Javiera Atenas

Model for democratisation of the contents hosted in MOOCs

Massive Online Open Courses (MOOCs) have emerged as a new educational tool in higher education, based on gratuity, massiveness and ubiquity. Essentially they suggest an evolution of the Open Learning Movement based on principles of reusing, revising, remixing and redistributing open educational resources (OER). However, in contrast with the content of OERs, content hosed in MOOCs tends to be paywalled and copyrighted, which restricts its reuse. Philosophically, the main problem with MOOCs is the inaccessibility and inadaptability of their resources, challenging democratic open access to knowledge. A number of authors and organisations consider it an ultimate necessity to open up MOOC resources. Therefore in this paper three strategies to open up MOOC contents are proposed: to deposit the materials in repositories of OER (ROER) as individual objects, to archive them in ROER in data packages as learning units or to convert them into OpenCourseWare (OCW) as self-taught courses.ResumenLos cursos online masivos y abiertos (MOOC por Massive Online Open Courses) son la materialización de un nuevo escenario formativo en la educación superior fundamentado en la gratuidad, la masividad y la ubicuidad. En su esencia suponen una evolución del movimiento de aprendizaje abierto (Open Learning Movement), cuyos principios son la reutilización, revision, remezcla y redistribución de los recursos educativos abiertos (REA). Pero a diferencia de estos, en los MOOC los contenidos están cerrados y protegidos bajo copyright, por lo que sus materiales no pueden ser reutilizados. Criticados desde diferentes puntos de vista, desde la perspectiva de la filosofía REA, el principal problema que presentan es que sus recursos no sean accesibles, modificables y traducibles, lo que impide la democratización y el acceso libre del conocimiento. Por ello diferentes autores e instancias consideran necesaria la apertura de los contenidos de los MOOC y en este artículo se proponen tres estrategias para abrir los contenidos: depositar los materiales en repositorios de REA, archivarlos como objetos individuales en repositorios de REA como paquetes de datos y su conversión a Open Courseware, como cursos de autoaprendizaje.

Modelo de democratización de los contenidos albergados en los MOOC

Massive Online Open Courses (MOOCs) have emerged as a new educational tool in higher education, based on gratuity, massiveness and ubiquity. Essentially they suggest an evolution of the Open Learning Movement based on principles of reusing, revising, remixing and redistributing open educational resources (OER). However, in contrast with the content of OERs, content hosed in MOOCs tends to be paywalled and copyrighted, which restricts its reuse. Philosophically, the main problem with MOOCs is the inaccessibility and inadaptability of their resources, challenging democratic open access to knowledge. A number of authors and organisations consider it an ultimate necessity to open up MOOC resources. Therefore in this paper three strategies to open up MOOC contents are proposed: to deposit the materials in repositories of OER (ROER) as individual objects, to archive them in ROER in data packages as learning units or to convert them into OpenCourseWare (OCW) as self-taught courses.ResumenLos cursos online masivos y abiertos (MOOC por Massive Online Open Courses) son la materialización de un nuevo escenario formativo en la educación superior fundamentado en la gratuidad, la masividad y la ubicuidad. En su esencia suponen una evolución del movimiento de aprendizaje abierto (Open Learning Movement), cuyos principios son la reutilización, revision, remezcla y redistribución de los recursos educativos abiertos (REA). Pero a diferencia de estos, en los MOOC los contenidos están cerrados y protegidos bajo copyright, por lo que sus materiales no pueden ser reutilizados. Criticados desde diferentes puntos de vista, desde la perspectiva de la filosofía REA, el principal problema que presentan es que sus recursos no sean accesibles, modificables y traducibles, lo que impide la democratización y el acceso libre del conocimiento. Por ello diferentes autores e instancias consideran necesaria la apertura de los contenidos de los MOOC y en este artículo se proponen tres estrategias para abrir los contenidos: depositar los materiales en repositorios de REA, archivarlos como objetos individuales en repositorios de REA como paquetes de datos y su conversión a Open Courseware, como cursos de autoaprendizaje.

Using Linked Data to Blended Educational Materials With OER—A General Context of Synergy: Linked Data for Describe, Discovery and Retrieve OER and Human Beings Knowledge to Provide Context

The OER movement has challenged the traditional value chain by employing new methods to deliver high-quality educational content. Open Educational Resources (OER) provide a strategic opportunity to improve the quality of education as well as to facilitate knowledge sharing, and capacity building. OER not only play a crucial role in nonformal and informal learning but they are actual resources/tools that can help enrich any classroom environment and push student thinking and comprehension. One of the fundamental concepts of OER is “the ability to freely adapt and reuse existing pieces of knowledge”, and therefore be a way to create more economic and personalized learning. To facilitate combining, remixing, or adaptation of OER, a key condition is to improve the metadata interoperability between different collections of open material siloed, i.e., the OER data should be readable for both people and humans. The Linked Data design issues and semantic technologies enable the creation and reuse of data models, concepts, and properties that are then connected, consulted, and combined on the Web, as if they were simply part of a global database. This work shows the evolution of Open Educational Movement and the potential of use of linked data approach to improve the discoverability, reusability, and integration of these materials available in the Web and support the inclusion of OER in courses, from a general context of synergy: Linked Data for describe, discovery, and retrieve OER and Human Beings power to provide context. The authors focus on a type of openness: open of contents as regards alteration, i.e., freedom to reuse the educational material, to combine it with other academic materials, to adapt, and to share it further under an open license.

Model de democratització dels continguts albergats en els MOOC

Massive Online Open Courses (MOOCs) have emerged as a new educational tool in higher education, based on gratuity, massiveness and ubiquity. Essentially they suggest an evolution of the Open Learning Movement based on principles of reusing, revising, remixing and redistributing open educational resources (OER). However, in contrast with the content of OERs, content hosed in MOOCs tends to be paywalled and copyrighted, which restricts its reuse. Philosophically, the main problem with MOOCs is the inaccessibility and inadaptability of their resources, challenging democratic open access to knowledge. A number of authors and organisations consider it an ultimate necessity to open up MOOC resources. Therefore in this paper three strategies to open up MOOC contents are proposed: to deposit the materials in repositories of OER (ROER) as individual objects, to archive them in ROER in data packages as learning units or to convert them into OpenCourseWare (OCW) as self-taught courses.ResumenLos cursos online masivos y abiertos (MOOC por Massive Online Open Courses) son la materialización de un nuevo escenario formativo en la educación superior fundamentado en la gratuidad, la masividad y la ubicuidad. En su esencia suponen una evolución del movimiento de aprendizaje abierto (Open Learning Movement), cuyos principios son la reutilización, revision, remezcla y redistribución de los recursos educativos abiertos (REA). Pero a diferencia de estos, en los MOOC los contenidos están cerrados y protegidos bajo copyright, por lo que sus materiales no pueden ser reutilizados. Criticados desde diferentes puntos de vista, desde la perspectiva de la filosofía REA, el principal problema que presentan es que sus recursos no sean accesibles, modificables y traducibles, lo que impide la democratización y el acceso libre del conocimiento. Por ello diferentes autores e instancias consideran necesaria la apertura de los contenidos de los MOOC y en este artículo se proponen tres estrategias para abrir los contenidos: depositar los materiales en repositorios de REA, archivarlos como objetos individuales en repositorios de REA como paquetes de datos y su conversión a Open Courseware, como cursos de autoaprendizaje.

Source Dataset for Online Attention to Digital Humanities Publications (#DH2014 poster)

This is the source dataset for Priego, Ernesto; Havemann, Leo; Atenas, Javiera (2014): Online Attention for Digital Humanities Publications (#DH2014 poster). figshare. http://dx.doi.org/10.6084/m9.figshare.1094345 This dataset is based on an original report obtained with the Altmetric Explorer on April 23 2014. More recent reports are likely to vary. The original Altmetric Explorer data export was refined, modified and edited by Ernesto Priego, Leo Havemann and Javiera Atenas. This version might not reflect the latest versions used by the authors, and further refining might be required. This poster was presented in the Digital Humanities 2014 conference, Lausanne, Switzerland, July the 10th 2014, 2:00pm - 3:30pm. If you use, share or refer to this data please use the citation information above. This dataset is shared under a CC-BY license.