Open Educational Resources in Turkey

Tisoglu, Secil; Kurşun, Engin; Çağıltay, Kürşat

doi:10.1007/978-981-15-3040-1_12

“…Edraak [https://www.edraak.org/] is a nonprofit MOOC platform launched in 2013 based in Jordan but targeted at the whole Arab-speaking world for schools and CE (Wimpenny et al 2016). Several institutional MOOC platforms in Turkey (e.g., AKADEMA by Anadolu University or Atademix by Erzurum Ataturk University) (Marín et al 2020a) and the discontinued Turkish HE ROER initiative, which started in 2007 "National Open Course Materials" (Tisoglu et al 2020)…”

Section: Middle Eastmentioning

confidence: 99%

Online Infrastructures for Open Educational Resources

Marín

¹

,

Villar-Onrubia

²

2022

Handbook of Open, Distance and Digital Education

5

0

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Open educational resources (OER) have generated a considerable amount of attention in recent years in the field of open, distance, and digital education (ODDE). Digital knowledge infrastructures of different kinds have enabled the creation, storage, management, sharing, and adoption of these resources across educational sectors, levels, and geographies. This chapter presents a general overview of these infrastructures, the underpinning models of OER provision, main characteristics, and key insights from research. It draws on the literature and discusses examples purposively selected to illustrate the diversity of scope, educational stages, and types of online OER infrastructures established on a global, national, regional, or institutional scale. Key challenges are also discussed, including licensing issues, concerns about quality assurance, metadata problems, the sustainability of the initiatives, and sociocultural aspects, among others. In addition to revisiting the conception and adoption of OER in different cultures, important topics to be further addressed by future ODDE research are presented.

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“…PulkerandKukulska-Hulme(2020)revealthatreuseandadaptationofOERareembeddedin teachingandleadtoemergingOEP.Itincludesabroadrangeofpracticesusedintheopensharing ofteachingactivities,includingcreating,using,andreusingOER (Cronin,2017).OERthusensure affordablelearningforstudentswithaccesstoqualitylearningresourcesacrossallsectionsofsociety (Howard,2019).Theevolvingtrendsrelatedtoquality,access,andequityofeducationaresupported byhowOERareessentialinreshapingtheonlinelearningenvironmentinthemodernworld (Tisoglu, Kursun & Cagiltay, 2020). These OER are primarily hosted in repositories for broader visibility andusagetofacilitatemodern-dayteachingandlearninginamorevibrantfashionwhereallthe stakeholdersmostlyusesuchresourcestoenrichtheirexperiences.Therefore,weaimtoanalyse theavailabilityofrepositorieshostingvariededucationalresourcesatthegloballevelandfocuson revealingthemajorcontributingcountries,typeandnatureofrepositories,theoperationalstatusof repositories,interfacelanguage,besidesdistributionoflearningobjectstorevealthetrendsusing differentdimensions.…”

Section: Introductionmentioning

confidence: 99%

Open Educational Resources Repositories

Khan

¹

,

Shafi

²

2021

International Journal of Digital Literacy and Digital Competence

2

0

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Open educational practices (OEP) are being enriched with many repositories to support teaching and learning activities in the modern era. Hence, the study aims to understand the trends of such repositories at global level by making analysis of 782 repositories categorized under learning object repositories (LOR) in directory of open access repositories (OpenDoar) with a focus on identifying open educational resources repositories (OERR) specifically possessing ‘open educational resources' for reuse, modification, and adaption. The authors looked into LOR under different facets like global distribution, operational status, interface language, etc. A total of 78 OERR identified from the LOR focus mainly on open teaching learning materials when their availability was ascertained by visiting each repository and browsing randomly through “collections and communities,” “content types,” “license statements,” etc. The results reveal that these hail predominantly from North America and Europe with different distribution patterns, while little visibility is evident among other geographical locations.

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Online Infrastructures for Open Educational Resources

Marín

¹

,

Villar-Onrubia

²

2023

Handbook of Open, Distance and Digital Education

1

0

View full text Add to dashboard Cite

Open educational resources (OER) have generated a considerable amount of attention in recent years in the field of open, distance, and digital education (ODDE). Digital knowledge infrastructures of different kinds have enabled the creation, storage, management, sharing, and adoption of these resources across educational sectors, levels, and geographies. This chapter presents a general overview of these infrastructures, the underpinning models of OER provision, main characteristics, and key insights from research. It draws on the literature and discusses examples purposively selected to illustrate the diversity of scope, educational stages, and types of online OER infrastructures established on a global, national, regional, or institutional scale. Key challenges are also discussed, including licensing issues, concerns about quality assurance, metadata problems, the sustainability of the initiatives, and sociocultural aspects, among others. In addition to revisiting the conception and adoption of OER in different cultures, important topics to be further addressed by future ODDE research are presented.

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Open Educational Resources in Turkey

Cited by 5 publications

References 6 publications

Online Infrastructures for Open Educational Resources

Online Infrastructures for Open Educational Resources

Open Educational Resources Repositories

Online Infrastructures for Open Educational Resources

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