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Open Educational Resources (OER)
Reuse – copy verbatim // Redistribute – share with others // Revise – adapt and edit // Remix – combine with others  // Retain - make, own, and control copies
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Pradeep Kumar Misra - Pedagogical quality enrichment in OER based courseware: Guiding principles

This is a critical phase for Open Educational Resources (OER) movement: on one side the number of OER is increasing rapidly, and on other side debates about quality of OER-based courseware are heating up. These debates emanate from the fact that OER-based courseware are supposed to help users to follow a logical learning path and get an engaging, interactive, and enjoyable learning experience. There are two aspects of quality assurance in OER-based courseware: content and pedagogy. The content aspect primarily rests with subject experts, and pedagogical quality of courseware mainly lies in the hands of developers. Present trends reveal that mainly enthusiasts, working with some support from the institution management are designing and developing OER-based courseware. There seems a possibility that these enthusiasts are developing courseware without undergoing any specific courseware development training, and in the absence of proper knowledge and training about pedagogy, one can not be sure that the produced courseware will be of superior quality. In this backdrop, present paper discusses and details about a number of guiding principles for enrichment of pedagogical quality in OER-based courseware.

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Paul Stacey: The Pedagogy of MOOCs

There is a great deal of energy, enthusiasm, and change happening in today’s education sector. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to create new forms of education. Open Educational Resources (OER) (including open textbooks), Open Access, and Massive Open Online Courses (MOOCs) have all gained traction as significant drivers of education innovation.

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Nuno Ricardo Oliveira's curator insight, May 13, 2013 7:40 AM
Paul Stacey: The Pedagogy of MOOCs
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A New Pedagogy is Emerging...And Online Learning is a Key Contributing Factor | Contact North

A New Pedagogy is Emerging...And Online Learning is a Key Contributing Factor | Contact North | Open Educational Resources (OER) | Scoop.it

In all the discussion about learning management systems, open educational resources (OERs), massive open online courses (MOOCs), and the benefits and challenges of online learning, perhaps the most important issues concern how technology is changing the way we teach, and - more importantly - the way students learn. For want of a better term, we call this “pedagogy.”

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eduPLEX's curator insight, January 11, 2013 1:58 AM

This is an excellent article, and all teachers should read it!

www.eduplex.com.au

eduPLEX's curator insight, January 11, 2013 1:58 AM

This is an excellent article, and all teachers should read it!

www.eduplex.com.au

eduPLEX's curator insight, January 11, 2013 1:58 AM

This is an excellent article, and all teachers should read it!

www.eduplex.com.au

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Jenny Mackness: Open Educational Resources and Pedagogy

Jenny Mackness: Open Educational Resources and Pedagogy | Open Educational Resources (OER) | Scoop.it

  

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Massart, David & Shulman, Elena - Unlocking Open Educational Resources (OERs) Interaction Data

Massart, David & Shulman, Elena - Unlocking Open Educational Resources (OERs) Interaction Data | Open Educational Resources (OER) | Scoop.it

Each time a teacher or a learner interacts with an Open Educational Resource (OER), these interactions produce data.  This "interaction data" includes "artifact data" routinely captured during any online interaction by Web server logs  (e.g., users' browsers, users' IP addresses) and "social data" created during Web 2.0-style interactions with resources (e.g., tags, comments, ratings, favorites).  Interaction data can serve a number of purposes in a period of increased interest worldwide in OERs quality and uptake. First, interaction data is a valuable source of analytics about OERs and typical audience profiles.  Second, combined with metadata, interaction data can enhance searching, ranking, and recommendations of learning resources. However, obtaining this data is not always easy since OERs, in particular, are generally dispersed among different systems where the interactions between resources and their users take place. This paper describes approaches to unlocking, collecting and aggregating this interaction data.

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Frederik Truyen's curator insight, May 19, 2013 4:57 AM

Towards data-driven education ... an important step towards evidence-based pedagogy

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Developing a pedagogy of mutuality in a capability approach - teachers' experiences of using the open educational resources (OER) of the teacher education in sub-Saharan Africa (TESSA) programme

Developing a pedagogy of mutuality in a capability approach - teachers' experiences of using the open educational resources (OER) of the teacher education in sub-Saharan Africa (TESSA) programme | Open Educational Resources (OER) | Scoop.it

The TESSA (Teacher Education in Sub Saharan Africa) programme aims to improve teacher education at scale by developing open educational resources (OER) that allow sustainable and locally managed pedagogical change in higher education institutions and schools. The article offers a sociocultural theoretical rationale for the pedagogy of mutuality represented in the TESSA OER; and for the research approach to understanding pedagogical change that recognises the dialectical relationship between national policies and institutional structures and practices, and the consequent impact of these on teachers' practice and pupils' learning.

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James C Taylor - The Pedagogy of Discovery: Enabling Free Range Learning

James C Taylor - The Pedagogy of Discovery: Enabling Free Range Learning | Open Educational Resources (OER) | Scoop.it

Concepts based on the availability of Open Education Resources.

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