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Étiquette : open education

EN

Open Practices in Public Higher Education in Portugal: faculty perspectives

Posted on 7 mars 2019 by Hans Dillaerts

Authors : Paula Cardoso, Lina Morgado, António Teixeira In recent years, the Open Educational Resources (OER) and Open Access (OA) movements have been essential...

EN

Strategies for Supporting OER Adoption through Faculty and Instructor Use of a Federated Search Tool

Posted on 23 février 2019 by Hans Dillaerts

Authors: Talea Anderson, Chelsea Leachman INTRODUCTION Open educational resources (OER) are gaining traction in higher education and becoming accepted by academ...

EN

Exploring Initiatives for Open Educational Practices at an Australian and a Brazilian University

Posted on 15 décembre 2018 by Hans Dillaerts

Authors : Carina Bossu, Marineli Meier This paper explores some key developments in Open Educational Practices (OEP) in higher education in Australia and in Bra...

EN

Equipping the Next Generation for Responsible Research and Innovation with Open Educational Resources, Open Courses, Open Communities and Open Schooling: An Impact Case Study in Brazil

Posted on 15 décembre 2018 by Hans Dillaerts

Authors : Alexandra Okada, Tony Sherborne There has been an increasing number of projects and institutions promoting open education at scale through Open Educat...

EN

On the role of openness in education: A historical reconstruction

Posted on 9 octobre 2018 by Hans Dillaerts

Authors : Sandra Peter, Markus Deimann In the context of education, « open(ness) » has become the watermark for a fast growing number of learning materials and ...

EN

Open Education Science

Posted on 19 juillet 2018 by Hans Dillaerts

Authors : Tim van der Zee, Justin Reich Scientific progress is built on research that is reliable, accurate, and verifiable. The methods and evidentiary reasoni...

EN

Striving Toward Openness: But What Do We Really Mean?

Posted on 2 décembre 2017 by Hans Dillaerts

Author : Vivien Rolfe The global open education movement is striving toward openness as a feature of academic policy and practice, but evidence shows that these...

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