Abstract
Open Educational Resources have emerged as important elements of education in the contemporary society, promoting life-long and personalized learning that transcends social, eco- nomic and geographical barriers. To achieve the potential of OERs and bring impact on education, it is necessary to increase their development and supply. However, one of the current challenges is how to produce quality and relevant OERs to be reused and adapted to different contexts and learning situations. In this paper we proposed an agile method for the development of OERs – AM-OER, grounded on agile practices from Software Engineering. Learning Design practices from the OULDI project (UK Open University) are also embedded into the AM-OER aiming at improving quality and facilitating reuse and adaptation of OERs. In order to validate AM-OER, an experiment was conducted by applying it in the development of an OER on software testing. The results showed preliminary evidences on the applicability, effectiveness and ef ciency of the method in the development of OERs.
Highlights
Open Educational Resources (OERs) have been gaining importance for promoting lifelong and personalized learning, helping to break demographic, economic, and geographic educational boundaries (Yuan et al, 2008)
RQ1 aimed at assessing the effectiveness of AM-OER compared to the AD-HOC method
To explore the applicability of AM-OER in the development of OERs we investigated a set of research questions covering three perspectives: (1) appropriateness/usefulness: the level in which the method offers adequate support and guide the development of OERs; (2) ease of use: the level in which the method is easy to be used, especially by non-specialist in the development of OERs; and (3) satisfaction: the level in which the participants wish to use the method in future projects and would recommend it
Summary
Open Educational Resources (OERs) have been gaining importance for promoting lifelong and personalized learning, helping to break demographic, economic, and geographic educational boundaries (Yuan et al, 2008). OERs refer to digital materials provided freely and openly for educators, learners/self-learners to be (re)used with the purpose of teaching, learning and research (OECD, 2007). They range from lecture notes, images or audio and video files up to course materials, full courses and textbooks, as well as any software or other tools, materials or techniques used to support the construction and access to knowledge. OERs open new possibilities for the production and dissemination of knowledge, while promoting an adaptive learning environment, suitable for each individual needs. One of the challenges faced by developers and practitioners of OERs has been how to produce quality and relevant materials that can be reused and adapted in different contexts and learning situations. The design and quality of available OERs have been hindering their potential for (re)use, constituting issues that need more attention (OPAL, 2011; Conole, 2013)
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