A Tale of Two Globes: Exploring the North/South Divide in Engagement with Open Educational Resources

In this chapter we consider what evidence exists of a divide between the Global North and Global South in terms of engagement with open educational resources (OER), understanding engagement as the production and sharing of educational materials online. We discuss whether identifying educators as contributors or consumers of OER can be empirically grounded, and advocate advancing internet access in developing countries to reach a global balance where sharing is key

Open Research

Open Research is an open textbook based on the award winning course of the same name. The course ran two facilitated iterations during 2014 and 2015 on Peer 2 Peer University (P2PU). Open Research was co-authored and delivered by the OER Hub team, leaders in open education research and open research practices. Open Research explores what it means to be more 'open' in your research, ethical considerations, dissemination and the role of reflection. This open textbook also incorporates previous participant contributions into new activity commentary sections

El japonismo en números especiales de L'Illustration ¿Una lectura política?

1 archivo PDF (18 páginas)"En los años 1928 y 1929, L’Illustration presentaba sendos suplementos de Navidad que contenían diversas colaboraciones y reportajes.1 Entre ellos, en cada número, en forma de una secuencia periodística que relacionaba lo publicado en ambos años, un artículo sobre estampas japonesas, las sobradamente famosas y apreciadas ukiyo-e, pues ya correspondían a una afición y conocimiento de larga experiencia. El japonismo entonces sobrepasaba el campo artístico de las estampas y se manifestaba como un fenómeno del mundo occidental que, de manera muy evidente suponía un gusto, a veces apasionado, por el arte y la cultura del lejano país. Fascinación por la cultura japonesa que llega hasta hoy y, en el caso de las estampas, es evidente en el número de publicaciones y exposiciones dedicadas a ellas. Dada la importancia que tuvo el japonismo en el siglo XIX, se lo suele relacionar con llamada “apertura de Japón”, esa obligada inclusión del país en el contexto internacional, motivada por la llegada del comodoro Perry a Uraga y la violenta amenaza de esta presencia militar que obligó al gobierno shogunal a otorgar concesiones portuarias y comerciales mediante la firma del tratado de Kanagawa con los Estados Unidos de América en 1854. El término japonismo se acuñó en ese siglo, cuando algunas tipologías artísticas de esa procedencia ejercieron un influjo en ciertas vanguardias europeas, muy visibles en determinados autores como Monet y Van Gogh, quienes además fueron grandes coleccionistas de ukiyo-e." PALABRAS CLAVE: Art, Japanese. Art -- Foreign influences. Japonismo. Estampas japonesas

Adapting the Curriculum: How K-12 Teachers Perceive the Role of Open Educational Resources

It has been suggested that open educational resources (OER) can lower cost and lead to greater flexibility, however while there has been significant investment in opening up content there have been few studies looking at how these resources are perceived by those who might use them. This quantitative article contributes to fill a gap in our knowledge of how K-12 educators teaching in face-to-face, online and blended contexts currently think about and use OER. It is part of the research carried out by the Hewlett-funded OER Research Hub (OERRH) Project to examine the impact of OER on teaching and learning practices. The authors report findings from a survey of 600+ schoolteachers who answered a set of attitudinal and behavioural questions in relation to how they use OER, what types of OER they use and what influences their selection of content, in addition to the purpose, challenges and perceived impact of OER in the K-12 classroom. The research highlights how OER allow schoolteachers to personalise learning through adaptation, and argues that mainstreaming OER in K-12 education is not only a matter of raising awareness but of changing teachers’ habits

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

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

OER Hub Researcher Pack

The OER Hub researcher pack will be of interest to anyone conducting research into the impact of open educational resources (OER) or open education. Building on the earlier release of tools developed, used and released by the OER Hub, the researcher pack provides explanation and guidance on how to use these tools. All material and tools are CC BY licensed and are available for reuse

Evaluación de la efectividad de distintos programas motores basados en la interferencia contextual en estudiantes de educación primaria

El objetivo de este estudio fue analizar los efectos de distintos programas de intervención, aplicados en las clases de educación física y basados en la interferencia contextual (IC), en niños y niñas de tercer curso de educación primaria (9-10 años). 70 niños (35 chicos y 35 chicas) de un colegio público, que cursaban el tercer curso de educación primaria, participaron en el estudio. Los alumnos fueron divididos en cuatro grupos en función del tipo de programa de IC a realizar, siendo testada su capacidad de cambiar de dirección (Modified Agility Test, MAT) y aceleración (tiempo en el sprint de 5 y 15 m) antes y después de las 5 semanas de intervención. Se encontraron diferencias significativas en la capacidad de cambiar de dirección entre el pretest y el postest en el grupo IC baja, en el grupo IC moderada y en el grupo IC variable y no ocurrió lo mismo con el grupo IC alta. Únicamente el grupo de IC baja mostró diferencias significativas entre el pretest y el postest en el sprint de 5 m y ninguno de los programas fue efectivo en la capacidad de aceleración de 15 m. Las características o rasgos de los programas de intervención basados en el nivel de interferencia contextual condicionaron los efectos producidos en la capacidad de aceleración y en el cambio de dirección.The purpose of this study was to analyse the effects of different intervention programmes, applied in physical education classes and based on contextual interference (CI), in children in their 3rd year of primary education (9-10 years). Seventy children (35 boys and 35 girls) from a state school, who were in their third year of primary education, took part in the study. The school children were divided into four groups depending on the type of CI programme they were going to carry out. Their capacity to change direction (Modified Agility Test MAT) and acceleration capacity (time for a 5m and 15m sprint) were tested before and after the 5 week intervention. Significant differences were found in capacity to change direction capacity between the pre-test and post-test in the low CI group, the moderate CI group and the variable CI group, but not in the high CI group. Only the low CI group showed significant differences between the pre test and post-test in the 5m sprint and none of the programmes were effective on acceleration capacity in the 15m sprint. The features or characteristics of the intervention programmes based on the level of contextual interference conditioned the effects produced on acceleration and capacity to change direction.O objectivo deste estudo foi analisar os efeitos de distintos programas de intervenção, aplicados em aulas de educação física e baseados na interferência contextual (IC), em rapazes e raparigas do terceiro ano de educação primária (9-10 anos). 70 crianças (35 rapazes e 35 raparigas) de uma escola pública, que frequentavam o terceiro ano de educação primária, participaram no estudo. Os alunos foram divididos em quatro grupos em função do tipo de programa de IC a realizar, sendo testada a sua capacidade para mudar de direcção (Modified Agility Test, MAT) e aceleração (tempo em sprint de 5 e 15 m) antes e depois das 5 semanas de intervenção. Foram encontradas diferenças significativas na capacidade de mudar de direcção entre o pré- teste e o pós-teste no grupo de IC baixa, no grupo IC moderada e no grupo IC variável, não ocorrendo o mesmo com o grupo IC alta. Unicamente o grupo de IC baixa revelou diferenças significativas entre o pré-teste e o pós-teste no sprint de 5 m e nenhum dos programas foi efectivo na capacidade de aceleração de 15 m. As características ou traços dos programas de intervenção baseados no nível de interferência contextual condicionaram os efeitos produzidos na capacidade de aceleração e na mudança de direção