of Open Licenses in OER Repositories

Faculty Perception of Openness and Attitude to Open Sharing at the Indian National Open University

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