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Encontrada(s) 219712 página(s)
The relationships between technology and open education in the development of a resilient higher education
- Hall, Richard
- Winn, Joss
The place of technology in the development of coherent educational responses to environmental and socio-economic disruption is here placed under scrutiny. One emerging area of interest is the role of technology in addressing more complex learning futures, and more especially in facilitating individual and social resilience, or the ability to manage and overcome disruption. However, the extent to which higher education practitioners can utilise technology to this end is framed by their approaches to the curriculum, and the socio-cultural practices within which they are located. This paper discusses how open education might enable learners to engage with uncertainty through social action within a form of higher education that is more resilient to economic, environmental and energy-related disruption. It asks whether open higher education can be (re)claimed by users and communities within specific contexts and curricula, in order to engage with an uncertain world.
Ver en: http://hdl.handle.net/10609/4867
- Richter, Thomas
- Ehlers, Ulf Daniel
In an explorative study, we investigated on German schoolteachers how they use, reuse, produce and manage Open Educational Resources. The main questions in this research have been, what their motivators and barriers are in their use of Open Educational Resources, what others can learn from their Open Educational Practices, and what we can do to raise the dissemination level of OER in schools., En un estudio explorativo, se investigó de qué manera los profesores alemanes usan, reutilizan, producen y gestionan los Recursos Educativos Abiertos. Las principales cuestiones de esta investigación han sido sus motivaciones y dificultades en el uso de Recursos Educativos Abiertos, lo que otros pueden aprender de sus Prácticas Educativas Abiertas , y lo que pueden hacer para aumentar el nivel de difusión de los REA en las escuelas., En un estudi exploratiu, es va investigar de quina manera els professors alemanys utilitzen, reutilitzen, produeixen i gestionen els Recursos Educatius Oberts. Les principals qüestions d'aquesta investigació van ser les seves motivacions i dificultats en l'ús de Recursos Educatius Oberts, el que altres poden aprendre de les seves Pràctiques Educatives Obertes, i què poden fer per augmentar el nivell de difusió dels REO en les escoles.
Ver en: http://hdl.handle.net/10609/4868
- Treviranus, Jutta
OER-based learning has the potential to overcome many shortcomings and problems of traditional education. It is not hampered by IP restrictions; can depend on collaborative, cumulative, iterative refinement of resources; and the digital form provides unprecedented flexibility with respect to configuration and delivery. The OER community is a progressive group of educators and learners with decades of learning research to draw from, who know that we must prepare learners for an evolving and diverse reality. Despite this OER tends to replicate the unsuccessful characteristics of traditional education. To remedy this we may need to remember the importance of imperfection, mistakes, problems, disagreement, and the incomplete for engaged learning, and relinquish our notions of perfection, acknowledging that learners learn differently and we need diverse learners. We must stretch our perceptions of quality and provide mechanisms for engaging the incredible pool of educators globally to fulfill the promise of inclusive education.
Ver en: http://hdl.handle.net/10609/4869
- Baaren, John van der
- Vries, Fred de
The future of OER is highly dependent on the future of education in general. A future that will be determined by major changes in society that demand more people with a higher education and life long learning. Each vision for the long term future needs to take the qualitative and quantitative demands into account. Backcasting from a vision we arrive at useful steps to take, some of which we managed to start up in the form of pilots as part of the European research project Share.TEC.
Ver en: http://hdl.handle.net/10609/4881
- Baird, Nico
- Esterhuizen, Nick
- Beer, Karel J. de
Reaching and educating the masses to the benefit of all of mankind is the ultimate goal and through the use of this technology facility/tool many can be reached in their own language, in their own community, in their own time and at their own pace. Making this content available to those who will benefit from the information, is vital. These people who want to consume the content are not necessarily that interested in the qualification, they need the information. Making the content available in an auditory format may also help those who may not be as literate as others. The uses of audio/ recorded lessons have a number of uses and should not just be seen as a medium for content distribution to distant communities. Recording lectures makes it possible for a lecturer to present lectures to a vast number of students, while just presenting the lecture once.
Ver en: http://hdl.handle.net/10609/4882
A Method and Tool to Support the Analysis and Enhance the Understanding of Peer-to-Peer Learning Experiences
- Liddo, Anna de
- Alevizou, Panagiota
In this paper we look at how a web-based social software can be used to make qualitative data analysis of online peer-to-peer learning experiences. Specifically, we propose to use Cohere, a web-based social sense-making tool, to observe, track, annotate and visualize discussion group activities in online courses. We define a specific methodology for data observation and structuring, and present results of the analysis of peer interactions conducted in discussion forum in a real case study of a P2PU course. Finally we discuss how network visualization and analysis can be used to gather a better understanding of the peer-to-peer learning experience. To do so, we provide preliminary insights on the social, dialogical and conceptual connections that have been generated within one online discussion group.
Ver en: http://hdl.handle.net/10609/4941
- Jensen, Marion
- Caswell, Tom
- Ball, Justin
- Duffin, Joel
- Barton, Rob
In light of the fact that several studies indicate that students can benefit from deeper understandings of the processes by which historical accounts are constructed, history educators have increasingly been focused on finding ways to teach students how to read and reason about events in the same manner as professional historians (Wineburg, 2001; Spoehr & Spoehr, 1994; Hynd, Holschuh, & Hubbard, 2004; Wiley & Voss, 1996). One possible resource for supporting this development may come out of emerging web-based technologies. New technologies and increased access to historical records and artifacts posted the Internet may be precisely the tools that can help students (Bass, Rosenzweig, & Mason, 1999). Given the right context, we believe it is possible to combine such resources and tools to create an environment for students that could strengthen their abilities to read and reason about historical events. Moreover, we believe that social media, specifically, microblogging (Nardi, Schiano, Gumbrecht, & Swartz, 2004) could play a key role.
Ver en: http://hdl.handle.net/10609/4942
- Minguillón Alfonso, Julià
Most educational institutions include nowadays a digital repository as part of their development and positioning strategy. The main goals of a digital repository are preservation and dissemination, which are some how contradictory, especially if the repository follows an open approach, as it is designed, built and managed from an institutional perspective, although it is intended to be used by teachers and learners. This fact may lead to a low level of usage, as final users are not able to integrate the learning object repository into their learning process. In this paper we will discuss how to promote open educational resources by connecting open repositories with open social networks, bridging the gap between resources and final users (teachers and learners).
Ver en: http://hdl.handle.net/10609/4963
- Connolly, Teresa
- Makriyannis, Elpida
- Liddo, Anna de
- Wilson, Tina
Collective Intelligence (CI ) is a phenomenon that emerges at the crossroads of three worlds: Open Educational Resources (OER), Web 2.0 technologies and Online Learning Communities. Building CI for the OER movement means capturing the richness of information, experiences, knowledge and resources, that the movement is constantly generating, in a way that they can be shared and reused for the benefit of the movement itself. The organisation of CI starts from collecting the knowledge and experiences of OER's practitioners and scholars in new creative forms, and then situating this knowledge in a collective 'pot' from where it can be leveraged with new 'intelligent' meanings and toward new 'intelligent' goals. This workshop is an attempt to do so by engaging participants in a CI experience, in which they will contribute to, and at the same time take something from, the existing CI around OER, Web 2.0 technologies and Online Learning Communities.
Ver en: http://hdl.handle.net/10609/4968
OER in Portugal as agent of curriculum innovation and technological change. Inducing practices of "new" teaching standards
- Matos Pereira, Paulo Manuel de
This research project aimed the following goal: promote the creation, use and disclosure of OER in a Group of Schools, involving schools and teachers from different learning levels, expecting to test and validate the use of OER, in a learning-teaching model towards curricular innovation. Defining as a starting point different subjects and teachers from distinct academic areas, we have implemented a set of activities leading to the creation of OER supported, when possible, in FLOSS tools. We adopted an action research methodology with a dual purpose: to act within a community of teachers and students, while increasing at the same time their knowledge, as well as the researcher's. The activity was developed cooperatively in order to process a certain reality of the teaching-learning process, through practical/reflective action towards it and inducing its implementation by others in the Portuguese School System, based on the production and sharing OER.
Ver en: http://hdl.handle.net/10609/4990