Open educational policies and practices in the Spanish National Distance Education University: UNED Abierta (UNED OER programme) (original) (raw)

OPEN EDUCATION: FROM OERs to MOOCs

The specific focus of this edited book is to point out the core policies, initiatives and international practices of Distance Education in connection with open and free accessed resources. The book aims to provide a roadmap for the existing and possible opportunities for new technologies and educational paradigms within the scope of lifelong learning. Concisely, the book addresses Open Education through the potential of Open Educational Resources (OER) and the new trends of Massive Open Online Courses (MOOCs). To designate the issues mentioned above, the book covers 17 chapters: Chapter 1 New Models of Open and Distributed Learning by Stephen Downes In Chapter 1, the author looks into the evoluation of new educational trends and technological developments in social learning, personal learning, and MOOCs. The chapter displays new models of open and distributed learning, based on the notions of free share and open access. Chapter 2 Survey and Reflection of Open Education Policies by Junfeng Yang and Kinshuk Chapter 2 is about the concept of Open Education (OE) in general. OE's different dimensions, educational perspectives, overall and specific policies and the critical analysis for those policies from various countries and regions are all examined closer. Shortly, the chapter illustrates the OER movement with its sustainable development approaches, production, distribution and promotion.

Compromiso con OER en las universidades

2014

At present, there is great interest over the concept of Open Educational Resources (OER) in all of its forms: OpenCourseware repositories OCW, spare open resources, or even more recently as Massive Online Open Courses (also called MOOC). This panorama has generated considerable debate about their effectiveness in terms of learning, sustainability and especially the role that higher education institutions play in this context. We understand that students are involved on formal and informal learning activities, and require universities should have new model to recognize their skills and abilities on these scenarios. One case study is the MOOC learning framework, where universities are interested but there are nowadays some doubts and fears about the official recognition as a usual learning activity. In this article we analyse some data from the activity in an Open Course developed in the University of Granada and the implications regarding learning skills and recognition. Finally, we ...

What future(s) for distance education universities? Towards an open networkbased approach (¿Qué futuro(s) para las universidades de educación a distancia? Hacia un enfoque abierto basado en la red

RIED. Revista Iberoamericana de Educación a Distancia, 2019

The need for increased scalability, interoperability and flexibility of educational provision is driving the expansion of digital and open learning in higher education. As this movement spreads across institutions worldwide, distance education universities find themselves in a crisis. Technology-enhanced learning is now mainstream in higher education institutions and most have embraced open educational practices as well due to the great impact of MOOCs. In this new fast-growing, chaotic and unstable context, research-based expertise, a dedicated infrastructure and specially-trained staff may no longer seem required for institutions to provide distance and eLearning. Furthermore, new non-institutional non-formal higher education providers of open online or blended learning courses and programmes are emerging as a result of community or special interest group-led initiatives. Far from the days when they stood alone as unique institutions with the unique mission to provide an innovative kind of education, distance education universities are now competing openly with other conventional universities and other educational players. In a time of continuous reduction of public expenditure in higher education, a debate has emerged on the sustainability ofthese institutions, especially in Europe. In this paper we analyse the new social, economical and technological challenges and opportunities which distance education universities are faced with and discuss the reinterpretation of their typical mission. We also explore existing organisational models and propose a new one based on an open network approach.

A Framework to Understand, Analyse and Describe Online and Open Education in Higher Education

2020

This position paper addresses online and open education. It presents a simple, yet comprehensive framework that can be adopted by any higher education institution in seek of: (1) clarification of terms and concepts related to online and open education, (2) awareness of issues and challenges to set up strategies for online or open learning, (3) informed choices and their impacts on operationalization actions, from an institutional point of view, (4) perspectives on crucial issues, such as mobility, that HEI faces in a context of internationalization, (5) awareness of policymakers and teachers on what open and online education is.

Elements of Open Education: An Invitation to Future Research

International Review of Research in Open and Distributed Learning, 2020

This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and distance learning, international education issues in open education, open educational practices and scholarship, open educational resources, MOOCs, prior learning accreditation and recognition, and learner characteristics are considered, following the framework of macro, meso, and micro levels of research in open and distance learning. Implications for future research at the macro, meso, and micro levels are then provided.

OERs and MOOCs – the Romanian Experience

Using Open Educational Resources (OER) provides opportunities for collaboration both in the classroom and beyond. Started in 2008 and gathering momentum over the past two years, now an online phenomenon, MOOCs (Massive Open Online Courses) reunite different perspectives over a globalized online learning. The paper analyses the use of OER and MOOCs in different study cases in Romanian universities. Several OER initiatives resulted from the over 1000 academia involved in the DidaTec lifelong learning and training for higher education teachers in the technical sciences and engineering field as a training course for university professors in 12 universities, within the aim of improving the use of ICT in higher education. Four universities from Romania started a Romanian MOOC environment, the UniCampus, which provides free access to valuable education in Romanian language, presented by well-known professors. The evaluation and quality assurance challenges of the Unicampus are mainly due t...

A readiness gap for Opening Up education by OER and MOOCs at the University?

Developments in Information and Communication Technologies are not always paralleled by an equivalent number of transformations in higher education institutions. Indeed it seems that Open Educational Resources have missed the objective of transformation in spite of the potential of Open Learning to transform education. This paper reports on a part of some qualitative research carried out at the University of Parma, a case study involving teachers from UniPR Co-Lab Research Centre who share the values of being alert to innovation and aware of the importance of Technology Enhanced Learning in the academic pedagogical landscape; it examines whether educators are ready and willing to adopt open approaches in both a pedagogical and technological perspective and whether they have the necessary competences to do so. The aim was to explore the perceptions of University teachers who might become involved in the use of Open Educational Resources (OER) and the organization of MOOCs.

Survey on the Introduction of Open Educational Resources (OER) in Spanish Higher Education

Open Education Resource (OER) culture is in its infancy in the Spanish university system. Its introduction would substantially enhance teacher and learner's potential. The present paper describes National Distance University (Universidad Nacional de Educación a Distancia, UNED) experience with the re-use of existing materials and the generation of new resources in a creative, cooperative and international environment that has furthered the integration of virtual education platforms and led to the federation of several European universities' educational resource repositories. The environment tends to be creative, collaborative, international and multilingual in order to analyze the adaptation process in multicultural resources and synergies arising from the coordinated use of the most popular social networks (Facebook, Twitter, etc.). Results have stressed the importance of a broad base of resources and portal usability. The use of social networking is in an early stage in its relationship to the educational process mainly due to fear of problems of confidentiality.