Open Education with OER (OPEN EDUCATIONAL RESOURCES) Ecosystem
Carmelo Branimir España -Villegas, Manuel Caeiro-Rodriguez
University of Vigo, Telecomunication E.E.
Vigo, Spain
carmelobranimir@gmail.com, mcaeiro@gist.uvigo.es
Abstract –
Nowadays, Information and Communication Technologies are becoming necessary in all types of organizations. That common occurrence makes it possible for people to be integrated into digital environments that require skills and constant updating. This man - technology relationship, makes the concept of Ecosystem to be adopted into educational technological field. Open education, e-learning, sharing open source or open source applications, open access research and open educational resources are becoming a worldwide trend. In this article we establish the relationship between Ecosystems, Open Education and OER (Open Educational Resources). We describe web initiatives to represent the OER Ecosystem and we present the InnovaREA model by using TAM (Technology Acceptance Model) as a basis. This proposal will be a methodological contribution what will help to improve the adaptation of the open education model through the OER ecosystem.
Keywords—Open Educational Resources; OER Ecosystem; Innovation; Adoption; Information and Communication Technologies
I. I
NTRODUCTIONDuring these last years, in the studies on educational
technology the term ecosystem has been used in education with
several emerging concepts, such as: educational ecosystem,
digital ecosystem, digital learning ecosystem, technological
ecosystems, ecosystem of Open Educational Resources, etc.
The demands of the current knowledge society are
becoming increasingly noticeable in the socio-educational
world, where teacher with the support of ICT becomes the
essential axis to face these demands. However, there are several
factors that directly affect the degree of pedagogical use of
ICTs and OERs, hindering the path towards educational
innovation and towards the transition of the new role that the
educator must assume.
Given the advances and changes in Information and
Communication
Technologies,
methodological
and
technological competences, open education, new educational
environments, tools and paradigms, it is necessary to group and
define definitions, which will allow teachers to innovate with
open education models such as OER.
In this paper, the relationship between Ecosystems, Open
Education and OER (Open Educational Resources) is
established.
It describes web initiatives to familiarize with the world of
OER Ecosystem and presents the INNOVA REA model using
TAM (Technology Acceptance Model) as the basis.
This methodological input will contribute to improve
educational policies, to know the technological components of
open education, to the OER Ecosystem, to train in ICT skills
and to be able to efficiently develop contents and innovate with
the educational model open through the OER ecosystem.
II. E
COSYSTEMS AND OPEN EDUCATIONThe different concepts of ecosystem are related to
pedagogical and technological tendencies, since now not only
the learning is limited to a physical structure, but is also a part
of society, family, governments, educators, in an increasingly
more complex context by available means and trends.
In [1] the concept of a biological ecosystem that has been
used for some time to describe adaptive software systems,
production environments, reuse and adaptation of contents, all
called digital ecosystems and is also used in education
A. Biological Ecosystem [2]
In biology, the set of biotic elements (living beings) and
abiotic elements (soil, water, light, minerals, etc.) are referred
to as interacting with each other.
These relationships occur in a specific place and delimited
from the rest of the environment, and are able to assimilate the
matter-energy that is produced so that different species of living
beings can develop and self-replicate. This space is called
habitat. Living beings must fulfill their life cycle (be born,
develop, reproduce and die) under the interactions with the rest
of the living and non-living beings of the habitat in which they
are immersed, producing changes, adaptations and evolutions
to their species to achieve (or not) fulfilling its life cycle
It is important to emphasize that the feedback cycle
between species and context makes the species adapt to the
context, but also make the context change due to the species. If
this feedback is maintained for a certain time, then there is an
evolutionary effect of the species and the context
B. Digital Learning Ecosystem
In [2] it is indicated that the concept of Digital Learning
Ecosystem is defined as a particular type of digital ecosystem,
and is based on the metaphor of biology systems. It is currently
presented as the paradigm of future education systems,
supported by information and communication technologies
Illustration 1 Evolution Digital Ecosystem
C. Educational Ecosystem
Regarding the educational ecosystem, in [3] it is argued that
the ability to form a system depends on the existence of social
interconnections between that system and others. All levels of
the proposed ecological model depend on each other and,
therefore, it requires a joint participation of different contexts
and a communication between them, as shown in
Illustration 2[4].
Illustration 2 Educational Ecosystem
D. Technological Ecosystem
Technological ecosystems are a general framework for
developing any kind of technological solution in which data and
information are the focus of the problem. [5]
In technological ecosystems for learning it goes a step
beyond the mere collection of fashion tools to create a true
network of learning services. [6]
The evolution that has had the technological ecosystem can
be seen in the following
Illustration 3.
Illustration 3 Evolution Technological EcosystemE. Open Education
The digital age has opened up countless ways for the
diffusion of knowledge, one of the most effective forms is Open
Access, a main objective is to build modern knowledge
societies in which people can participate in information and
knowledge (UNESCO)
In [7], the author defines open education as a philosophy
about the way people produce, share, and build knowledge.
At the same time, open education should provide freedom
for everyone to modify and use educational materials so that the
same community continues to share information to small and
large audiences, a philosophy shared with Open Educational
Resources.
Open education allows higher education to rethink its
approaches to teaching and learning. [8]
• The pedagogical use of ICTs
In the current educational environment, the use of ICT is
crucial, as they are being used daily by individuals and
institutions.
The direct and indirect influence in all professional and
personal work is undeniable, however, and despite efforts by
different institutions and governments, these are not yet present
in accordance with the needs and expectation in the educational
field.
Despite the fact that surveys are favorable for inclusion,
there are barriers that have not yet been transferred and
sometimes see ICT as a threat rather than as an aid. There is a
lack of information, promotion and training, evidenced in the
research presented in [8]
To the concept of ICT, the education includes TLK
(Technologies for Learning and Knowledge). [8]
• What are ICT (Information and Communication
Technologies) and TLKs (Technologies for Learning and
Knowledge)?
ICT & TLK, mention the "educational use of information
and communication technologies more frequently in the
academic world".
III.
E
COSYSTEMS OFO
PENE
DUCATIONALR
ESOURCESIt can be indicated on the basis of the reviewed research that
Open Educational Resources interact with the different
Ecosystems and Open Education, creating a conjunction
presented in
Illustration 4Illustration 4 Conjunction Open Education-Ecosystems-OER
However the diversity of concepts, it makes the
implementation complex despite important efforts of different
organizations [8].
A. Open Educational Resources
As early as 1994, we began with the term learning objects
named so by Wayne Hodgins with the idea that digital materials
can be designed to allow easy reuse in a wide range of teaching
and learning situations. [9]
The OER movement originated from the evolution of Open
Distance Education (ODE) and in the broader context of open
culture, open source, free exchange and peer collaboration,
which emerged in the late twentieth century [9], OER and Free
/ Open Source Software (FLOSS), have many aspects in
common, concepts used by David Wiley in 1998 who
introduced the concept of open content by analogy with open
source [10].
MIT Open Course Ware
1is credited with having unleashed
the worldwide movement pro OER in 2001, after announcing
that it would offer its entire course catalog and the launch of
this project in 2002.
In a first manifestation of this movement, MIT made an
alliance with Utah State University, where Associate Professor
of Educational Technology David Wiley created a peer support
network for OCW (Open Course Ware) content distribution,
through voluntary communities of self-organization of
interests.
The term "Open Educational Resources" was first adopted
in 2002 at the UNESCO Forum on the Impact of Open Courses
in Higher Education in Developing Countries.
1https://en.wikipedia.org/wiki/MIT_OpenCourseWare
2https://conference.oeconsortium.org/2017/about-oe-global-2017/
In 2005 the Center for Educational Research and Innovation
(CERI) of the OECD (Organization for Economic Co-operation
and Development) launched a study. The report "Giving
knowledge for free: The emergence of open educational
resources", published in May 2007, is the main outcome of the
project, involving a series of experts gathered in 2006.
In September 2007, the Open Society Institute and the
Shuttleworth Foundation at the meeting of experts presented
the "Cape Town Declaration of Open Education" [11],
published on January 22, 2008, urging governments and
publishers to make materials be financed with available public
funds and at no cost through the Internet.
Since UNESCO and the Commonwealth of Learning
published 2012 "Guidelines for Open Educational Resources
(OER) in Higher Education" [12], a number of promotional
actions have been undertaken.
In December 2015, the OECD study "Open Educational
Resources - A Catalyst for Innovation, Educational Research
and Innovation" [13] was published, which provides an
overview of the advances in OER and its use today.
It indicates that the industrialized countries have clear
policies to promote the use of OERs in their respective
education systems. It shows the potential and possibilities of
use, teacher - student interaction and the possibility of access
from anywhere in the world to an education of quality [14], an
aspect that must be replicated to the developing countries and
recent changes in its educational policy. [14]
This year, the OER's pioneers, activists and researchers met
again in Cape Town at the Open Education Global
Conference 2017
2. It analyzed the achievements of the last
decade and the progress made, and reiterated the importance for
the fulfillment of the "Open Education Declaration of Cape
Town" after 10 years.
The Open Education Consortium project is an important
element of the OER Ecosystem, which is where many
universities in the world are affiliated, allowing access to
courses, repositories, different educational material, and
providing the necessary support to those with membership.
There are currently 46 member countries of the consortium. In
the case of Spain, 22 universities belong to the consortium
3.
In the OER World Map
4, a very important compilation is
made on the global movement of Open Educational Resources
in the world, information on personal endeavors, organizations,
services, projects and global events in this regard, a summary
is shown in the
Illustration 5Illustration 5 OER initiatives around the world
3http://www.oeconsortium.org/members/country/Spain/ 4https://oerworldmap.org/
B. General considerations for the formation of the Open
Educational Resources System
CEDEC (National Center of Curricular Development in
non-proprietary systems)
5indicates that the open educational
resources are called to be the fundamental elements in the
development of free educational contents in years to come.
Resources, contents, open courses, specific repositories,
MOOC, etc. are all part of this new ecosystem that according
to many indicators of the Horizon Report: 2013 Higher
Education, will be the main axis of the education system. [15]
In this complex educational ecosystem, and with constant
emerging technologies, the Horizon Report 2015 Higher
Education [16] describes trends, challenges and technologies
that are a challenge for researchers. A summary of the Horizont
2015 report is available on the website of the CENT (Center
d'Educació i Noves Tecnologies de la Universitat Jaume I)
6.
Through the different research readings, [17] [5] [9] [8] it
can be indicated that it is agreed that it is necessary to consider
in this environment the following elements:
I.
Key trends that accelerate the adoption of educational
technology in universities.
✓ The evolution of online learning.
✓ Retreatment of learning spaces.
✓ Open educational resources.
✓ Data-based learning and assessment.
✓ Agile change strategies.
✓ Open communities and university consortiums.
II.
Significant challenges for the adoption of educational
technology in universities
✓ Digital literacy.
✓ Mix formal and informal learning
✓ Complex thinking and communication.
✓ Integration of personalized learning.
✓ The competition for new educational models.
✓ Lack of incentives for teaching.
III.
Major developments in educational technology for
universities
✓ Bring your Own Device (BYOD, "bring your
own" device).
✓ Inverted class (flipped classroom).
✓ Maker spaces (creative workshops).
✓ Wearable technology.
✓ Adaptive learning technologies.
✓ The Internet of Things (IoT).
5 http://cedec.educalab.es/es/noticias-de-portada/1585-ecosistemas-de-recursos-educativos-abiertos-camino-de-la-innovacion
C. Evolution Exosystem Open Educational Resources
Understanding the evolution of the OER Ecosystem, its
characteristics, the interrelation with platforms, social
networks,
emerging
technologies,
methodologies,
its
development paths and sustainability will be essential to build
environments that favor creation, diffusion, adaptation, reuse,
mixing and redistribution.
The OER concept is generated from:
•
The statements of Richard Stallman, the FSF (free
software foundation), free software and their GPL and
GDFL licenses: "... The material licensed under it is freely
available and can be copied, redistributed, modified and
even sold as long as the material is kept under the terms
of this same license and distributed in a format that
guarantees future editions and must include the original
text or source code”.
• The Open Content analogy by David Wiley (1998) and
the 4R Framework (Reuse - Revise - Remix -
Redistribute)
✓ Reuse - the right to reuse content in its literal form.
✓ Review - the right to adapt, adjust, modify or alter
the content itself.
✓ Remix - the right to combine original or revised
content with other content to create something
new.
✓ Redistribute - the right to share copies of the
original content, revisions, or remixes with others.
• From the trend that emerged in the late 1990s about the
information and knowledge society: "... The pluralistic
concept of knowledge societies goes beyond the
information society, as it points to social, cultural and
economic transformations in support for sustainable
development. The pillars of knowledge societies are
access to information for all, freedom of expression and
linguistic diversity”. (UNESCO)
Open Educational Resources, integrated with all
components of the ecosystem should allow users to access,
copy, modify, redistribute without any restriction or limited
restriction [18].
D. Classification and Elements of Open Educational
Resources
OERs are a generic denominator that includes courses and
curricula, didactic modules, student guides, textbooks, research
articles, videos, podcasts, evaluation tools, interactive materials
(such as simulations), databases, software, applications (
including mobile applications) and any other educational
material designed for use in teaching and learning (OECD,
2007).
In this sense, they should not be confused with the contents
of the OpenCourseWare (OCW) project, which is a set of high
quality educational materials organized in courses, often
including planning and evaluation tools, and which would
therefore be a specific type of OER. [18]
A widespread classification of OER establishes the
following types:
•
Educational content: complete courses (educational
programs), course materials, content modules, learning
objects, textbooks, multimedia materials (text, sound,
video, images, animations), exams, compilations,
periodicals magazines), etc.
• Tools: Software to support the creation, delivery (access),
use and improvement of open educational content. This
includes tools and systems to: create content, record and
organize content; manage learning and develop online
learning communities.
• Implementation resources: Intellectual property licenses
that promote the open publication of materials; design
principles; adaptation and localization of content; and
materials or techniques to support access to knowledge.
Generally, those who create OER allow anyone to use their
materials, modify them, translate or improve them, and share
them with others. It should be noted that some licenses restrict
modifications (derivative works) or commercial use.
Each element of the OER Ecosystem has sub-elements that
can be investigated independently.
However, in order to adopt OER technology, it is necessary
to deepen technical concepts, policies, contents, production of
materials, technology, etc. and provide teachers with models of
technology adoption models, verifiable and supported by
computer systems for their validation. [17]
All this environment of OER Ecosystem are represented in
a bibliometric study [19], which complemented by emerging
technologies and other research, allows to describe the different
aspects that are part of this complex Ecosystem. We present a
summary of the different components of the OER Ecosystem in
Tabla 1Tabla 1 Proposed Ecosystem of Open Educational Resources based on Bibliometric and OER Classification [20]
Open
Education/OER
Tecnology
Research
Assessment
Material
production
Policies
Legal Issues
Theoretical concepts OER search engines Repositoriesassessment
Adaptation of the OER / REMIX
Teacher Training
Laws, legal
Reviews Open formats OER assessment
Collaborative-learning. Collaborative production
OER administration
Copyright
Interoperability Adoption by
universities / teachers
Digitization of materials
Institutional Policies
Licences / Creative
Commons
Metadata Repositories implementation
Games Declaration
Instruments Surveys on the perception of OER
Models, Frameworks and Metodologies
Public policies
Ontology OER uses Courses, MOOC’s
Tools Digital competences Experiencies Repositories Free Software Semantic web Emerging technologies for education Devices
In the next Tabla 2, some specialized sites are presented for
OER showing content, tools and implementation resources [20]
(Translated and supplemented during the research process)
Tabla 2 (Initiatives Open Education, OER - Educational Content, Tools, Implementation Resources )
Iniciative
Description
Classification
OpenLearn
http://www.open.edu/openlearn/
Teachers Without Borders
http://www.teacherswithoutborders.org/
It aims to improve education in the world, supported by local teachers mainly. Xpert
http://www.nottingham.ac.uk/xpert/
OER Repository of the University of Nottingham JORUM repository
http://www.jorum.ac.uk
OER repository produced by the UK. It accepts contributions from around the world
OER@AVU
http://oer.avu.org/
African Virtual University (AVU) is a government organization with the goal of expanding access to quality higher education. OERs are available in 3 languages: English, Portuguese and French.
Open Learning Iniciative (OLI)
http://www.cmu.edu/oli/index.html
Maintained by Carnegie Mellon University, OLI aims to create high quality courses for both students and faculty.
Community College Consortium dor Educational Resources
http://oerconsortium.org/
The aim of the community is to raise awareness and support the use of OER.
Curriki for K-12
http://www.curriki.org/
Community for teachers and students with different resources for the use of OER
Objets Educational Brazil Bank (BIOE)
http://objetoseducacionais2.mec.gov.br/
Brazilian repository with public access educational resources
ARIADNE
http://www.ariadne-eu.org/
Learning Objects Repository MERLOT
http://www.merlot.org/
MERLOT is an on-line community oriented to share scientific articles, learning materials, among others specific for/or higher education (REINEHR, 2012). Unesp Open
http://www.unesp.br/unespaberta
The State University of São Paulo offers free courses, without evaluation, pedagogical advice and certification.
Directory of Open Access Journals
http://www.doaj.org
Repository of open access scientific publications. Open Access Repository Creative Commons
http://creativecommons.org
Open Licensing Use licenses
Free Sound
http://www.freesound.org/
Repository of free access of varied sounds Sound repository Wikibooks
http://pt.wikibooks.org/
It has a set of manuals and free texts. Book repository Project Gutenberg
http://www.gutenberg.org
Free eBooks available Commonwealth of Learning
http://www.col.org/Pages/default.aspx
Intergovernmental institution committed to the creation and use of OER, it develops policies and advice on OER.
Organizations William and Flora Hewlett Foundation
http://www.hewlett.org/
Institution that finances projects to improve education worldwide. It makes donations to support institutions that develop and work with OER.
Financial sources TEMOA
http://www.temoa.info/
It is an academic portal, developed by the Technological Institute of Higher Studies of Monterrey, which serves to search for REA in Latin America and the world through the Web.
OER search engines Global Learning Objects Brokering Exchange
http://globe-info.org/
Learning Resources Search Engine Open Courseware Consortium – Search of courses
http://www.ocwconsortium.org/courses/search
Search for Open Courseware courses CommonWealth Connects Portal: Directory of Open
Education Resources
http://doer.col.org/
OER Search Portal
Google OCW/OER Search
https://www.google.com/cse/home?cx=0007934 06067725335231:fm2ncznoswy
Google search system for OpenCourseWare and OER
Free Learning
http://freelearning.ca/searchOER.php
Access to educational resources that are available in the world (books, etc.), it is intended free education
Open Tapestry
http://www.opentapestry.com/
Open Tapestry is a tool for searching, adapting and sharing resources. Learning Resource Exchange (LRE)
http://lreforschools.eun.org/
It is a service that allows schools to find educational content from various countries and providers. It was developed with the aim of offering ministries of education access to a network of educational content repositories and related tools, allowing them an easier exchange of high-quality educational resources that are "mobile" and can be used by teachers in different countries.
Word Cat
http://www.worldcat.org
System of location of resources in libraries. Class Central
https://www.class-central.com
ReCourse Learning Design Editor
http://tencompetence- project.bolton.ac.uk/ldauthor/
Open source tool created by IMS Learning Design for the production of learning units.
FLOSS Tools (Free / Open Source Software) eLML - eLesson Markup Language
http://www.elml.org/website/en/html/index.html
Framework for creating structured lessons using XML. Moodle
moodle.org
LMS(Learning Management System) Claroline
http://www.claroline.net/
It is a FLOSS LMS that allows you to easily implement an online learning and collaboration platform.
Kdenlive
http://www.kdenlive.org/
Used for video editing Dokeos
http://www.dokeos.com/
LMS Open Source LRM
http://dotlrn.org/
LMS open source used to support e-learning and digital communities. Atutor
http://atutor.ca/
LMS Open Source. Content and course manager, accessible social network. Olat
http://olat.org/
LMS Open Source. Software developed by the University of Zurich. "The goal of OLAT is that knowledge must be shared, simple to share in all places, at all times and for all."
Sakai
http://www.sakaiproject.org/
LMS open source. Adopt a paragraph
http://adoteumparagrafo.pbworks.com/
Open project developed by Juliano Spyer with the purpose of translating into Portuguese and having availability on the text web about communication and internet.
Co-creation environment Universia
http://ocw.universia.net/pt-BR
Consortium of OpenCourseWare institutions of Spanish and Portuguese language
Open CourseWare Open Courseware Consortium
http://www.ocwconsortium.org/
Consortium that brings together educational institutions to advance the development of Open CourseWare and the impact for Global education in the world.
USU OCW
http://ocw.usu.edu/)
Utah State University offers a collection of REA used in formal courses. Unicamp OCW
http://www.ocw.unicamp.br/
Administered by the State University of Campinas, the portal has the purpose of hosting educational content originating from disciplines of the institution's graduation courses.
China Open Resources for Education (CORE) consortium
http://www.core.org.cn/cn/jpkc/index_en.html
Consortium of Chinese Universities working with OER
MIT Open Courseware
http://ocw.mit.edu/
Main portal that started with the OER movement since the 2001 management.
Japanese OCW Consortium
http://www.jocw.jp/
Japan OCW Consortium Open Course Library
http://opencourselibrary.org/
Collection of high quality courses Miríada X
http://www.miriadax.netrg
Platform of MOOC's Ibero-American that aims to promote the knowledge in open in the regional scope of the Higher Education
MOOCS Coursera
http://www.coursera.org
Education company offering free and massive online courses MOOCS Academy Earth
http://academicearth.org/
It was created to bring the knowledge generated in universities to all the people of the world. Traditional classrooms are videotaped and shared as OER in a portal. Universities in Berkeley, Columbia, Georgetown, Harvard, Michigan, MIT, Princeton, Stanford, UCLA, Yale and others are part of this project.
Video Repositories Classes / Courses e-Aulas USP http://eaulas.usp.br/portal/home
This new service expresses the recognition by the University that one of its functions is the dissemination of knowledge, allowing teachers to broadcast their videos of the classes, and students to access video classes from various disciplines of USP. It is open and accessible to the public.
Khan Academy
https://www.khanacademy.org/
It was founded in 2004 by Salman Khan and managed by the Bill & Melinda Gates Foundation, the project offers more than 3,000 video classes in areas such as mathematics, biology, physics, chemistry, among many others in Portuguese. Udemy
https://www.udemy.com
Udemy (Academy of you), it enables anyone to learn and create online courses. Shred Academy
http://www.shredacademy.com/
Wikipedia
http://www.wikipedia.org/
Platform for the production of collaborative content Repository, authoring system and content manager OER Commons http://www.oercommons.org/
Repositories that accept contributions for free from all over the world.
SlideWiki
http://slidewiki.org/
Tool whose objective is the creation of slides, diagrams, evaluations and organize contents collaboratively.
P2PU
https://p2pu.org/en/
Open Education Project which offers MOOC and its platform allows anyone to create and share their course for free.
OpenScout
http://learn.openscout.net/tools.html
System that allows a group of people to develop, share or use educational resources.
Connexions
http://cnx.org
It is a repository and an educational content management system. Le Mill
http://lemill.net/
Community dedicated to search, create and share OER. REFRER
http://www.refrer.licef.ca/les-banques-de-ressources/ressources-educatives-libres
French-speaking network of open educational resources
Edu-AREA
http://www.edu-area.com
Edu-AREA, open web space with resources and plans to innovate in teaching.
Wikiversidade
https://pt.wikiversity.org/wiki/P%C3%A1gina_pr incipal
Free courses platform H2O
http://h2o.law.harvard.edu/
Developed by Harvard University, this online class tool allows you to create, contextualize and share books, texts, audio, images, videos, creative commons PDF files.
Portal Scielo Books
http://books.scielo.org
It contains online publications of scientific articles published by institutions of higher learning.
Repository of scientific publications Faculty Project
http://www.facultyproject.org/
Professors of the most renowned universities, offer free courses of the most varied areas.
Classroom / Course Repository Instrutable
http://www.instructables.com/
Online documentation platform in which people share what they do and how they do it.
Educopédia
http://www.educopedia.com.br
A platform that offers courses in digital format, where the contents are presented in a fun and practical way.
The National Repository of Online Courses (NROC)
http://www.montereyinstitute.org/nroc/
Courses in OER format of the Monterey Institute of Technology
LibriVox http://librivox.org Public domain free audio repository Digital
libraries, repositories College Open Textbooks
http://collegeopentextbooks.org/
Repository of didactic books Livro Didático Público
http://www.educadores.diaadia.pr.gov.br
Project of the Secretary of Education of the State of Paraná involved in the production and dissemination of textbooks for non-commercial purposes. Wiki Educator
http://wikieducator.org/Main_Page
Created by the Commonwealth of Learning (COL), Wiki Educator is a discussion group on OER focused on collaboration.
Communities of Practice National Library of Spain
http://www.bne.es/es/Servicios/FuentesI nformacion/BibliotecasDigitales/
Link to important digital libraries, repositories and collectors such as: Hispana, Ibero-American Heritage Digital Library, CSIC Virtual Library, etc.
Digital libraries, repositories and collectors OER Knowledge Cloud
https://oerknowledgecloud.org
OER Knowledge Cloud enables the identification, collection, preservation and dissemination of available documents to assess the level of research, industry, government, students, writers, scientists and informal teachers
OER Community and Repository Mediateca of the University of Vigo
https://tv.uvigo.es/
Uvigo-TV is an Internet television service provided by the Information Technology and Communications Area (ICTA) of the Vice-Rectorate of New Technologies and Quality of the University of Vigo.
Media library (videos and courses) Educational Space Procomun
https://procomun.educalab.es/
Procomun allows access to the repository of open educational digital resources (REA) of the Ministry and the Autonomous Communities, which brings together didactic material cataloged in a standardized way through metadata (LOM-ES)
Open Educational Resources Repository
IV.
I
NNOVAREA
P
ROPOSALM
ODELBased on the study carried out in [8] and [17], although
there are different tools and software that allows the inclusion
of ICTs in education, more proposals and technical and
pedagogical efforts are required.
TAM was originally conceived as a predictive model,
whose initial purpose was to anticipate the behavior that a user
might have against a technological resource [21]. In this case,
its application does not pursue a predictive but rather
explanatory purpose. That is to say, to explain a given behavior
that is manifested by the current degree of utilization of ICT &
TLK and OER
The InnovaREA methodology is proposed in
Illustration 7which uses the TAM innovation model (Illustration) for the
promotion and technological innovation of teachers for the
adoption of the OER open education model
Illustration 6 TAM Final versión [22]
Illustration 7 DFD Level 1 – InnovaREA Model
V. C
ONCLUSIONSThe article describes different concepts and the relationship
between ecosystems, open education and Open Educational
Resources, which will allow a greater knowledge for the
innovation of teachers.
It presents a table with relevant information to academics,
which is of immediate consultation and can have an orientation
in all necessary aspects for teacher innovation from open
models.
These concepts are used in the proposal of a methodology
(InnovaREA), to promote teacher innovation.
The
web
site
http://www.innovarea.org,
and
http://www.facebook.com/innovandorea
has
been
implemented, a script for the Google Analytics Counter
Audience Overview tool was integrated for monitoring,
allowing us to collect different statistical data that will be used
as feedback for model improvement.
The elements present at http://www.innovarea.org, will
allow academics to reach a meeting point with relevant
information that allows them to know the technological
components of open education, the OER Ecosystem, training in
ICT skills to be able to develop efficiently content and innovate
with the educational model open through the OER ecosystem
in higher education and / or any educational center.
VI. A
CKNOWLEDGMENTWe are grateful to the EuroInkaNet Project, Europe and
Latin America Sustainable Innovation and Knowledge
Academic Network as part of the Program Funded by the
European Union - Action 2 Erasmus Mundus Partnerships,
GRANT AGREEMENT NUMBER - 2014 - 0870/001 - 001.
VII.
R
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