Author : SuBeom Kwak
Since 2005, open educational resources (OER) have played a key role in K-12 education in South Korea; so far, however, there has been little discussion about OER efficacy in South Korean K-12 education.
In the meantime, South Korean education has been attracting a lot of interest around the world. Former U.S. President Obama’s comments about South Korean education might also be caused by South Korean students’ academic performance evaluated by international large-scale assessments such as the Program for International Student Assessment (PISA).
This article uses an ethnographic perspective to explore the experiences of teachers and students in the Korean context. The analysis of the findings shows how teachers adopt and adapt OER for their 12th grade (the final year of secondary school) Korean language arts classes.
Through classroom observations, interviews, and questionnaires, this exploration revealed that nearly 92% of the students perceived OER as beneficial to their studies and that teachers were spurred on to orchestrate differentiated instructional plans by OER.
We argue that there is significant value to using OER in the formal educational curriculum, but that a lack of knowledge of how to adapt OER restricts how their potential is realized in practice. We identify implications for maximizing OER adaptation and successful usage of OER in K-12 education.
URL : How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives
Alternative location : http://www.irrodl.org/index.php/irrodl/article/view/2977
Authors : Sydney Thompson, Lillian S. Rigling, Will Cross, John Vickery
The North Carolina State University Libraries has long recognized the financial burden textbook costs place on students.
By crosswalking information on use of our textbook collection with textbook cost and course enrollment data, we have begun to map the environment for textbook use at the university and identified opportunities for faculty outreach in promoting alternatives to traditional textbooks, including our Alt-Textbook program.
This article describes our programs, our investigation of textbook use patterns, and how we are using these data to inform our practice.
URL : http://ir.lib.uwo.ca/wlpub/62/
OERs in Context – Case Study of Innovation and Sustainability of Educational Practices at the University of Mauritius :
« Over the recent years, there has been a growing interest in Open Educational Resources (OER). A similar trend was observed about a decade ago in the concept of Learning Objects, which inevitably faded without really making an impact in real-world educational contexts. A number of repositories were created that contain thousands of learning objects. However, on the consumption side, very little is known in terms of their implementations and impacts on teaching and learning. The same phenomenon is observed with Open Education Educational resources which are by definition learning objects but they are freely available resources available for educators and practitioners to use, reuse, remix and re-contextualise in local contexts. While the use of OER is widespread among educators (similarly to learning objects), however they often happen in discretion, isolation and not really in well-established frameworks (pedagogical, economical and institutional). This paper presents a case study of how OERs have been included in a sustainable and innovative teaching and learning model in three online courses at Diploma, Bachelor and Masters Level. It shows how the inclusion of OERs helped maintain a good quality level, sustain a viable economic model with reduction of tuition fees for learners, increase access and achieve the intended learning outcomes without any negative impact on the learners’ experience. »
URL : http://www.eurodl.org/?p=current&article=419