Integrating OER in the design of educational material: Blended learning and linked-open-educational-resources-data approach

Abstract

Teaching and Learning takes place in (or in a combination of) different educational environments: classroom, online, or mobile. Blended learning, or hybrid learning, is a formal educational program that integrates face-to-face learning with technology-based, digital instruction. On the other hand, Open Educational Resources (OER) provides a strategic opportunity to improve the quality of education as well as facilitate policy dialog, knowledge sharing, and capacity building. OERs are actual resources/tools that can help enrich any classroom environment and push student thinking and comprehension. One of the fundamental concepts of OER is "the ability to freely adapt and reuse existing pieces of knowledge", and therefore be a way to create more economic and personalized learning. The OER movement has challenged the traditional value chain by employing new methods to deliver high-quality educational content. The purpose of this work is to show a way to enhance the face-to-face classrooms with integration of OERs, and thus create blended learning instruction. Reuse of OERs by both individuals and organizations may have significant creative and economic benefit for learning environments. The approach is based on Linked Data for describe and publish OER. In this new paradigm for educational content consumption and integration, OER are expected to play a decisive and productive role for blended learning. The approach presented can be used to support different blended-learning models.

Systematic Literature Review on Open Educational Resources Recommender Systems

“…This form of recommendation could be founded on users ranking based on a quality evaluation [27]. As stated in ref [32], Linked-Open-data could be used for this approch as well.…”

“…And OER could be relative to learning pathways in MOOCs. General OER Recommender systems [11], [12], [14], [15], [16], [17], [18], [19], [20], [21], [22], [23], [24], [25], [26], [27], [28], [29], [30], [31], [32], [33], [30], [30], [30], [30], [42] , [44], [45] , [46], [49], [50], [51], [52], [53], [54], [56], [57], [58], [59] [100], [104], [111], [113], [114], [126], [127], [129], [131] OER in MOOCs [28],…”

Added Values of Linked Data in Education: A Survey and Roadmap

“…Both Refs. [62] and [63] addressed LD in blended learning models to integrate OER material with the traditional class by using LD. Ref.…”

“…Ref. [62] highlighted the dilemma of the tendencies of teachers to overload students by just adding new online activities, plus the old traditional ones in their courses, rather than rethinking all the course content. At the same time, it indicates the issue of maintaining students' engagement; doing the in and out class's duties to be at the intended productive level and the issue of maintaining the students' interactivity.…”

Achieve Intended Learning Outcomes and Improving Digital Literacy Skills for Practical-Based Subjects Using Online Teaching via Propagation of OER Materials

“…Nowadays many institutions design their curriculums to inspire students to use OER, which provides a strategic opportunity to improve the quality of education as well as facilitate knowledge sharing, and capacity building [7]. For the online and hybrid modes of learning, OER is considered the most popular source among different learners [8] and can help people identify the idea [9].…”