Sharing Resources in Open Educational Communities

• Tosato, Paolo ^[1] ; Carramolino Arranz, Beatriz ^[2] ; Rubia Avi, Bartolomé ^[2]
  1. [1] Ca Foscari University of Venice

     Ca Foscari University of Venice

     Venezia, Italia

     
  2. [2] Universidad de Valladolid

     Universidad de Valladolid

     Valladolid, España

     
• Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 3, Nº. 2, 2014 (Ejemplar dedicado a: June. Special Issue), págs. 206-231
• Idioma: inglés
• DOI: 10.4471/qre.2014.45
• Títulos paralelos:
  • Compartiendo Recursos en Comunidades Educativas Abiertas
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    La difusión de Internet y los últimos desarrollos Web han potenciado los vínculos entre profesores, estudiantes e instituciones, así como la creación y compartición de nuevos Recursos Educativos Abiertos (REAs). A pesar de ello, muchos proyectos y esfuerzos de investigación han prestado especial atención a la distribución del contenido, centrándose en su formato y descripción, si tener en cuenta las relaciones entre estos materiales y las comunidades de profesores online. Este artículo enfatiza la importancia de compartir recursos en Comunidades Educativas Abiertas (CEAs), analizando del rol de los REAs y de las CEAs en la formación permanente del profesorado. Investigando el uso actual de ambos, nos planteamos descubrir si su interconexión permite generar una aproximación adecuada para apoyar la compartición de recursos entre profesores y para promover nuevas prácticas educativas. A través de dos encuestas, en las que participaron más de 300 personas de procedencia europea, ha sido posible resaltar la dificultad de estimular la colaboración entre profesores, ya sea de forma presencial u online. En cualquier caso, cuando existe colaboración, parece ser una forma eficaz de promover el aprendizaje formal e informal de los profesores y la innovación en sus prácticas profesionales

  • English

    The spread of Internet and the latest Web developments have facilitated the connection between teachers, learners and institutions, as well as the creation and sharing of new open educational resources (OERs). Despite this, many projects and researches paid more attention on content distribution, focusing on their format and description, omitting the relationship between these materials and the collaborative environments. In this article we sustain that is more important to share resources in open educational communities (OEC) than in open educational repositories, establishing a relationship between OERs and collaborative environments, promoting the qualification of social activities and the creation of networks among users. Notwithstanding, a couple of surveys that involved more than 300 teachers at European level have highlighted how stimulating collaboration among teachers, both online and in presence, is not simple; even if, when this happens, it seems to be a good way to promote formal and informal learning, and innovation in professional practices. As it is possible to infer from the surveys’ data, users can significantly improve the efficiency of their learning if they take active part in a network, which can act as a support to help teachers to address the new challenges of the digital era.

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