Kozinska, K.; Kursun, E.; Wilson, T.; McAndrew, P.; Scanlon, E. and Jones, A.
PDF (Version of Record)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
|Google Scholar:||Look up in Google Scholar|
Increased interest in more open approaches to learning, in particular Open Educational Resources is reflected in the programmes of international organisations, national initiatives and the actions of individual institutions. However, while some see OER as an indicator of the future of learning, others are much more sceptical and doubt their long-term success. This paper considers the vision of OER as part of future learning solutions in the society driven by technology and knowledge. Supported by an examination of specific national contexts and linked to research from relevant initiatives arguments in favour of using OER are outlined. These include their value in both developing and developed countries, and flexible ways of use in structured courses and in informal, learner-driven environments. This is balanced by highlighting concerns that relate mainly to current issues of certification, quality and intellectual property rights, but also potential problems such as the lack of instructor-learner interaction and the dominance of OER initiatives from English-speaking universities. The paper concludes that OER have an immense potential as long as the elements that contribute to their success are identified and harnessed, and barriers effectively dealt with.
|Item Type:||Conference Item|
|Copyright Holders:||2010 The Authors|
|Academic Unit/School:||Faculty of Wellbeing, Education and Language Studies (WELS)
Learning Teaching and Innovation (LTI)
Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Users 9543 not found.|
|Date Deposited:||12 Apr 2010 14:27|
|Last Modified:||09 Feb 2017 09:18|
|Share this page:|
Download history for this item
These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.