OER and the value of openness: implications for the knowledge economy

Bernstein, Samantha

doi:10.1080/14767724.2014.965012

Cited by 8 publications

(6 citation statements)

References 27 publications

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“…From a traditional perspective on authorship, incentives are given in the form of intellectual property rights, copyrights and patents, giving creators ownership and control over their work, so that the author has financial incentives to rewrite [3].…”

Section: Oer Ownership and Agencymentioning

confidence: 99%

“…By means of OER, on the contrary, knowledge can be freely accessed by people from all over the world, blurring traditional notions of intellectual property, promoting social transformation through values based on open access to knowledge [3]. The way of conceiving ownership constitutes a differential perspective in the way of producing, sharing and using works within the framework of the knowledge economy.…”

Section: Oer Ownership and Agencymentioning

confidence: 99%

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Ownership and Agency in the adoption of Open Educational Resources

Rodés¹,

Barujel²

2020

IxD&A

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The widespread focus on ownership in the field of OER refers to the ownership of copyright, and the way to open sharing and publishing, as an intrinsic and defining characteristic. Based on a Grounded Theory study, along with Biographical Methods and Digital Ethnography, the article proposes moving from the perspective of OER as open content sharing, to a broader conceptualization that encompasses emotional ownership, ownership in of curriculum change, and teachers’ agency in the development of the curriculum as key factors for OER adoption.

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Section: Oer Ownership and Agencymentioning

confidence: 99%

Section: Oer Ownership and Agencymentioning

confidence: 99%

Ownership and Agency in the adoption of Open Educational Resources

Rodés¹,

Barujel²

2020

IxD&A

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“…For instance, in the U.S., education is considered a private good where students bear most of the costs of HE (Saunders, 2010), and therefore, (O)ER are usually not (completely) free; whereas in Germany, education is a fundamental value and considered a public good (Kehm, 2017), and (O)ER are usually free. On another level, (O)ER can be considered as part of an educational system's ideology, as noted in South Africa (Apple, 2010;Arinto, Hodgkinson-Williams, King, Cartmill & Willmers, 2017;Bernstein, 2015). The recently published recommendation on OER by UNESCO (2019) may offer new momentum at the international level in supporting strategic cooperation between Member States in OER development and sharing.…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

A Comparative Study of National Infrastructures for Digital (Open) Educational Resources in Higher Education

et al. 2019

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This paper reports on the first stage of an international comparative study for the project “Digital educational architectures: Open learning resources in distributed learning infrastructures–EduArc”, funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries’ political structure organisation. The discussion and conclusion point at the importance of understanding each country’s context and culture, in order to understand the differences between them, as well as the challenges they face.

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“…OERs have the potential to fill the gap in formal education that is often not apt to accommodate the diverse needs of learners. The OER movement is creating a new pedagogical paradigm in which educators and environments serve to support learners as knowledge consumers and producers (Bernstein, ). As such, OERs are strengthening the educational continuum and expanding the learning pathways of lifelong education (Olcott, ).…”

Section: Introductionmentioning

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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OER and the value of openness: implications for the knowledge economy

Cited by 8 publications

References 27 publications

Ownership and Agency in the adoption of Open Educational Resources

Ownership and Agency in the adoption of Open Educational Resources

A Comparative Study of National Infrastructures for Digital (Open) Educational Resources in Higher Education

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

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