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The book’s second section focuses on research and development issues for oer. It discusses the need for an alignment of the oer movement with other initiatives to improve educational systems. It identifies five main categories of research efforts: 1. oer creation, 2. organisation, 3. dissemination, 4. utilisation, and 5. interventions. Within these categories several critical aspects—needs—are discussed in greater detail.
Generally, oer is seen to have the potential of improving knowledge distribution world wide, when the issues mentioned are addressed. Communities of interest need to be formed to carry on the work in this direction. Furthermore, promotional activities to spread oer initiatives and usage are needed.
The discussion points and challenges raised are not the same for providers and users.The providers’ challenges include: suitable technologies, impact of oer, internal and external barriers, cross-organisational standards, involvement effort, appropriate use of oer, authorship, attribution, and incentives. Major issues of oer remain sustainabilityandintellectual property rights.
Learning objects and instructional design
The book has four sections. Section 1 discusses lessons learned and challenges identified. Section 2 addresses research and development issues. Section 3 discusses motivational aspects and incentives. Section 4 addresses priority issues.
Open educational resources reports on a series of online forums organised by the UNESCO International Institute for Educational Planning (IIEP) about open educational resources (oer) in 2005 and 2007. Here more than 600 participants from ninety countries report on oer history, achievements, issues and challenges from oer provider and user perspectives. The selection of approaches from developed and developing countries represents a broad range of perspectives and approaches.
In the era of Web 2.0, blogs are often used by educators as a tool to promote interaction within online communities. Related studies indicate the limitations of the knowledge sharing within teachers’ online communities (eg, Barab, MaKinster, Moor & Cunningham, 2001; Hou, Sung & Chang, 2009). The use of blogs for teachers’ professional development may promote teacher interaction and is an important issue that deserves exploration. In particular, what dimension and content of pedagogical knowledge are mainly shared on teachers’ blogs, and what are the limitations to interaction among teachers engaged in knowledge sharing? Examining the questions mentioned earlier will aid in the development of interactive strategies/tools for the promotion of teachers’ knowledge sharing on blogs (eg, using the observed limitations to provide advanced knowledge sharing interactive strategies or to help design automatic detecting/guiding modules for enhancing the knowledge interaction).
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