The open central role of teachers for the effectiveness of open educational resources
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Aug 31, 2011
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Abstract
Open Educational Resources (OER) represent a great opportunity for schools and universities. Beyond the significant benefits of free availability of reusable learning contents, there is considerable potential at pedagogical level when resources are generated and shared by teachers. Thus, it is possible to exploit skills and knowledge of a community of teachers to create highquality and pedagogically effective resources. When OER are generated collaboratively, they become the social objects around which the community grows.
In this paper we present the experience gained in three European projects in which teachers have been guided in the production of digital learning resources and encouraged to share them within a community of colleagues with similar interests. The projects, which embraced the priorities set by UNESCO for the dissemination of OER, highlighted the need for more widespread sharing and use of OER in schools, together with suitable support policies.
In this paper we present the experience gained in three European projects in which teachers have been guided in the production of digital learning resources and encouraged to share them within a community of colleagues with similar interests. The projects, which embraced the priorities set by UNESCO for the dissemination of OER, highlighted the need for more widespread sharing and use of OER in schools, together with suitable support policies.
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References
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OECD (2007). Giving knowledge for free: the emergence of open educational resources. Paris: OECD Publications.
Olleros F. X. (2008). Learning to trust the crowd: some lessons from Wikipedia. Proceedings of the 2008 International MCETECH Conference on e-Technologies (Washington DC, USA, 23-25 Gennaio 2008) IEEE Computer Society, pp. 212-216.
Siemens G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. URL: http://www.elearnspace.org/Articles/connectivism.htm (ultima consultazione aprile 2010).
Wiley D. A. (2002). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. Wiley (ed.). The Instructional Use of Learning Objects. Bloomington, ID, USA: Agency for Instructional Communications & Technology, 2830 (435), pp. 1-35
Atkins D. E., Brown J. S., Hammonds A. (2007). A review of the open educational resources (OER) movement: achievements, challenges, and new opportunities, URL: http://www.hewlett.org/uploads/files/ReviewoftheOERMovement. pdf (ultima consultazione dicembre 2010).
Attwell G., Pumilia P. M. (2007). The new pedagogy of open content: bringing together production, knowledge, development, and learning. Data Science Journal, 6, pp. S211-S219.
Baruque L. B., Melo R. N. (2004). Learning theory and instructional design using learning objects. Journal of Educational Multimedia and Hypermedia, 13 (4), pp. 343-370.
Bessenyei I. (2008). Learning and teaching in the information society. E-learning 2.0 and Connectivism. Romanian Journal of Social Informatics, 2008 (9), pp. 4-14.
Boyle T. (2003). Design principles for authoring dynamic, reusable learning objects. Australian Journal of Educational Technology, 19 (1), pp. 46-58.
Broisin J. (2005). Sharing & re-using learning objects: learning management systems and learning object repositories. In P. Kommers, G. Richards (eds.). Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (Montreal, Canada, 27 giugno - 2 luglio 2005), AACE, pp. 4558-4565.
D’Antoni S., Savage C. (eds.) (2009). Open educational resources: conversations in cyberspace. Paris: UNESCO Publishing.
Dekkers M., Weibel S. (2003). State of the Dublin core metadata initiative. DLib Magazine 9 (4), URL: http://www.dlib.org/dlib/april03/weibel/04weibel. html (ultima consultazione febbraio 2011).
Downes S., Babin G., Belliveau L., Blanchard R., Levy G., Bernard P., Paquette G., Plourde S. (2004). Distributed digital rights management: the Edusource approach to DRM, URL: http://www.downes.ca/files/DDRM_14April2004.pdf (ultima consultazione febbraio 2011).
Duval E., Hodgins W., Sutton S., Weibel S. L. (2002). Metadata principles and practicalities. D-Lib Magazine, 8 (4). URL: http://www.dlib.org/dlib/april02/ weibel/04weibel.html (ultima consultazione febbraio 2011).
Engstrom J. (2005). Why some social network services work and others don’t - or: the case for object-centered sociality, URL: http://www.zengestrom. com/blog/2005/04/why-some-social-network-services-work-and-othersdont- or-the-case-for-object-centered-sociality.html (ultima consultazione febbraio 2011).
Friesen N. (2009). Open Educational Resources: new possibilities for change and sustainability. The International Review of Research in Open and Distance Learning, 10 (5), URL: http://www.irrodl.org/index.php/irrodl /article/view/664/1388 (ultima consultazione ottobre 2010).
Fulantelli G., Gentile M., Taibi D., Allegra M. (2008). The Open Learning Object model for the effective reuse of digital educational resources. In P. McAndrew (ed.). Journal of Interactive Media in Education, 2008 (1), URL: http://jime.open.ac.uk/article/2008-9/343 (ultima consultazione novembre 2010).
Gentile M., Fulantelli G., Taibi D., Allegra M. (2010). Towards the learning object management system and dynamic use of metadata. In R. Trandafir, I. Duda, M. Ghica, G. Albeanu, M. Vlada (eds.). Annals of Spiru Haret University, Mathematics-Informatics Series, 6 (Special issue), pp. 51-58.
Gentile M., Taibi D., Allegra M., Fulantelli G. (2006). A collaborative open learning objects management system. WSEAS Transactions on Advances in Engineering Education, 6 (3), pp.586-592.
Geser G. (2007). Open educational practices and resources. OLCOS Roadmap, 2012. Open educational resources, 4 (1), pp. 1-9.
Giles J. (2005). Internet encyclopaedias go head to head. Nature, 438 (7070), pp. 900-901.
Greller W. (2005). Managing IMS learning design. Journal of Interactive Media in Education, 2005(1), URL: http://jime.open.ac.uk/article/2005-12/283 (ultima consultazione novembre.2010).
Johnson L. (2003). Elusive vision: challenges impeding the learning object economy. Macromedia, URL: http://download.macromedia.com/pub/ solutions/downloads/elearning/elusive_vision.pdf (ultima consultazione ottobre 2010).
Klebl M., Kramer B. J., Zobel A. (2010). From content to practice: sharing educational practice in edu-sharing. British Journal of Educational Technology, 41 (6), pp. 936-951.
Kurshan B. (2008). OER Models That build a culture of collaboration: A case exemplified by Curriki. eLearning Papers, 2008 (10). Barcelona: elearningeuropa. info, URL: http://elearningpapers.eu/en/download/file/fid/19398 (ultima consultazione febbraio 2011).
Lane A., McAndrew P. (2010). Are open educational resources systematic or systemic change agents for teaching practice? British Journal of Educational Technology, 41 (6), pp. 952-962.
LTSC-IEEE (2002). IEEE 1484.12.1-2002 Draft standard for learning object metadata, URL: http://ltsc.ieee.org/wg12/files/LOM_1484_12_1_v1_ Final_Draft.pdf (ultima consultazione dicembre 2010).
OECD (2007). Giving knowledge for free: the emergence of open educational resources. Paris: OECD Publications.
Olleros F. X. (2008). Learning to trust the crowd: some lessons from Wikipedia. Proceedings of the 2008 International MCETECH Conference on e-Technologies (Washington DC, USA, 23-25 Gennaio 2008) IEEE Computer Society, pp. 212-216.
Siemens G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. URL: http://www.elearnspace.org/Articles/connectivism.htm (ultima consultazione aprile 2010).
Wiley D. A. (2002). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. Wiley (ed.). The Instructional Use of Learning Objects. Bloomington, ID, USA: Agency for Instructional Communications & Technology, 2830 (435), pp. 1-35