84,660 research outputs found

    Open Educational Resources and Practices

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    In the last few years, Open Educational Resources (OER) have gained much attention. From January 2006 to December 2007 the Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. In this paper we present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and the evaluation of ideas, fostering creativity and teamwork among the learners. Collaborative creation and sharing among learning communities of OER is regarded as an important catalyst of such educational innovations.The OLCOS project also developed free online tutorials for practitioners. The objective of these tutorials is supporting students and teachers in the creation, re-use and sharing of OER. To promote hands-on work, the tutorials advise on questions such as the following: How to search for OER? Which materials may be re-used and modified? How to produce and license own OER? The tutorials will be accessible and, potentially, will evolve beyond the end of the OLCOS project, because they are published on an open and successful Wiki based platform (Wikieducator.org) and can be updated by anybody.Originally published in eLearning Papers, No 7. ISSN 1887-1542. www.elearningpapers.eu

    Creating, Doing, and Sustaining OER: Lessons from Six Open Educational Resource Projects

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    The development of free-to-use open educational resources (OER) has generated a dynamic field of widespread interest and study regarding methods for creating and sustaining OER. To help foster a thriving OER movement with potential for knowledge-sharing across program, organizational and national boundaries, the Institute for Knowledge Management in Education (ISKME), developed and conducted case study research programs in collaboration with six OER projects from around the world. Embodying a range of challenges and opportunities among a diverse set of OER projects, the case studies intended to track, analyze and share key developments in the creation, use and reuse of OER. The specific cases include: CurriculumNet, Curriki, Free High School Science Texts (FHSST), Training Commons, Stanford Encyclopedia of Philosophy (SEP), and Teachers' Domain

    Oxygen Extraction Ratio (OER) as a Measurement of Hemodialysis (HD) Induced Tissue Hypoxia: A Pilot Study

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    HD tissue hypoxia associates with organ dysfunctions. OER, the ratio between SaO2and central-venous-oxygen-saturation, could estimate oxygen requirements during sessions, but no data are available. We evaluated OER behavior in 20 HD patients with permanent central venous catheter (CVC) as vascular access. Pre-HD OER (33.6 ± 1.4%; M ± SE) was higher than normal (range 20-30%). HD sessions increased OER to 39.2 ± 1.5% (M ± SE; p 40%. In HD patients with CVC as vascular access, OER is a cheap, easily measurable and repeatable parameter useful to assess intradialytic hypoxia, and a potential biomarker of HD related stress and morbidity, helpful to recognize patients at increased risk of mortality

    Who are the Open Learners? A Comparative Study Profiling non-Formal Users of Open Educational Resources

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    Open educational resources (OER) have been identified as having the potential to extend opportunities for learning to non-formal learners. However, little research has been conducted into the impact of OER on non-formal learners. This paper presents the results of a systematic survey of more than 3,000 users of open educational resources (OER). Data was collected between 2013 and 2014 on the demographics, attitudes and behaviours of users of three repositories. Questions included a particular focus on the behaviours of non-formal learners and the relationship between formal and non-formal study. Frequency analysis shows that there are marked differences in patterns of use, user profiles, attitudes towards OER, types of materials used and popularity of different subjects. The experience of using OER is fairly consistent across platforms in terms of satisfaction and impact on future behaviour. On the whole, non-formal learners surveyed were highly positive about their use of OER and believe they will continue to use them. With regards to this making formal study more likely some degree of polarization was observed: some believed formal study was now more likely, while others felt it made this less likely. On the whole, while non-formal learners are enthusiastic about using free and online resources, the language and concept of OER does not seem to be well understood in the groups surveyed. A range of findings relating to OER selection and use as well as differences between repositories are explored in the discussion
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