Celso José da Costa

Construindo Políticas de Abertura a partir dos Recursos Educacionais Abertos: Uma Análise do Sistema Universidade Aberta do Brasil / Building Open Policy through Open Educational Resources: An analysis of the Open University of Brazil System

espanolRecursos Educacionais Abertos (REA) e praticas associadas sao regularmente identificados como catalisadores de maior equidade, inclusao e acesso a educacao superior. Apresentamos uma investigacao sobre a producao e disseminacao de recursos educacionais em oito Instituicoes de Ensino Superior que fazem parte do Sistema Universidade Aberta do Brasil (UAB). Partindo de entrevistas, grupos focais e de analise documental, buscamos entender a sua trajetoria, atividades e perspectivas em relacao a elementos-chave da adocao de REA. Identificamos interesse e anseio pela abertura de recursos, praticas colaborativas e intercâmbio informal de recursos, o uso de licencas abertas em repositorios locais, e tentativas na construcao de politicas institucionais relacionadas a REA. Por outro lado, identificamos dificuldades com relacao a institucionalizacao da UAB e da educacao a distância, limitado apoio tecnico e financeiro para colaboracao e reuso, e falta de politicas governamentais e institucionais para compartilhamento e reuso. A falta de articulacao resulta em praticas informais e isoladas. A nao ser quando fomentado pelo governo federal, a maioria das iniciativas sao locais e muitas, de curto prazo. Finalizamos com uma discussao sobre atividades recentes para promocao de abertura, incluindo um modelo unico para licenciamento de recursos, mecanismos para compartilhamento de recursos e formacao continuada sobre abertura. EnglishOpen Educational Resources (OER) and associated practices are often positioned as catalysts in increasing equality, inclusion and access to higher education. We present an investigation on the production and dissemination of educational resources at eight Higher Education Institutions that are part of the Open University of Brazil System. Through interviews, focus groups and an analysis of published documents, we aimed to understand their track record, activities and perspectives in regards to core elements of OER adoption. We identified an overall interest and willingness to share resources, collaborative practices and informal exchange of resources, the use of open licensing in local repositories, and attempts at institutional policy making surrounding OER. On the other hand, there were difficulties related to the limited institutionalization of UAB and of distance education, limited financial and technical mechanisms for collaboration and reuse, and a lack of institutional and governmental policy to support sharing and reuse. The lack of coordination around these practices has meant much informal and isolated practices. Unless fomented by the federal government, most initiatives are local, many of which, short-lived. We finalize by discussing recent activities promoting openness including a central standard licensing scheme, mechanisms for sharing resources, and professional development around openness.

Development of Financial Education In Open And Distance Learning: The Approach Of Federal Fluminense University

Distance education spreads knowledge and provides information to millions of people worldwide. Such kind of teaching became popular and expands education in remote locations, besides reaching people who cannot afford tuition fees neither have availability or financial resources to travel long distances between work and school. In the usual outcome, the individual would emphasize work in order to sustain his/her family. Distance learning enables development of students who invariably seek professional growth, adding value in his/her career. It also has the function of inclusion at all levels of learning. A survey was conducted for a sample of 123 students, who attended an introductory course of finance. The aim of this study is to test, through the behavior of social statistics and economic surveys, the acceptance of Open and Distance Learning (ODL) students to the study of financial education, trying to identify disabilities and propose new approaches, which minimize this impact. The results were also used to elaborate the material that will be offered in the future lectures.Distance education spreads knowledge and provides information to millions of people worldwide. Such kind of teaching became popular and expands education in remote locations, besides reaching people who cannot afford tuition fees neither have availability or financial resources to travel long distances between work and school. In the usual outcome, the individual would emphasize work in order to sustain his/her family. Distance learning enables development of students who invariably seek professional growth, adding value in his/her career. It also has the function of inclusion at all levels of learning. A survey was conducted for a sample of 123 students, who attended an introductory course of finance. The aim of this study is to test, through the behavior of social statistics and economic surveys, the acceptance of Open and Distance Learning (ODL) students to the study of financial education, trying to identify disabilities and propose new approaches, which minimize this impact. The results were also used to elaborate the material that will be offered in the future lectures.