University Teachers and Open Educational Resources: Case Studies from Latin America

The Open Education movement has made efforts to systematise experiences and to evaluate the adoption of Open Educational Resources (OER). However, OER adoption is not part of the prevailing paradigm in higher education, both at the global level and in Latin America. This paper describes results of a...

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Autores principales:	Virginia Rodés, Adriana Gewerc-Barujel, Martín Llamas-Nistal
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	Open Educational Resources University Teachers Higher Education adoption Latin America Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/64f40fa348df4e01b4d2c2e4cbc3f471
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spelling	oai:doaj.org-article:64f40fa348df4e01b4d2c2e4cbc3f4712021-12-02T17:15:37ZUniversity Teachers and Open Educational Resources: Case Studies from Latin America10.19173/irrodl.v20i1.38531492-3831https://doaj.org/article/64f40fa348df4e01b4d2c2e4cbc3f4712019-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3853https://doaj.org/toc/1492-3831The Open Education movement has made efforts to systematise experiences and to evaluate the adoption of Open Educational Resources (OER). However, OER adoption is not part of the prevailing paradigm in higher education, both at the global level and in Latin America. This paper describes results of a study that analysed the social representations regarding the development, use, and reuse of OER by university teachers in their pedagogical practices. We conducted a study of 12 cases from Latin American universities using data analysis based on Grounded Theory. The results show that the use and reuse of OER lacks of public and institutional policies. The main agents are teachers organised in teams that support OER adoption. The reasons that encourage the creation of OER are mainly intrinsic, such as the pleasure derived from contributing and sharing, as well as external and related to professional development needs from the reflection on one’s own educational practice. Educators consider it essential to evaluate the resources created so that they can be reused in continuous improvement processes. Commercial use and misappropriation of the works are two of the main tensions identified. The community factor of teaching guides most behaviours in OER adoption in educational institutions and is presented as an inherent part of the development and transformation of the curriculum. Virginia RodésAdriana Gewerc-BarujelMartín Llamas-NistalAthabasca University PressarticleOpen Educational ResourcesUniversity TeachersHigher EducationadoptionLatin AmericaSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 1 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Open Educational Resources University Teachers Higher Education adoption Latin America Special aspects of education LC8-6691
spellingShingle	Open Educational Resources University Teachers Higher Education adoption Latin America Special aspects of education LC8-6691 Virginia Rodés Adriana Gewerc-Barujel Martín Llamas-Nistal University Teachers and Open Educational Resources: Case Studies from Latin America
description	The Open Education movement has made efforts to systematise experiences and to evaluate the adoption of Open Educational Resources (OER). However, OER adoption is not part of the prevailing paradigm in higher education, both at the global level and in Latin America. This paper describes results of a study that analysed the social representations regarding the development, use, and reuse of OER by university teachers in their pedagogical practices. We conducted a study of 12 cases from Latin American universities using data analysis based on Grounded Theory. The results show that the use and reuse of OER lacks of public and institutional policies. The main agents are teachers organised in teams that support OER adoption. The reasons that encourage the creation of OER are mainly intrinsic, such as the pleasure derived from contributing and sharing, as well as external and related to professional development needs from the reflection on one’s own educational practice. Educators consider it essential to evaluate the resources created so that they can be reused in continuous improvement processes. Commercial use and misappropriation of the works are two of the main tensions identified. The community factor of teaching guides most behaviours in OER adoption in educational institutions and is presented as an inherent part of the development and transformation of the curriculum.
format	article
author	Virginia Rodés Adriana Gewerc-Barujel Martín Llamas-Nistal
author_facet	Virginia Rodés Adriana Gewerc-Barujel Martín Llamas-Nistal
author_sort	Virginia Rodés
title	University Teachers and Open Educational Resources: Case Studies from Latin America
title_short	University Teachers and Open Educational Resources: Case Studies from Latin America
title_full	University Teachers and Open Educational Resources: Case Studies from Latin America
title_fullStr	University Teachers and Open Educational Resources: Case Studies from Latin America
title_full_unstemmed	University Teachers and Open Educational Resources: Case Studies from Latin America
title_sort	university teachers and open educational resources: case studies from latin america
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/64f40fa348df4e01b4d2c2e4cbc3f471
work_keys_str_mv	AT virginiarodes universityteachersandopeneducationalresourcescasestudiesfromlatinamerica AT adrianagewercbarujel universityteachersandopeneducationalresourcescasestudiesfromlatinamerica AT martinllamasnistal universityteachersandopeneducationalresourcescasestudiesfromlatinamerica
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University Teachers and Open Educational Resources: Case Studies from Latin America

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