From Open Educational Resources to Open Educational Practices
During the past twenty years Open Educational Resources (OER) and Open Educational Practices (OEP) have increased educational access and affordability worldwide. The OER-OEP synergy reflects one of the most promising strategies for increasing access to education globally. Despite significant progres...
| Main Authors: | , , , , , , , , |
|---|---|
| Format: | Article |
| Language: | fra |
| Published: |
Centre National d'Enseignement à Distance
2020-10-01
|
| Series: | Distances et Médiations des Savoirs |
| Subjects: | |
| Online Access: | http://journals.openedition.org/dms/5393 |
| _version_ | 1818315707442528256 |
|---|---|
| author | Ebba Ossiannilsson Xiangyang Zhang Jennryn Wetzler Cristine Gusmão Cengiz Hakan Aydin Rajiv Jhangiani James Glapa-Grossklag Mpine Makoe Dhaneswar Harichandan |
| author_facet | Ebba Ossiannilsson Xiangyang Zhang Jennryn Wetzler Cristine Gusmão Cengiz Hakan Aydin Rajiv Jhangiani James Glapa-Grossklag Mpine Makoe Dhaneswar Harichandan |
| author_sort | Ebba Ossiannilsson |
| collection | DOAJ |
| description | During the past twenty years Open Educational Resources (OER) and Open Educational Practices (OEP) have increased educational access and affordability worldwide. The OER-OEP synergy reflects one of the most promising strategies for increasing access to education globally. Despite significant progress, emerging research suggests the need for a more concerted focus on moving from awareness raising to implementation. This article analyses the current status of OER and OEP in concert with the recent educational response to COVID-19 by educational providers with complimentary mini-case studies from Africa, Brazil, Canada, China, Sweden, and Turkey. The ICDE Ambassadors for the global advocacy of OER, and members of ICDE OER Advocacy Committee (authors) argue that in the six countries studied, there is a greater need and greater receptivity to expand access to education through OER and OEP. To better address the immediate needs of the COVID-19 educational crisis, and to make longer term educational improvements, countries should harness the policy supports and actionable steps offered by the UNESCO OER Recommendation. Currently, we see an opportunity to move OER-OEP to resilient sustainable education and the international policy framework to support such work. The article concludes with some general observations for the way forward. |
| first_indexed | 2024-12-13T09:09:49Z |
| format | Article |
| id | doaj.art-0b7c0a4b98b541f8a333be1923bb0e93 |
| institution | Directory Open Access Journal |
| issn | 2264-7228 |
| language | fra |
| last_indexed | 2024-12-13T09:09:49Z |
| publishDate | 2020-10-01 |
| publisher | Centre National d'Enseignement à Distance |
| record_format | Article |
| series | Distances et Médiations des Savoirs |
| spelling | doaj.art-0b7c0a4b98b541f8a333be1923bb0e932022-12-21T23:52:57ZfraCentre National d'Enseignement à DistanceDistances et Médiations des Savoirs2264-72282020-10-013110.4000/dms.5393From Open Educational Resources to Open Educational PracticesEbba OssiannilssonXiangyang ZhangJennryn WetzlerCristine GusmãoCengiz Hakan AydinRajiv JhangianiJames Glapa-GrossklagMpine MakoeDhaneswar HarichandanDuring the past twenty years Open Educational Resources (OER) and Open Educational Practices (OEP) have increased educational access and affordability worldwide. The OER-OEP synergy reflects one of the most promising strategies for increasing access to education globally. Despite significant progress, emerging research suggests the need for a more concerted focus on moving from awareness raising to implementation. This article analyses the current status of OER and OEP in concert with the recent educational response to COVID-19 by educational providers with complimentary mini-case studies from Africa, Brazil, Canada, China, Sweden, and Turkey. The ICDE Ambassadors for the global advocacy of OER, and members of ICDE OER Advocacy Committee (authors) argue that in the six countries studied, there is a greater need and greater receptivity to expand access to education through OER and OEP. To better address the immediate needs of the COVID-19 educational crisis, and to make longer term educational improvements, countries should harness the policy supports and actionable steps offered by the UNESCO OER Recommendation. Currently, we see an opportunity to move OER-OEP to resilient sustainable education and the international policy framework to support such work. The article concludes with some general observations for the way forward.http://journals.openedition.org/dms/5393COVID-19OEROEPOpen EducationSDG |
| spellingShingle | Ebba Ossiannilsson Xiangyang Zhang Jennryn Wetzler Cristine Gusmão Cengiz Hakan Aydin Rajiv Jhangiani James Glapa-Grossklag Mpine Makoe Dhaneswar Harichandan From Open Educational Resources to Open Educational Practices Distances et Médiations des Savoirs COVID-19 OER OEP Open Education SDG |
| title | From Open Educational Resources to Open Educational Practices |
| title_full | From Open Educational Resources to Open Educational Practices |
| title_fullStr | From Open Educational Resources to Open Educational Practices |
| title_full_unstemmed | From Open Educational Resources to Open Educational Practices |
| title_short | From Open Educational Resources to Open Educational Practices |
| title_sort | from open educational resources to open educational practices |
| topic | COVID-19 OER OEP Open Education SDG |
| url | http://journals.openedition.org/dms/5393 |
| work_keys_str_mv | AT ebbaossiannilsson fromopeneducationalresourcestoopeneducationalpractices AT xiangyangzhang fromopeneducationalresourcestoopeneducationalpractices AT jennrynwetzler fromopeneducationalresourcestoopeneducationalpractices AT cristinegusmao fromopeneducationalresourcestoopeneducationalpractices AT cengizhakanaydin fromopeneducationalresourcestoopeneducationalpractices AT rajivjhangiani fromopeneducationalresourcestoopeneducationalpractices AT jamesglapagrossklag fromopeneducationalresourcestoopeneducationalpractices AT mpinemakoe fromopeneducationalresourcestoopeneducationalpractices AT dhaneswarharichandan fromopeneducationalresourcestoopeneducationalpractices |