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...
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| Veröffentlicht in: | URI:https://journals.openedition.org/dms, |
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| Hauptverfasser: | , , , , , , , , |
| Format: | Article ou chapitre numérique |
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Distances et médiations des savoirs
2020
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| Online Zugang: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
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openedition-oai:revues.org:dms_5393 |
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openedition |
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OpenEdition Journal |
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Article ou chapitre numérique |
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0/Bibliothèque numérique/ 1/Bibliothèque numérique/OpenEdition Journals/ |
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REL COVID-19 PEL éducation libre ODD OER OEP COVID-19 Open Education SDG COVID-19 REA PEA Educación abierta ODS |
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REL COVID-19 PEL éducation libre ODD OER OEP COVID-19 Open Education SDG COVID-19 REA PEA Educación abierta ODS Ossiannilsson, Ebba Zhang, Xiangyang Wetzler, Jennryn Gusmão, Cristine Aydin, Cengiz Hakan Jhangiani, Rajiv Glapa-Grossklag, James Makoe, Mpine Harichandan, Dhaneswar From Open Educational Resources to Open Educational Practices |
| 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. |
| author |
Ossiannilsson, Ebba Zhang, Xiangyang Wetzler, Jennryn Gusmão, Cristine Aydin, Cengiz Hakan Jhangiani, Rajiv Glapa-Grossklag, James Makoe, Mpine Harichandan, Dhaneswar |
| author_facet |
Ossiannilsson, Ebba Zhang, Xiangyang Wetzler, Jennryn Gusmão, Cristine Aydin, Cengiz Hakan Jhangiani, Rajiv Glapa-Grossklag, James Makoe, Mpine Harichandan, Dhaneswar |
| author_sort |
Ossiannilsson, Ebba |
| title |
From Open Educational Resources to Open Educational Practices |
| title_short |
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_sort |
from open educational resources to open educational practices |
| publisher |
Distances et médiations des savoirs |
| publishDate |
2020 |
| container_title |
URI:https://journals.openedition.org/dms |
| url |
https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.4000/dms.5393 https://ezproxy.univ-orleans.fr/login?url=https://journals.openedition.org/dms/5393 |
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1877293866398253056 |
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openedition-oai:revues.org:dms_5393 https://doi.org/10.4000/dms.5393 urn:doi:10.4000/dms.5393 https://journals.openedition.org/dms/5393 2020-10-24T02:00:00Z info:eu-repo/semantics/openAccess article info:eu-repo/semantics/article urn:handle:20.500.13089/f8ic https://creativecommons.org/licenses/by-sa/4.0/ From Open Educational Resources to Open Educational Practices Distances et médiations des savoirs CNED-Centre national d'enseignement à distance info:eu-repo/semantics/reference/issn/2264-7228 URI:https://journals.openedition.org/dms Ossiannilsson, Ebba Zhang, Xiangyang Wetzler, Jennryn Gusmão, Cristine Aydin, Cengiz Hakan Jhangiani, Rajiv Glapa-Grossklag, James Makoe, Mpine Harichandan, Dhaneswar REL COVID-19 PEL éducation libre ODD OER OEP COVID-19 Open Education SDG COVID-19 REA PEA Educación abierta ODS 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. Au cours des dernières années, les ressources éducatives libres (REL) et les pratiques éducatives libres (PEL) ont accru l'accès à l'éducation et l’ont rendue plus abordable dans le monde entier. La synergie REL-PEL reflète donc une stratégie prometteuse pour l'accès à l'éducation. Malgré des progrès, les recherches suggèrent la nécessité de mettre un accent concerté sur le passage de la sensibilisation à la mise en œuvre effective. Cet article analyse le statut actuel des REL-PEL conjointement avec la réponse éducative au COVID-19, avec des études cas en Afrique, au Brésil, au Canada, en Chine, Suède et Turquie. Les ambassadeurs de l'ICDE pour la promotion mondiale des REL et les membres du comité de promotion des REL de l'ICDE (auteurs) soutiennent que, dans les pays étudiés, il existe un besoin important et une plus grande réceptivité pour élargir l'accès à l'éducation par le biais des REL et des PEL. Pour répondre aux besoins de la crise de l'éducation liée au COVID-19, et pour apporter des améliorations éducatives sur le long terme, les pays devraient mieux utiliser la recommandation de l'UNESCO sur les REL de novembre 2019. Ils y perçoivent une opportunité de déplacer les REL-PEL pour une éducation durable et résiliente et de faire évoluer le cadre politique pour soutenir un tel mouvement. L'article se termine par quelques observations sur la voie à suivre pour cela. Durante los últimos años, los Recursos Educativos Abiertos (REA) y las Prácticas Educativas Abiertas (PEA) han aumentado el acceso educativo y la asequibilidad en el mundo. La sinergia REA-PEA refleja una estrategia prometedora para el acceso a la educación. A pesar del progreso, investigaciones sugieren la necesidad de enfoque para pasar de la sensibilización a la implementación. Este artículo analiza el estado actual de REA y PEA juntamente con la respuesta educativa a COVID-19 por parte de proveedores educativos de África, Brasil, Canadá, China, Suecia y Turquía. Los Embajadores de ICDE para la defensa global de REA, y los miembros del Comité de Defensa de REA de ICDE (autores) sostienen que, en los países estudiados, existe una necesidad y receptividad para expandir el acceso a la educación a través de REA y PEA. Para abordar las necesidades de la crisis educativa de COVID-19 y realizar mejoras educativas a largo plazo, los países deben aprovechar los apoyos de políticas y los pasos ofrecidos por la Recomendación de REA de la UNESCO. Se ve oportunidad para mover REA-PEA para una educación sostenible y resiliente y la política internacional para apoyar dicho trabajo. El artículo concluye con observaciones sobre el camino a seguir. |