Vladimir Burgos
Educational Innovation Liaison Officer at the Center for
Innovation in Technology and Education in Tecnoló...
"We are in the midst of a literacy revolution
the likes of which we haven't seen since
Greek civilization"
Andrea A. Lunsf...
• Aware of the advances in technology worldwide and the
massive and exponential growth of information that is
published ea...
• Economic inequality exists within and between countries
and the gap continues widen.
• The emergency of the knowledge er...
ACRL (2000). Information Literacy Competency Standards for Higher Education, ACRL Standards
Committee, January 18, 2000. R...
• In a global digital ecosystem, knowledge flows freely
regardless of frontiers or boundaries. We need to
overcome the bas...
“OER are teaching, learning and research resources
that reside in the public domain or have been released
under an intelle...
www.ocwconsortium.org
http://oyc.yale.edu/
http://oli.web.cmu.edu/openlearning/
http://nptel.iitm.ac.in/
http://cnx.org
ht...
Schools
Goverments
Industries
NGO’s
Communities
Persons
INTERNET INTERNETUniversities
Knowledge
distribution hub
• A websi...
• Resources are public and inclusive (full content)
• Free (no charges or fees)
• Permanent publication (lifelong)
• Witho...
The Academic Community has suggested 20,481 resources to the
catalog and 12,512 has been approved through a lifecycle assu...
825 OER Providers audited by librarians
July 7, 2010
Customized
83%
Knowledge Areas
Hierarchical Interface to LC
Classification” (HILCC), from
Columbia University
Arts,
Architecture &
Applie...
With the purpose to ease the task to learners and
educators the discoverability process of OER (search and
adoption)
OER M...
Filters by
media type
Users have profiles
searchable by other
users.
Sharable information
through social
networks
• Twitter [t]
• Facebook [f]
• Linkedin [in]
Index subjects
Create new
content:
• Course
• Topic
• Activity
Examples of playlists:
1. OER as textbook alternatives
(ant...
Legal terms of
use
Subscribe to RSS
feeds
Share with friends
and colleagues
through social
networks
Course:
Introduction t...
Syllabus (Educational context)
• Learning objectives
• Subject general
• Basic information
• Teacher information
• Institu...
How to cite the
OER in the
playlist
The community may review and
rate the course
The “board” represents a [Topic]
The “student” represents an
[Activity]
The “...
The community may discuss or
debate about the course
Selection of
knowledge areas to
enrich courses
Selected
courses
Availability of
resources
OER
Alignment
Professor OER
Inst...
www.itesm.mx/va/diie/concursoKHUB/
33 campuses
www.temoa.info/testimonials
www.lulu.com
As a result, students documented 30 cases through a methodological research
process on the subject of adoptio...
• Enrich the classification and indexation
catalog of OER for basic and
elementary education level for the Latin
American ...
Research Team (CUDI-CONACYT)
11 professors, 5 teachers, 8 researchers
6 institutions of higher education
150 teachers in 2...
Some results:
• Design of one diagnosis instrument to identify the competence on digital literacy for
the participants in ...
• Generate a collection of open educational resources
(OER) for mobile learning, on the topic of educational
research and ...
Research Team (CUDI-CONACYT)
22 professors, 7 researchers
7 institutions of higher education
The expected results for the ...
• As a group, we decided to integrate several working
teams to reach the best potential of valuable source of
knowledge ge...
• Some access barriers were identified for the use of Open
Educational Resources (OER) in México
– The need for a better t...
• For project of Mobile OER for the training of educational
researchers, the group as experienced several
institutional ch...
Attribution-NonCommercial-NoDerivs
http://creativecommons.org/licenses/by-nc-nd/3.0/
Open Educational Resources: Experiences of use in a Latin-American context
Open Educational Resources: Experiences of use in a Latin-American context
Open Educational Resources: Experiences of use in a Latin-American context
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Open Educational Resources: Experiences of use in a Latin-American context

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The movement of Open Educational Resources (OER) is one of the most important trends that are helping education through the Internet worldwide, and it’s a term that is being adopted every day in many educational institutions.

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  • Estimado Vladimir,

    Me interesa mucho contactarlo respecto al tema de los REA. Es un tema apasionante y muy poco se ha hecho en nuestro pais.

    Estoy planeando mi tesis doctoral en este tema y me encantaria concoer su opinion. Ademas veo que en el ITESM tienen un gran camino avanzado.

    Saludos,

    Nadia Mireles
       Reply 
    Are you sure you want to  Yes  No
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  • We learned that to foster effective project learning in the group of participants through several institutions, it’s necessary to encourage collaboration and exchange of meanings and experiences .
  • Open Educational Resources: Experiences of use in a Latin-American context

    1. 1. Vladimir Burgos Educational Innovation Liaison Officer at the Center for Innovation in Technology and Education in Tecnológico de Monterrey (ITESM). Project manager of OCW Tecnológico de Monterrey & temoa.info (Knowledge Hub OER Index) Marisol Ramírez Full time Professor at the Graduate School of Education (EGE), and Principal of the Research Group of Investigation of Innovation in Technology and education in Tecnológico de Monterrey (ITESM) Attribution-NonCommercial-NoDerivs http://creativecommons.org/licenses/by-nc-nd/3.0/ Open ED 2010 Proceedings. Barcelona, España http://openedconference.org/2010/
    2. 2. "We are in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization" Andrea A. Lunsford: Clive Thompson on the New Literacy WIRED Magazine: 17:09 (TECH BIZ: PEOPLE))
    3. 3. • Aware of the advances in technology worldwide and the massive and exponential growth of information that is published each day on the Internet, the way we see the world has changed, this also has a significant impact on education, both in the way of learning as in the way of teaching.
    4. 4. • Economic inequality exists within and between countries and the gap continues widen. • The emergency of the knowledge era has redefined the basis for economic activity as well as the societal role of universities. • There is a danger that some nations and communities within them will be left behind as knowledge becomes the pre-eminent economic driver.
    5. 5. ACRL (2000). Information Literacy Competency Standards for Higher Education, ACRL Standards Committee, January 18, 2000. Retrieved at http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm -------------- Library image by Raysonho [Public domain], from Wikimedia Commons: http://upload.wikimedia.org/wikipedia/commons/3/3b/SteacieLibrary.jpg Computer keyboard image by User Gflores on en.wikipedia [Public domain], via Wikimedia Commons: http://upload.wikimedia.org/wikipedia/commons/f/fc/Computer_keyboard.gif Information literacy needed According the American Library Association, “Information is available through libraries, community resources, special interest organizations, media, and the Internet--and increasingly, information comes to individuals in unfiltered formats, raising questions about its authenticity, validity, and reliability” (ACRL, 2000).
    6. 6. • In a global digital ecosystem, knowledge flows freely regardless of frontiers or boundaries. We need to overcome the basic requirements for its use through information and communication technologies and communicate the legal frameworks to foster knowledge transference. • There is need of a greater awareness about the terms of use of the OER and of its existence. Earth image from NASA: Great Zoom out of Orlando, FL: Epcot Spaceship Earth
    7. 7. “OER are teaching, learning and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials or techniques used to support access to knowledge“ Report to The William and Flora Hewlett Foundation Atkins, D; Brown, J; Hammond, A (2007). Report to The William and Flora Hewlett Foundation (February 2007); pp.4, http://www.hewlett.org/oer Smith, Marshall S.; Casserly, Catherine M. (2006). The Promise of Open Educational Resources; Change: The Magazine of Higher Learning; Sep-Oct 2006; 38(5); p. 8 (EJ772126)
    8. 8. www.ocwconsortium.org http://oyc.yale.edu/ http://oli.web.cmu.edu/openlearning/ http://nptel.iitm.ac.in/ http://cnx.org http://oerwiki.iiep-unesco.org/ http://www.hewlett.org/oer http://www.merlot.org/ http://www.capetowndeclaration.org/ http://oer-quality.org/ http://wikieducator.org/ https://open.umich.edu/
    9. 9. Schools Goverments Industries NGO’s Communities Persons INTERNET INTERNETUniversities Knowledge distribution hub • A website that selects OER from the Internet so that educators everywhere can improve their courses and teaching practices. • Selection is done by an Academic Community, so they are: • easy to find • easy to adopt by other educators.
    10. 10. • Resources are public and inclusive (full content) • Free (no charges or fees) • Permanent publication (lifelong) • Without subscriptions or further obligations for users • Resources in the public domain or released under an intellectual property license (we evaluate a formal declaration of intellectual property and respect to authorship of the resources; for example Creative Commons (CC) licenses or customized licenses).
    11. 11. The Academic Community has suggested 20,481 resources to the catalog and 12,512 has been approved through a lifecycle assurance process considering educational and technical information criteria: 1. Information sources are audited by librarians and the resources are suggested by the community. 2. Peer reviewing process is a dynamic activity done by the community. 3. Information consistency is validated by a cataloging process by librarians. March 2, 2010
    12. 12. 825 OER Providers audited by librarians July 7, 2010 Customized 83%
    13. 13. Knowledge Areas Hierarchical Interface to LC Classification” (HILCC), from Columbia University Arts, Architecture & Applied Arts Business & Economics Engineering & Applied Sciences General Health Sciences History & Archaeology Journalism & Communications Languages & Literatures Law, Politics & Government Music, Dance, Drama & Film Philosophy & Religion Sciences Social Sciences Columbia HILCC: A Hierarchical Interface to LC Classification, Columbia University Libraries Digital Program. Retrieved from http://www.columbia.edu/cu/libraries/inside/projects/metadata/classify/
    14. 14. With the purpose to ease the task to learners and educators the discoverability process of OER (search and adoption) OER Metadata Learning Object Metadata
    15. 15. Filters by media type
    16. 16. Users have profiles searchable by other users.
    17. 17. Sharable information through social networks • Twitter [t] • Facebook [f] • Linkedin [in]
    18. 18. Index subjects Create new content: • Course • Topic • Activity Examples of playlists: 1. OER as textbook alternatives (anthologies of resources) 2. OER as reusable resource 3. OER as learner generated/ modified content
    19. 19. Legal terms of use Subscribe to RSS feeds Share with friends and colleagues through social networks Course: Introduction to Physics- Mechanics http://www.temoa.info/node/38310 Topics
    20. 20. Syllabus (Educational context) • Learning objectives • Subject general • Basic information • Teacher information • Institutional information Instructional metadata • Basic information • OER from several content providers • Authorship • Educational level • Student information • Lecture hours • Teacher information • Instructor's academic profile • Recommended academic experience • Evaluation policy • Institutional information • Course type • Type of academic term • Course identifier Bibliographic references for OER
    21. 21. How to cite the OER in the playlist
    22. 22. The community may review and rate the course The “board” represents a [Topic] The “student” represents an [Activity] The “World” represents an [OER]
    23. 23. The community may discuss or debate about the course
    24. 24. Selection of knowledge areas to enrich courses Selected courses Availability of resources OER Alignment Professor OER Instructional Design Sharing experiences of use of the OER Course Design 21 3 Adoption and use of OER Search, Selection and Index of resources In example: • Management • Computer science i.e: OCWC Selection of OER sources
    25. 25. www.itesm.mx/va/diie/concursoKHUB/ 33 campuses www.temoa.info/testimonials
    26. 26. www.lulu.com As a result, students documented 30 cases through a methodological research process on the subject of adoption of the OER in learning activities, in several knowledge disciplines and educational levels.
    27. 27. • Enrich the classification and indexation catalog of OER for basic and elementary education level for the Latin American educators • To support process improvement and distance education, professional development of teaching • Contribute in reducing educational gap, and to foster more equal access to educational resources.
    28. 28. Research Team (CUDI-CONACYT) 11 professors, 5 teachers, 8 researchers 6 institutions of higher education 150 teachers in 20 schools involved in basic education in a research pilot • Using OER in K12 programs for learning and teaching in the classroom • Improving teaching abilities in technology competencies, information literacy and didactic techniques .
    29. 29. Some results: • Design of one diagnosis instrument to identify the competence on digital literacy for the participants in the project. • Design of one training workshop on how to identify, evaluate and classify Open Educational Resources (all six participant institutions collaborated on the design and teaching delivery). • Creation and production of one workshop and course materials, such as: digital resources, formats, handbooks, handouts, and video tape recording. • Defining criteria for identification and evaluation of the website sources of OER. • Develop of six research projects within the main project, using different methodological approaches. • Design of four workshops to train K-12 teachers on how to select, document, use and adopt OER within class. – Total of OER documented = 291 – Total of OER used and adopted = 101. • Four articles published in Journals
    30. 30. • Generate a collection of open educational resources (OER) for mobile learning, on the topic of educational research and research training to be available in a portal (web site) for free use, reuse and distribution with educational purposes.
    31. 31. Research Team (CUDI-CONACYT) 22 professors, 7 researchers 7 institutions of higher education The expected results for the month of December 2010 are a collection of at least 30 OER for mobile access, seven sub-projects published in journals and conferences, as well as the training of undergraduate and postgraduate research assistants and a workshop to produce digital content according the criteria of OER.
    32. 32. • As a group, we decided to integrate several working teams to reach the best potential of valuable source of knowledge generation and learning through the creation of a Community of Practice (CoP) for each research project.
    33. 33. • Some access barriers were identified for the use of Open Educational Resources (OER) in México – The need for a better technological infrastructure (lack of internet access, projectors and computers to display and use the educational resources), – Awareness of legal issues (access of the resources in terms of licensing), – Relevance about the content of the materials available on the Internet (resources mainly from other countries making difficult to adopt them in the local context), – Lack of resources in Spanish (language issues), – Digital literacy gap in K-12 schools and lack of awareness in the institutional level (lack of information in managerial levels).
    34. 34. • For project of Mobile OER for the training of educational researchers, the group as experienced several institutional challenges: – Legal issues (lack of awareness of the legal terms and the process of licensing the academic work); the group preferred the use of Creative Commons (CC) licenses. – The decision of use international standards of metadata such as Dublin Core (DCMI) to describe and classify the resources produced in the institutional repository. – The planning, production and publishing processes according the OER criteria in a digital content repository (included the lifecycle process of the workflow, the definition of user roles, as well as the governing business rules of the institutional repository). – The decision to use open platforms for storing and publishing the educational resources, such as DSpace; see http://catedra.ruv.itesm.mx/
    35. 35. Attribution-NonCommercial-NoDerivs http://creativecommons.org/licenses/by-nc-nd/3.0/

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