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Human Rights and Social Justice through Open Educational Resources and Lifelong Learning
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作者 Ebba Ossiannilsson 《Macro Management & Public Policies》 2021年第1期27-36,共10页
A landmark in the realization of UNESCO’s Sustainability Goals,Education for All(SDG4),was passed when the organization’s Recommendation of Open Educational Resources(OER)was uniformly adopted in 2019.Now it is time... A landmark in the realization of UNESCO’s Sustainability Goals,Education for All(SDG4),was passed when the organization’s Recommendation of Open Educational Resources(OER)was uniformly adopted in 2019.Now it is time to transfer from the consciousness of OER to their mainstream realization at all levels,micro,meso,and macro,including all stakeholders,such as governments,institutions,academics,teachers,administrators,librarians,students,learners,and the civil service.The OER Recommendation includes five areas:building capacity and utilizing OER;developing supportive policies;ensuring effectiveness;promoting the creation of sustainable OER models;promoting and facilitating international collaboration;monitoring and evaluation.OER are valued as a catalyst for innovation and the achievement of UNESCO’s SDG 4,education for all,lifelong learning,social justice,and human rights.The OER Recommendation will be a catalyst for the realization of several other SDGs.Because access to quality OER concerns human rights and social justice,this Recommendation is vital.In 2020,the effects of the worldwide COVID-19 pandemic clearly demonstrated the importance of opening up education and the access to internationally recognized,qualified learning resources.This article describes and discusses how the promise of resilient,sustainable quality open education can be fulfilled in the new normal and the next normal. 展开更多
关键词 CATALYST COVID-19 Lifelong learning open educational resources OER UNESCO RESILIENCE SDG
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Digital resources for nursing education:Open courseware and massive open online courses 被引量:7
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作者 Valerie Swigart Zhan Liang 《International Journal of Nursing Sciences》 2016年第3期307-313,共7页
Open Courseware(OCW)and massive open online courses(MOOCs)are teaching and learning resources that are easily accessible to anyone with an Internet connection.OCW is digitally published learning content including full... Open Courseware(OCW)and massive open online courses(MOOCs)are teaching and learning resources that are easily accessible to anyone with an Internet connection.OCW is digitally published learning content including full and partial courses(syllabi,outlines,lectures in pdf or video,slides,reference lists,etc.),simulations,animations,tutorials,drills and practices,modules,podcasts,case studies,and quizzes.This content is free and can be adopted or adapted to the user's needs.MOOCs are online learning experiences taught by university professors using conventional educational tools including video lectures,interactive modules,assignments,study materials,discussion boards,quizzes and tests.MOOCs are offered free or at low cost for personal and professional learning,and as a supplement to classroom teaching.Many MOOCs and OCW focus on topics of interest to nursing,particularly to nurse educators.This article provides the reader with a brief history of the development of OCW and MOOCs,conceptual descriptions,and guidance about how to access and use these new online resources. 展开更多
关键词 open educational resources open courseware OCW Massive open online course MOOC Nursing education
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Achieve Intended Learning Outcomes and Improving Digital Literacy Skills for Practical-Based Subjects Using Online Teaching via Propagation of OER Materials
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作者 Ka Man Mok Prabrisha Sarkar +3 位作者 Shui Wing Ng Sumit Mandal Qing Chen Manas Kumar Sarkar 《Journal of Textile Science and Technology》 2023年第1期84-100,共17页
As professors are subjected to teaching their classes online due to the recent COVID-19, our local Hong Kong students find it difficult to consult their teachers, and ultimately would fail to achieve the intended lear... As professors are subjected to teaching their classes online due to the recent COVID-19, our local Hong Kong students find it difficult to consult their teachers, and ultimately would fail to achieve the intended learning outcomes, especially for practical-based subjects. In this research, students having online classes of a practical-based fabric design subject were encouraged to self-study from Open Educational Resource (OER) materials for a further and better understanding of their subject. Additionally, online materials were developed to improve students’ understanding via skill of digital literacy. Their learning progress was evaluated and compared to the face-to-face version. The majority of students found online classes combined with self-studying OER materials, potentially be a substitute for face-to-face classes. Most of the students further opined different OER videos assisted them without any face-to-face instructions in practical works, to develop new fabric samples from the inspiration. Analysis of test results, and comparison of students’ final grades with different learning modes, supported these phenomena. 展开更多
关键词 Online Teaching open educational resources Learning Outcome Fabric Design Textile Education Teaching Design Subjects
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