The Experts below are selected from a list of 299661 Experts worldwide ranked by ideXlab platform
Kenton Bell - One of the best experts on this subject based on the ideXlab platform.
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agent of socialization definition Open Education sociology dictionary
2016Co-Authors: Kenton BellAbstract:(noun) The lifelong process of learning the socially approved attitudes, behaviors, norms, and values associated with a sex, typically through early Education, family, media, and peers.
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feminization of poverty definition Open Education sociology dictionary
2015Co-Authors: Kenton BellAbstract:(noun) The tendency for more women to live in poverty compared to men, and the factors that contribute to this phenomenon.
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inductive model definition Open Education sociology dictionary
2015Co-Authors: Kenton BellAbstract:(noun) A research method in which a theory is induced through the collection of experiments or observations.
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ecological fallacy definition Open Education sociology dictionary
2014Co-Authors: Kenton BellAbstract:1. (noun) A mistake caused by assuming what is true for a group is true for the individual members of the group; 2. (noun) In statistical analysis, an error caused by inferring aggregate data remains true on an individual level.
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descriptive statistics definition Open Education sociology dictionary
2014Co-Authors: Kenton BellAbstract:(noun) The branch of statistics that describes, organizes, and summarizes quantitative data in a clear and concise way either graphically or numerically.
Daniel Burgos - One of the best experts on this subject based on the ideXlab platform.
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are moocs Open Educational resources a literature review on history definitions and typologies of oer and moocs
Open Praxis, 2019Co-Authors: Christian M Stracke, Stephen Downes, Grainne Conole, Daniel Burgos, Fabio NascimbeniAbstract:Open Education gained more visibility as a result of the emergence of Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This article discusses whether MOOCs should be considered as OER. Open Education and OER can be treated as two strands with different historical roots even though, in theory, OER are an aspect of Open Education. Different OER definitions and typologies are analyzed in relation to their dimensions and categorizations. Furthermore, the four conditions and two original categories of MOOCs are discussed, leading to a debate on their quality. It turns out that there are two perspectives on MOOCs: from an OER perspective, MOOCs as a product can be called OER. From an Open Education perspective, MOOCs are going beyond OER as enablers of Open Education and are understood as an innovative way of changing Education. These perspectives are reflected by the OpenEd Quality Framework. The short answer to our leading question is: sometimes, and it depends on your perspective.
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Open Educational resources and practices in china a systematic literature review
Sustainability, 2019Co-Authors: Ahmed Tlili, Fabio Nascimbeni, Ronghuai Huang, Tingwen Chang, Daniel BurgosAbstract:The concepts of Open Educational Resources (OER) and Open Educational Practices (OEP), regarded as two pillars of the broader Open Education movement, have been evolving since the concept of OER was first coined in the 2012 Paris Declaration. Several research studies have been conducted to investigate the impacts of OER and OEP adoption and implementation in universities. However, most of those studies have focused on western and developed countries, and little information is known about developing countries, especially Asian ones. Particularly, China was one of the first Asian countries to adopt Open Education and its related strategies following the MIT OpenCourseWare conference in Beijing in 2003. This study conducts a systematic literature review to investigate the current state of the art of OER and OEP in China. The findings show that several governmental, organizational, and institutional initiatives have been launched to facilitate OER adoption in China. They also show that while several OEPs have been implemented, there is still a continuous need to work on these practices and further investigate their impacts on learning outcomes and behaviors, as no current reviewed study has done so. Finally, a generic framework of OER and OEP challenges is presented along with recommendations to further enhance the adoption of OER and OEP in China.
Maria Soledad Ramirezmontoya - One of the best experts on this subject based on the ideXlab platform.
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challenges for Open Education with Educational innovation a systematic literature review
Sustainability, 2020Co-Authors: Maria Soledad RamirezmontoyaAbstract:Open Education can enrich learning environments and support the processes of Educational innovation. The objective of this article is to analyze the evidence published about Open Education in the period 2014–2019 to identify future challenges. We performed a Systematic Literature Review (SLR), identifying 245 articles on the topic of Open Education in the databases, Web of Science (WOS), and Scopus, from January 2014 to June 2019. We filtered to obtain the most relevant data by applying inclusion, exclusion, and quality criteria. The results yield information on (1) the characteristics of the publications; (2) the methodological trends; (3) the central and transversal dimensions of the topic; and (4) the innovative Educational practices that have been implemented. The article concludes with a presentation of the challenges that are linked to coverage, empirical evidence, co-creation, and innovation. The contribution of this research is to add value to the body of knowledge available to trainers, researchers, and decision-makers interested in Open Education and Educational innovation.
Ahmed Tlili - One of the best experts on this subject based on the ideXlab platform.
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Open Educational resources and practices in china a systematic literature review
Sustainability, 2019Co-Authors: Ahmed Tlili, Fabio Nascimbeni, Ronghuai Huang, Tingwen Chang, Daniel BurgosAbstract:The concepts of Open Educational Resources (OER) and Open Educational Practices (OEP), regarded as two pillars of the broader Open Education movement, have been evolving since the concept of OER was first coined in the 2012 Paris Declaration. Several research studies have been conducted to investigate the impacts of OER and OEP adoption and implementation in universities. However, most of those studies have focused on western and developed countries, and little information is known about developing countries, especially Asian ones. Particularly, China was one of the first Asian countries to adopt Open Education and its related strategies following the MIT OpenCourseWare conference in Beijing in 2003. This study conducts a systematic literature review to investigate the current state of the art of OER and OEP in China. The findings show that several governmental, organizational, and institutional initiatives have been launched to facilitate OER adoption in China. They also show that while several OEPs have been implemented, there is still a continuous need to work on these practices and further investigate their impacts on learning outcomes and behaviors, as no current reviewed study has done so. Finally, a generic framework of OER and OEP challenges is presented along with recommendations to further enhance the adoption of OER and OEP in China.
Nicole Will - One of the best experts on this subject based on the ideXlab platform.
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innovation opportunities for academic libraries to support teaching through Open Education a case study at tu delft the netherlands
New Review of Academic Librarianship, 2019Co-Authors: M De Jong, M E Munnik, Nicole WillAbstract:Opportunities are presented for academic libraries to enrich their products and services through facilitating Open Education in higher Education, in an overview of good practices. A case study of Open textbook publishing was performed at TU Delft to study how these products and services could stimulate educators to adopt Open Education. A simplified user acceptance model of innovation was developed and applied to the case study, to study the educator’s mind-set before and after they published an Open textbook with the support of the TU Delft Library. Using the insights that were gained from the case study and from good practices of other university libraries, recommendations are presented for professionalizing products and services by academic libraries to facilitate the adoption of Open Education into the Educational practice and to develop institutional policies and regulations that support educators with these practices.
