Open Educational Resources

Orr, Dominic; Rimini, Michele; Damme, Dirk Van

doi:10.1787/9789264247543-en

Cited by 80 publications

(46 citation statements)

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“…The relation between openness and networking is in line with the findings of a number of researchers in the field (Esposito, 2013;Murphy, 2013;Okada et al, 2012;Orr, Rimini, & Van Damme, 2015;Recker, Yuan, & Ye., 2014;Weller, 2011Weller, , 2012Weller, , 2014 and was stressed by Macintosh: "Starting from connected learning is the right angle: if we start from collaborating and networking, openness will approaches can be adopted. In other words, by using the table as a self-reflection tool, an educator will not simply understand whether she falls in the "open educator" category or not -we fear that the very great majority of educators would not qualify in the top layer in all columns, as mentioned during the interviews by most of the experts -but she will get an understanding on how she is doing across all dimensions of openness and she will be motivated to improve her openness performance in other areas.…”

Section: A Self-development Framework To Foster Openness For Educatorssupporting

confidence: 84%

“…(Bates, 2015, p. 420). The introduction of open practices within education brings in another set of tensions which go more in depth and have to do with a major cultural shift within the educators' attitudes and self-perception, related to the need of rethinking and reshaping the roles played by teachers and students within the learning process and the underpinning knowledge production process, working in an open and transparent environment where all traditional implications of learning design, delivery, and assessment are questioned (Crook & Harrison, 2008;Orr et al, 2015;Rivoltella & Rossi, 2014). These cultural barriers represent the biggest obstacle for the transformation of HE professors, lecturers, and instructors into open educators.…”

Section: Analysis: the Importance Of Transition Phasesmentioning

confidence: 99%

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In Search for the Open Educator: Proposal of a Definition and a Framework to Increase Openness Adoption Among University Educators

Nascimbeni

Burgos

2016

IRRODL

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The paper explores the change process that university teachers need to go through in order to become fluent with Open Education approaches. Based on a literature review and a set of interviews with a number of leading experts in the field of Open Educational Resources and Open Education, the paper puts forward an original definition of Open Educator which takes into account all the components of teachers' work: learning design, teaching resources, pedagogical approaches and assessment methods-of teachers' activities. Subsequently, to help the development of teachers' openness capacity, the definition is further developed into a holistic framework for teachers, which takes into account all the dimensions of openness included in the definition and which provides teachers with selfdevelopment paths along each dimension. By working on the definition and on the framework with the interviewed experts, the paper concludes that a strong relation exists between the use of open approaches and the networking and collaboration attitude of university teachers, and that in order to overcome the technical and cultural barriers that hinder the use of open approaches in Higher Education, it is important to work on the transition phases -in terms of awareness and of capacity building -that teachers have to go through in their journey towards openness.

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Section: A Self-development Framework To Foster Openness For Educatorssupporting

confidence: 84%

Section: Analysis: the Importance Of Transition Phasesmentioning

confidence: 99%

In Search for the Open Educator: Proposal of a Definition and a Framework to Increase Openness Adoption Among University Educators

Nascimbeni

Burgos

2016

IRRODL

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“…Changes in the current educational reality have been summarized by Orr, Rimini and Van Damme (2015) into six key educational challenges: -Fostering the use of new forms of learning for the 21st century.…”

Section: Knowledge and Learning Societymentioning

confidence: 99%

“…"OER offer the possibility of reducing these costs through developing, sharing and updating resources costs more effectively. The dynamics of knowledge society leads to three challenges for educational resources: they must reflect new developments in the subject area they cover, they must reflect new learning theories in order to better support high-quality learning, and they must be fit for purpose for the expected learning outcomes and the heterogeneous group of learners who are using them" (Orr, Rimini, & Van Damme, 2015).…”

Section: Knowledge and Learning Societymentioning

confidence: 99%

The Guerrilla Literacy Learners Project: Development of Literacies through Informal Learning

Jůvová

2017

Acta Technologica Dubnicae

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Abstract:Introduction: This paper deals with the options of non-formal education and, partially, a set of literacies developed within informal learning, which an individual should be equipped with in order to succeed in life in the contemporary society. At the beginning, there is a mention to the nature of learning and knowledge of society in the context of lifelong learning. Purpose: The aim of the paper is to analyse and explain non-formal education in contemporary society of knowledge and, subsequently, to provide examples of its use when developing operational literacy. This literacy can be defined as an individual's ability to be nimble, proactive, and responsive to various life situations. Methods: The paper serves as an overview study of the subject. For a literary analysis, the methods of comparison and content analysis were used with examples of good practice at the end. Conclusions: At the end of the paper, one can find an example of the international project "Guerrilla Literacy Learners" the goal of which is to find innovative strategies for informal learning and to develop a methodology that would support the development of literacy and active knowledge of a foreign language by using modern teaching resources, such as ICT, visually attractive materials and adequate methods -MOOC and blended learning.

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“…A recent OECD report (Orr, Rimini & van Damme, 2015) emphasizes the role of OER as a catalyst for innovation but also identifies the contribution of OER to various key educational challenges. From the executive summary we quote: "The challenges concern teaching and learning, cost containment, the distribution of high-quality educational resources and reducing the barriers to learning opportunities, which together can improve the quality and accessibility of teaching and learning provision".…”

Section: Noun's Strategic Responsementioning

confidence: 99%

The Best of Two Open Worlds at the National Open University of Nigeria

et al. 2016

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It will be wise for educational institutions, from primary to tertiary level, globally, to reflect on their position and profile with respect to the new concepts of Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). Responses will be diverse of course but the potential is so manifest that many institutions probably will consider the benefits to outweigh the barriers. The National Open University of Nigeria (NOUN) has decided to combine its 'classical' openness with the new digital openness by fully embracing the OER approach and converting its complete course base into OER.Step-by-step, NOUN is currently implementing its strategy towards becoming an OER-based Open University with a special niche for MOOCs. During a launch event in December 2015, the first 40 OER-based courses were presented as well as the first 3 OERbased MOOCs. This paper therefore presents NOUN's OER strategy with insight on lessons learned. To the authors' knowledge NOUN is the first Open University in the world with such a full-fledged OER (& MOOCs) implementation route.

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Open Educational Resources

Cited by 80 publications

References 0 publications

In Search for the Open Educator: Proposal of a Definition and a Framework to Increase Openness Adoption Among University Educators

In Search for the Open Educator: Proposal of a Definition and a Framework to Increase Openness Adoption Among University Educators

The Guerrilla Literacy Learners Project: Development of Literacies through Informal Learning

The Best of Two Open Worlds at the National Open University of Nigeria

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