Rethinking the Creation of Open Educational Resources: A Model for Virtual Learning Platforms in Higher Education

Vista sencilla de ítem
dc.contributor.affiliationArango-Vasquez S.I., University of Medellín, Faculty of Communication, Medellín, 050010, Colombia
dc.contributor.affiliationManrique-Losada B., University of Medellín, Faculty of Engineering, Medellín, 050010, Colombia
dc.contributor.affiliationQuiceno-Castaneda B.E., University of Medellín, Faculty of Communication, Medellín, 050010, Colombia
dc.contributor.affiliationMoreira F., Universidade Portucalense, REMIT, IJP, Porto, 4200-072, Portugal, Universidade de Aveiro, IEETA, Aveiro, 3810-193, Portugal
dc.contributor.authorArango-Vasquez S.I.
dc.contributor.authorManrique-Losada B.
dc.contributor.authorQuiceno-Castaneda B.E.
dc.contributor.authorMoreira F.
dc.date.accessioned2024-12-27T20:52:04Z
dc.date.available2024-12-27T20:52:04Z
dc.date.issued2024
dc.descriptionThe evolution and transformation from traditional to digital education have highlighted the need to produce open-access content. Open Educational Resources (OERs) are materials shared in freely accessible repositories for using by professors, students, and researchers in educational contexts. The low production of OERs has led to research efforts to understand the causes and propose alternatives to foster the creation of OERs published on freely accessible platforms. This article presents a model where several aspects, principles, and components are reenvisioned to create and produce OERs from virtual platforms. The model was validated on the Uvirtual-Abierta platform of the University of Medellín in Colombi, as an Open Access virtual platform, a based on the results obtained from such research. The research was conducted from a qualitative perspective with a hermeneutic methodological approach, allowing the identification of four principles for the model: interaction, mediation, autonomy, and flexibility, as well as three components: pedagogical, production, and technological. We highlighted that to implement a model for the creation of OERs on virtual platforms, the following elements are necessary: institutional policies for open access to content, pedagogical and didactic guidelines to produce open content, training processes for professors to create resources and procedures for implementing OERs on freely accessible platforms. © 2013 IEEE.
dc.identifier.doi10.1109/RITA.2024.3458860
dc.identifier.instnameinstname:Universidad de Medellínspa
dc.identifier.issn19328540
dc.identifier.reponamereponame:Repositorio Institucional Universidad de Medellínspa
dc.identifier.repourlrepourl:https://repository.udem.edu.co/
dc.identifier.urihttp://hdl.handle.net/11407/8712
dc.language.isoeng
dc.publisher.facultyFacultad de Comunicaciónspa
dc.publisher.facultyFacultad de Ingenieríasspa
dc.publisher.programComunicación y Relaciones Corporativasspa
dc.publisher.programIngeniería de Sistemasspa
dc.relation.citationendpage148
dc.relation.citationstartpage140
dc.relation.citationvolume19
dc.relation.isversionofhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85206460073&doi=10.1109%2fRITA.2024.3458860&partnerID=40&md5=68f686242d60b56cbb0f12244682a968
dc.relation.referencesArango-Vasquez S., Manrique-Losada B., Quiceno-Castaneda B., Recursos educativos digitales abiertos: Un desafío para democratizar el conocimiento en países en vía de desarrollo, Alfabetización Mediática Crítica: Desafíos Para el Siglo XXI, pp. 34-66, (2023)
dc.relation.referencesLa Encrucijada de la Educación en América Latina y el Caribe: Informe Regional de Monitoreo ODS4-Educación 2030, (2024)
dc.relation.referencesCOVID-19 y Educación Superior: De Los Efectos Inmediatos al Día Después, (2024)
dc.relation.referencesBrian S., Lambrechts M., Rebuilding education systems after COVID-19, Atlas of Sustainable Development Goals, (2023)
dc.relation.referencesKaufman A., Modelación, (1996)
dc.relation.referencesEscudero J., Modelos Didácticos, (1981)
dc.relation.referencesGimeno J., El Curriculum: Una Reflexión Sobre la Práctica, (1988)
dc.relation.referencesMoran L., Criterios para análisis comparativo de modelos y diseños educativos, Educación y Educadores, 11, 2, pp. 139-158, (2008)
dc.relation.referencesAlligood K., Sauer T., Yorke J., Chaos: An introduction to dynamical systems, 3A Impresión Corregida, (1996)
dc.relation.referencesAguilera T., Modelo, (2000)
dc.relation.referencesManrique-Losada B., Arango-Vasquez S.I., Virtual platform for the Institución universitaria digital de antioquia-colombia, Proc. 15th Iberian Conf. Inf. Syst. Technol. (CISTI), pp. 1-6, (2020)
dc.relation.referencesLa Educación Superior en el Siglo XXI: Visión y Acción. Conferencia Mundial sobre la Educación Superior en el Siglo XXI
dc.relation.referencesArango-Vasquez S.I., Manrique-Losada B., Restrepo E., Becerra R., Creación de Recursos Educativos Abiertos en Educación Virtual: Modelo, Teoría y Práctica, (2020)
dc.relation.referencesNascimbeni F., Burgos D., In search for the open educator: Proposal of a definition and a framework to increase openness adoption among university educators, Int. Rev. Res. Open Distrib. Learn., 17, 6, pp. 1-17, (2016)
dc.relation.referencesBeltran Hernandez De Galindo M.D.J., Ramirez-Montoya M.S., Innovación en el diseño instruccional de cursos masivos abiertos (MOOC’s) para desarrollar competencias de emprendimiento en sustentabilidad energética, Edu. Knowl. Soc. (EKS), 20, (2019)
dc.relation.referencesMcAuley A., Stewart B., Siemens G., Cormier D., The MOOC Model for Digital Practice, (2010)
dc.relation.referencesFelder R.M., Uses, misuses, and validity of learning styles, Adv. Eng. Educ., 8, 1, pp. 1-16, (2020)
dc.relation.referencesKolb D.A., Learning styles and disciplinary differences, The Modern American College, (1981)
dc.relation.referencesFleming N.D., Mills C., Helping students understand how they learn, The Teaching Professor, 7, 4, (1992)
dc.relation.referencesHoney P., Mumford A., The learning Styles Helper’s Guide, (2000)
dc.relation.referencesAbdrasheva D., Escribens M., Sabzalieva E., Nascimento D.V., Yerovi C., Reanudación o reforma? Seguimiento del impacto global de la pandemia de COVID-19 en la educación superior tras dos años de disrupción, Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura,, (2022)
dc.relation.referencesGarcia Marcos C.J., Cabero Almenara J., El diseño instruccional inverso para un recurso educativo abierto en la Formación profesional española: El caso de web apps project, Edu. Knowl. Soc. (EKS), 18, 2, pp. 19-32, (2017)
dc.relation.referencesConole G., Designing effective MOOCs, Educ. Media Int., 52, 4, pp. 239-252, (2015)
dc.relation.referencesCachero-Gonzalez M.L., Medina-Rivilla A., Dominguez-Garrido M.C., Medina-Dominguez M., The learning platform in distance higher education: Students’ perception, Turkish Online J. Distance EducationTOJDE, 20, 1, pp. 71-95, (2019)
dc.relation.referencesStagg A., La adopción de los recursos educativos abiertos: Un continuo de práctica abierta, RUSC. Universities Knowl. Soc. J., 11, 3, pp. 60-175, (2014)
dc.relation.referencesQuiroz J.S., Castillo D.M., Una propuesta de modelo para introducir metodologías activas en educación superior, Innovación Educativa, 17, 73, pp. 117-131, (2017)
dc.relation.referencesBucchiarone A., Et al., Towards personalized learning paths to empower competence development in model driven engineering through the ENCORE platform, Proc. ACM/IEEE Int. Conf. Model Driven Eng. Lang. Syst. Companion (MODELS-C), pp. 122-129, (2023)
dc.relation.referencesVazquez-Ingelmo A., Garcia-Holgado A., Garcia-Penalvo F.J., Chiarello F., Usability study of a pilot database interface for consulting open educational resources in the context of the ENCORE project, Learning and Collaboration Technologies (Lecture Notes in Computer Science), 14040, pp. 420-429, (2023)
dc.relation.referencesElias M., Oelen A., Tavakoli M., Kismihok G., Auer S., Quality evaluation of open educational resources, Proc. Eur. Conf. Technol. Enhanced Learn. Cham, pp. 410-415, (2020)
dc.relation.referencesE-Learning Course Quality Checklist, (2024)
dc.relation.referencesHickey A., Urban A., Karsten E., Drivers of quality in online learning
dc.relation.referencesKiraly P., Buchler M., Measuring completeness as metadata quality metric in Europeana, Proc. IEEE Int. Conf. Big Data, 1, pp. 2711-2720, (2018)
dc.relation.referencesBautista P., Proceso de la Investigación Cualitativa, Epistemología, Metodología y Aplicaciones, (2011)
dc.relation.referencesGadamer H.G., Verdad y Método II, (1992)
dc.relation.referencesVasquez C.P., Ricaurte A., Arango S.I., Interacciones comunicativas en un entorno virtual de aprendizaje, Revista Virtual Universidad Católica del Norte, 28, 1, pp. 1-23, (2009)
dc.relation.referencesEisner E., Cognición y Currículo, (1994)
dc.relation.referencesFainholc B., La Interactividad Pedagógica en la Educación a Distancia, (1999)
dc.relation.referencesKant E., Crítica de la Razón Pura, (1961)
dc.relation.referencesMartinez B., Poder y conciencia, Cuadernos de Pedagogía, 1, 253, pp. 78-84, (1996)
dc.relation.referencesLittle D., Introduction: Reconstructing learner and teacher autonomy in language education, Reconstructing Autonomy in Language Education, 1, pp. 1-13, (2007)
dc.relation.referencesDiaz M., Flexibilidad y Educación Superior en Colombia, (2002)
dc.relation.referencesDownes S., Connectivism and Connective Knowledge, Essays on Meaning and Learning Networks, (2023)
dc.relation.referencesSiemens G., A Learning Theory for the Digital Age, (2023)
dc.relation.referencesParis S.G., Paris A.H., Classroom applications of research on self-regulated learning, Educ. Psycholog., 36, 2, pp. 89-101, (2001)
dc.relation.referencesGarcia-Penalvo F.J., Em sistema universitario ante la COVID-19: Retrospectiva y prospectiva de la transformación digital, Transformación Digital de las Universidades. Hacia un Futuro Postpandemia, 12, pp. 142-148, (2022)
dc.relation.referencesPadilla-Zea N., Et al., Catch the open! A gamified interactive immersion into open educational practices for higher education educators, Frontiers Psychol, 13, 2022
dc.relation.referencesGarcia-Holgado A., Et al., Handbook of Successful Open Teaching Practices
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccess
dc.sourceRevista Iberoamericana de Tecnologias del Aprendizaje
dc.sourceRev. Iberoam. Technol. Aprendizaje
dc.sourceScopus
dc.subjectEducational modeleng
dc.subjectMassive open online courseseng
dc.subjectOpen educational resourceseng
dc.subjectVirtual learning platformseng
dc.subjectVirtual environmentseng
dc.subjectEducational contexteng
dc.subjectEducational modellingeng
dc.subjectHigh educationseng
dc.subjectLearning platformeng
dc.subjectMassive open online courseeng
dc.subjectOpen educational resourceseng
dc.subjectOpenAccesseng
dc.subjectVirtual learningeng
dc.subjectVirtual learning platformeng
dc.subjectVirtual platformeng
dc.titleRethinking the Creation of Open Educational Resources: A Model for Virtual Learning Platforms in Higher Educationeng
dc.typeArticle
dc.type.localArtículo de revistaspa
dc.type.versioninfo:eu-repo/semantics/publishedVersion

Archivos

Colecciones

Indexados Scopus