Validation of a Rubric to Evaluate Open Educational Resources for Learning.

Anabel De La Rosa Gómez,José Manuel Meza Cano,Germán Alejandro Miranda Díaz

doi:10.3390/bs9120126

Abstract

Open Educational Resources (OERs) include different web formats, such as audio, video, images and text that can be modified, redistributed and used for learning about a specific topic, however, it became pertinent to create an OER evaluation tool with content validity. The present work gives an account of the content validation process using a 41-criteria rubric, each one with three performance levels, developed from a documentary search on relevant aspects to be included in a learning object. Six expert judges were contacted and decided whether each criterion was essential, useful but not essential or not necessary. Based on this, the Content Validity Reason (CVR) was calculated, obtaining 32 validated criteria. Among some conclusions, it can be mentioned that the validation process of contents allowed the identification of those criteria that require modifications or, if necessary, can be discarded to increase the validity of the heading in its whole.

Highlights

The Open Educational Resources (OERs) are digital materials with the characteristic of being accessible for educators and users who wish to use or reuse them to learn about a specific topic, for research or teaching
Are the criteria for the heading, the Content Validity Reason (CVR), I-Content Validity (CVI) and Kappa of each item according to the expert panel
The process by which the rubric was structured required an attentive analysis of the sources

Summary

Introduction

The Open Educational Resources (OERs) are digital materials with the characteristic of being accessible for educators and users who wish to use or reuse them to learn about a specific topic, for research or teaching. The characteristic of being open allows the freedom to use them, study the content and apply the knowledge acquired through them, in addition to redistributing them and making changes or improvements [1]. The creation of educational resources and materials raises an important question about the relevance to the target population, their content and the way in which they are distributed. Some authors [2] mention that there are elements that must be taken care of to communicate the information and generate in the student the expected improvement in the learning processes, always taking into account quality criteria in the OERs for their development. It is necessary to care for important quality criteria for their development, dissemination and implementation

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Conclusion