The document discusses the roles of various educators and researchers in promoting Open Educational Resources (OER) at Tecnológico de Monterrey, highlighting the transformative impact of technology on education and the necessity for information literacy. It identifies economic inequalities and the risks of knowledge gaps between communities, outlining the essential structure and criteria for utilizing OER effectively. Moreover, it details the challenges faced in adopting OER in K-12 education in Mexico, such as technological infrastructure and digital literacy gaps.

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/

3. "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))

4. • 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.

5. • 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.

6. 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).

7. • 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

8. “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)

9. 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/

10. 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.

12. • 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).

13. 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

14. 825 OER Providers audited by librarians
July 7, 2010
Customized
83%

15. 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/

16. With the purpose to ease the task to learners and
educators the discoverability process of OER (search and
adoption)
OER Metadata Learning Object Metadata

17. Filters by
media type

18. Users have profiles
searchable by other
users.

19. Sharable information
through social
networks
• Twitter [t]
• Facebook [f]
• Linkedin [in]

20. 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

21. 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

22. 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

23. How to cite the
OER in the
playlist

24. The community may review and
rate the course
The “board” represents a [Topic]
The “student” represents an
[Activity]
The “World” represents an
[OER]

25. The community may discuss or
debate about the course

27. 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

28. www.itesm.mx/va/diie/concursoKHUB/
33 campuses
www.temoa.info/testimonials

29. 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.

30. • 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.

31. 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 .

32. 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

33. • 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.

34. 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.

35. • 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.

36. • 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).

37. • 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/

38. Attribution-NonCommercial-NoDerivs
http://creativecommons.org/licenses/by-nc-nd/3.0/