Putting research into practice: Training academics to use Open Data as OER: An experience from Uruguay

2016-07-06 11.19.53

View from the lecture theatre after the storm (by me under CC_BY_NC)

Post written by Javiera Atenas  (@jatenas)

Last week Chiara CiociolaManuel Podetti  and myself – with the help from OD4D and ILDA that  supported us on developing this project- ran a three-day workshop in Montevideo, in which we trained a group of academics, secondary school teachers, librarians, public sector professionals and postgraduate students in using Open Data as Open Educational Resources, and by working in groups they projected a research, explored the data and communicated the results using data journalism techniques.

40 (amazingly motivated) people attended the course during the 3 days despite the weather (torrential rains I brought all the way down from London). With the academic support and expertise of Manuel Podetti and Virginia Rodés from Núcleo REA (Universidad de la República) and with the invluable collaboration of Carolina Veiga and Daniel Carranza from Data Uruguay,  the participants achieved so much, leaving us amazed by setting up the bar so high.

The course design was a team effort, I had my very own ideas, taken mostly from the research Leo Havemann and I have done on Open Data as Open Educational Resources (book + paper), but it was inspired by the methodology developed by A Scuola di Open Coesione, and in the work Chiara Ciociola and Luigi Reggi  do on Open Data for civic engagement. Also, we had lots of support from Silvia Sanjuan to develop the materials in Spanish and got lots of ideas for this course from Nelson Piedra, Annalisa Manca, Francesca de Chiara, Mor Rubistein, Carla Bonina, Tim Coughlan and Fabrizio Scrollini.

To develop the course content, I looked into best practices on Open Data related literacies, and got some great content from Escuela de Datos and Open Knowledge International to introduce the participants to Open Data. But also, got help gathering resources, tutorials, ideas and good examples from Mariel García, Camila Salazar, Hassell Fallas, Juan Manuel Casanueva, Silvana Fumega and many other friends from Abrelatam, to all of whom I’m really thankful.

The course was outlined in three stages [project, explore and narrate] using a critical pedagogy approach to develop – in a short period of time – the skills needed to use open data as teaching and learning resources in formal and informal learning environments, working in multidisciplinary contexts and involving the civil society in the projects, to work with students into solving real life problems towards developing critical thinking and citizenship skills.

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Image by Manuel Podetti

On the first day [project], during the morning, the participants were introduced to the world of Openness (Open Licenses, Open Data and Open Educational Resources) and its basic tools. The afternoon started with the group work, setting up the first challenge: To work in groups and find a real life problem and to project a research question out of it which could be answered by using open data as core research element. So the participants gather up in multidisciplinary teams in which each participant had a specific role (project manager, designer, principal researcher, journalist or analyst) and by the end of the day, they all had a research problem, a research method and potential open data portals and documentation to gather information.

On the second day [explore], during the morning we reviewed tools to create datasets and to visualise data. During the afternoon, the participants started to report into the research problems and – with the help of lots of Mate to keep us warm and awake – presented the initial results of their research. Also, we had an interesting discussion about their views and perceptions on the pedagogical value of their projects, with a focus on the challenges they have faced and what they have achieved so far, looking into ways to embed these new data-led practices for teaching students or for training communities.

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Image by Chiara Ciociola

On the third day [narrate] on the morning session, we looked into Data Journalism techniques and examples, we reviewed the news from traditional newspapers and compared them with news from Data Journalism portals, and discussed ways to embed data journalism techniques into teaching and learning to improve students’ communication skills and numeracies. During the afternoon, the groups worked into reporting the outcomes of their research in the READA-UdelaR Blog and finally presented the results of their projects.

As can be seen in the READA blog , the groups chose a diverse range of themes and topics, and also, chose different approaches and methods to analyse the data and to present the outcomes. One of the things that most surprised us, it was the speed in which they became empowered and started trying to access to public data that was not yet open, dealing with FOI requests and contacting the organisations that must have provided with the data.

Every group dealt with a different issue, from access to food to road accidents, they all used different research methodologies and reported and various and diverse ways. All their projects targeted real life problems, and in three days, every group was able to came with a research outcome and proposed solutions, they all presented nice and insightful infographics and participated in a panel where they discussed with the rest of the course the lessons learned, the challenges faced and sought for ideas to embed this practice into the classroom.

Also, it was interesting to see the landscape of opportunities they described as potential pedagogical uses of open data in formal and informal education, such as “provide the students with a different perspective to access information widening their panoramas“; “to empower students as citizens by giving them innovative tools to collect information and data“; “to explain the students the laws that allow them to get the data they need and to use it as an act of civic responsibility” and also, “to work with my colleagues to help students to work in multidisciplinary projects“.

From my side, I did learn a lot, both as a researcher and as a trainer, I loved the experience, the group of collaborators and participants was amazing, we were happily exhausted by the end of it, the motivation was contagious. I know there are some bits to improve in the course, but for being the first experience of this kind, I could not ask for more, I am really grateful for this opportunity and I’m looking forward to run this workshop again, as it was an incredible experience.

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Organisations that supported and or sponsored this project

 

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Honest and reliable Open Access Journals in Open and Distance Education

OpenAccessWeekMost readers are aware that under the current publishing market model, the only organisations profiting from publishing scientific research are large corporations or predatory independent publishers that charge high rates to authors for Article Processing Charges (APCs) and/or that charge libraries high subscription fees to provide digital (not printed) access to articles, in order to make them somehow available to the readers (see the cost of academic publishing).

I love the concept of openness, because it’s all about sharing good practices, ideas and making research accessible for everyone everywhere, democratising access to knowledge and information. So, in order to celebrate Open Access Week, I compiled a very short list of journals that are fully open access and that do not charge the authors for publishing with them. This for me is key, as while I was doing my PhD I was able to publish my research in some of these journals without having to pay for APCs and to access all their articles without my having to pay (or my library having to pay) for subscription.

The list of journals I give below can make life much better for early-career researchers and for those researchers that do not work in academia, that want to get their research in open education published in high quality journals, and that want to conduct research where libraries cannot afford to pay for subscriptions. The list should also be of great help to the increasing number of independent researchers outside higher education institutions.

What is important to me are the editorial values of these journals: they are supported by international universities and organisations, they do not aim at profiting in any way, they have excellent editorial boards, they are well indexed and finally, they have speedy publishing times, which is beneficial both for authors and readers.

** JL4D recommended by Professor Alan Tait @AlanTait 

** JOLR & JOLT recommended by Robert Farrow @philosopher1978 from @OER_hub

Bibliography of OER, ROER and related subjects (PART 1)

*** As I got a very large list of references by  @edaberta about OER research in Portuguese  and by @fagottissimo on the literature they collected for the Wikijis project I will continue this post in a part II and possibly in a part III.

**Updated on the 8th of October with part of the Portuguese literature in OER**

During the last 4 years and with a little help of my friends (mostly @leohavemann & @ernestopriego) I collected a large (very large) list of references on OER, Open Education, Open Educational Practices, repositories, open access and related themes which I used to write my PhD and all the papers / columns / presentations we have written, and, basically this lists has been stored in my ref management system for a while, quietly, but suddenly this week I been asked to share my list of references by few of my fellow OER researchers, so here it is… but before start, please read the notes below

  • Please bear in mind this is my very personal OER bibliography, and I’m sure I’m forgetting to add some super important references and key resources, or that there are some mistakes in this post, so, if you are twisting your head around and crawling on the ceiling like Linda Blair because I forgot to add THAT piece of research or because the reference is not correct, please forgive me and send me the reference and/or the link to the paper.
  • If you have written some research (papers, conferences papers, dissertations et al.) in open education, OER, open repositories of T&L resources et al., in any language and you would like to see the reference on this post, simply add the papers’ reference (APA – MLA) in the comments area, or send me a tweet with the link. Please send over only published – peer reviewed articles, as I cannot refer blog posts or other online materials, and make sure you add the link to retrieve the resource. I will give preference to the papers published in Open Access Journals as they are accessible to all…
  • Also, there is a possibility (well, I’m sure) that some of the links are broken, sorry for that, the best way to retrieve a paper with a broken link is by going to Google Scholar – your local library system and search for it. I don’t think I will have the time to fix broken links because, as you might know, managing references is like having a leaking ceiling, you fix one hole and starts dripping somewhere else.
  • Finally, if you find listed here a paper that speaks about OER, Open Access, OEP, and any other open concept but is chained to a paywall journal, first inhale and exhale a few times and the try contacting the author(s) of the article asking them why? (why, why, why?…) and maybe, ping the paper’s URL to the friends from the Open Access Button @oa_button to raise awareness about the value of open access and also to highlight the open content / paywalled published contradiction…

So, the reference list is here, is not perfect I know but hope is useful…

Bibliography of OER – ROER – RLO related themes

Abegg, I., Bastos, F. da P. de , Alberti, T. F., & Mallmann, E. M. (2013). MOOC mediado por REA : prática da liberdade nos programas de capacitação continuada no ensino superior. Retrieved from https://repositorioaberto.uab.pt/handle/10400.2/3076

Abeywardena, I., Raviraja, S., & Tham, C. (2012). Conceptual framework for parametrically measuring the desirability of open educational resources using D-index. The International Review of Research in Open and Distance Learning, 5(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1177

Abeywardena, I., Gajaraj , D. and Choo, K. L (2013) Open educational resources in Malaysia. In: Open educational resources: an Asian perspective. Commonwealth of Learning, Vancouver, Canada, pp. 119-132. ISBN 9781894975612. Retrieved from http://eprint.wou.edu.my/50/

Abeywardena, I., Tham, C., & Raviraja, S. (2012). Conceptual Framework for Parametrically Measuring the Desirability of Open Educational Resources using D-Index. Journal of Research in Open and Distance Learning, 13(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1177/2181

Aguaded-Gómez, J. I. (2013). The MOOC Revolution: A new form of education from the technological paradigm? Comunicar, 21(41), 07–08. doi:10.3916/C41-2013-a1

 Albert, M.-T. (2012). Community development through World Heritage. World Heritage Papers 31 – Community Development through World Heritage, 31, 32 – 38. Retrieved from http://whc.unesco.org/documents/publi_wh_papers_31_en.pdf

 Alevizou, P. (2012a). Open to interpretation? : productive frameworks for understanding audience engagement with OER. In Cambridge 2012: Innovation and Impact – Openly Collaborating to Enhance Education, a joint meeting of OER12 and OpenCourseWare Consortium Global 2012. Cambridge. Retrieved from http://oro.open.ac.uk/33452/

Alencar, A., & Neto, J. M. (2012). Democratizando o Acesso à Vida e Obra de Paulo Freire: a experiência do Projeto Paulo Freire Memória e Presença. Anais dos Workshops do Congresso Brasileiro de Informática na Educação, 1(1). Retrieved from http://br-ie.org/pub/index.php/wcbie/article/view/1886

Almeida, L. B. de, Merkle, L. E., & Silva, E. A. (2012). Proposta de Fluxo de Trabalho para Organização de Repositórios Abertos de Maneira Colaborativa. Anais dos Workshops do Congresso Brasileiro de Informática na Educação, 1(1). Retrieved from http://br-ie.org/pub/index.php/wcbie/article/view/1885

Alevizou, P. (2012b). The dark side of the knowledge commons?: open educational media and tensions surrounding autonomy and novel spheres of control. In ECREA 2012 Pre-Conference: Imposing Freedoms: The Role of Copyright, Privacy and Censorship Governance in the Re/definition of Rights in Digital Media. Istanbul. Retrieved from http://oro.open.ac.uk/35483/

Almeida, Fernando José de , Silva, M. da G. M. da , & Franco, M. M. G. (2012). Materiais mediadores e abertos para construção de conhecimento. Retrieved from http://www.curriculosemfronteiras.org/vol12iss3articles/almeida-silva-franco.pdf

Amiel, T. (2013). Identifying Barriers to the Remix of Translated Open Educational Resources. The International Review of Research in Open and Distance Learning, 14(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1351/2448

Amiel, T., Orey, M., & West, R. (2011). Recursos educacionais abertos (rea): modelos para localização e adaptação. ETD–Educaçao Temática Digital, 112–125. Retrieved from http://www.fe.unicamp.br/revistas/ged/etd/article/view/2284

Amiel, T. (2014). Recursos Educacionais Abertos: uma análise a partir do livro didático de história. Retrieved from http://rhhj.anpuh.org/ojs/index.php/RHHJ/article/view/117/93 

Amiel, T., & Santos, K. (2013). Uma análise dos termos de uso de repositórios de recursos educacionais digitais no Brasil. Trilha Digital, 1(1), 118–133. Retrieved from http://editorarevistas.mackenzie.br/index.php/TDig/article/view/5892

Andrade, A., Ehlers, U.-D., Caine, A., Carneiro, R., & Conole, G. (2011). Beyond OER: Shifting Focus from Resources to Practices (pp. 1–191). Duisburg-Essen. Retrieved from http://www.oerasia.org/OERResources/8.pdf

Annand, D. (2007). Re-organizing Universities for the Information Age. International Review of Research in Open and Distance Learning, 8(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/372/952

Arcos, B. de los. (2014). Flipping with OER : K12 teachers ’ views of the impact of open practices on students. In OCWC Global 2014: Open Education for a Multicultural World. Ljubljana,. Retrieved from http://oro.open.ac.uk/40093/

Arimoto, M. M., & Barbosa, E. F. (2012). Um conjunto preliminar de práticas para o desenvolvimento ágil de recursos educacionais abertos. Anais dos Workshops do Congresso Brasileiro de Informática na Educação, 1(1). Retrieved from http://www.br-ie.org/pub/index.php/wcbie/article/view/1888

Armellini, A., & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning: The Journal of Open, Distance and E-Learning, 28(1), 7–20. doi:10.1080/02680513.2013.796286

  Atenas, J., & Havemann, L. (2013). A vision of Quality in Repositories of Open Educational Resources. In Y. Punie, Christine Redecker, & J. Castaño (Eds.), OPEN EDUCATION 2030. JRC-IPTS CALL FOR VISION PAPERS. PART III: HIGHER EDUCATION (pp. 54–59). European Commission Joint Research Centre Institute for Prospective Technological Studies. Retrieved from http://is.jrc.ec.europa.eu/pages/EAP/documents/All_OE2030_HE_v 4_author revised_OK.pdf

  Atenas, J., & Havemann, L. (2013). Quality assurance in the open: an evaluation of OER repositories. INNOQUAL-International Journal for Innovation and Quality in Learning, 1(2), 22–34. Retrieved from http://papers.efquel.org/index.php/innoqual/article/view/30/12

 Atenas, J., & Havemann, L. (2014). Questions of quality in repositories of open educational resources: a literature review. Research in Learning Technology, 22. doi:http://dx.doi.org/10.3402/rlt.v22.20889

 Atenas, J., Havemann, L., & Priego, E. (2014). Opening teaching landscapes: The importance of quality assurance in the delivery of open educational resources. Open Praxis, 6(1), 29–43. doi:http://dx.doi.org/10.5944/openpraxis.6.1.81

 Atenas, J., Rojas-Sateler, F., & Pérez-Montoro, M. (2012). Repositorios de recursos educativos abiertos. El Profesional de La Información, 21(2), 190–193. doi:10.3145/epi.2012.mar.10

 Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities. The William and Flora Hewlett Foundation. Retrieved from http://www.hewlett.org/uploads/files/ReviewoftheOERMovement.pdf

 Attis, D., Koproske, C., & Miller, C. (2012). Understanding the MOOC Trend The Adoption and Impact of Massive Open Online Courses. Retrieved from https://www20.csueastbay.edu/oaa/files/Info_files/MOOC Trend.pdf

Barin, C. S., Müller, L., & Ellensohn, R. M. (2012). Construção de significados e interação com, no e pelo computador: Estudos problematizados no AVEA Moodle sobre uso das tecnologias da informação e comunicação. RENOTE, 10(1). Retrieved from http://seer.ufrgs.br/renote/article/view/30881

Barbosa, E., Gimenes, I. M., & Barroca, L. (2012). Towards the development of open educational resources: challenges and issues. In II International Symposium on OER: Issues for globalization and localization. Rio de Janeiro. Retrieved from http://www.br-ie.org/pub/index.php/wcbie/article/view/1889

Barker, P. (2005). What is IEEE Learning Object Metadata/IMS Learning Resource Metadata? Cetis standards briefings series. Bolton. Retrieved from http://publications.cetis.ac.uk/wp-content/uploads/2011/02/WhatIsIEEELOM.pdf

Barker, P. (2010). Metadata for Learning Materials: An Overview of Existing Standards and Current Developments. Technology, Instruction, Cognition and Learning, 7(3 – 4), 225 –243. Retrieved from http://www.oldcitypublishing.com/TICL/TICLcontents/TICLv7n3-4contents.html

Barrio, M., & García, S. (2007). Acciones de diseño y desarrollo de objetos educativos digitales: programas institucionales. RUSC. Universities and Knowledge Society Journal, 14(Special Issue: Contenidos educativos en abierto). Retrieved from http://www.uoc.edu/rusc/4/1/dt/esp/gertrudix_alvarez_galisteo_galvez.pdf

Bassani, P. B. S., & Barbosa, D. N. F. (2012). Uma experiência envolvendo o desenvolvimento de recursos educacionais digitais sob a perspectiva da atividade.RENOTE, 10(3). Retrieved from http://seer.ufrgs.br/renote/article/view/36399

Beetham, H. (2011). Understanding the role of OERs in open educational practices. Retrieved from http://www.slideshare.net/loumcgill/understanding-the-role-of-oers-in-open-educational-practices

Bell, F. (2011). Connectivism: Its Place in Theory-Informed Research and Innovation in Technology- Enabled Learning. International Review of Research in Open and Distance Learning, 12(3), 98 – 118. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/902/1664

Benkler, Y. (2005). Common wisdom: Peer production of educational materials. Retrieved from http://benkler.xablsng.com/Common_Wisdom.pdf

Bennett, S., & Oliver, M. (2011). Talking back to theory: the missed opportunities in learning technology research. Research in Learning Technology, 19(3), 179–189. doi:10.1080/21567069.2011.624997

Bergamin, P., & Filk, C. (2009). «Open Educational Resources » ( OER ) – Ein didaktischer Kulturwechsel ? In M. Müller, P. Bergamin, & C. Filk (Eds.), Offene Bildungsinhalte (OER), Teilen von Wissen oder Gratisbildungskultur? (pp. 25 – 38). Bern: Hep verlag. Retrieved from http://www.ifel.ch/en/publikationen-en/OER-Bergamin_Filk.pdf

Bindé, J., & Matsuura, K. (2005). Towards knowledge societies. Paris: United Nations Educational, Scientific and Cultural Organization. Retrieved from http://unesdoc.unesco.org/images/0014/001418/141843e.pdf

Bissell, A. (2009). Permission granted: open licensing for educational resources. Open Learning: The Journal of Open and Distance Learning, 24(1), 97–106. doi:10.1080/02680510802627886

Boneu, J. (2007). Plataformas abiertas de e-learning para el soporte de contenidos educativos abiertos. RUSC. Universities and Knowledge Society Journal, 4. Retrieved from http://www.uoc.edu/ojs/index.php/rusc/article/viewFile/v4n1-contenidos-educativos-en-abierto/v4n1-contenidos-educativos-en-abierto#page=36

Bossu, C., Bull, D., & Brown, M. (2012). Opening up Down Under: the role of open educational resources in promoting social inclusion in Australia. Distance Education, (August 2012), 37–41. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/01587919.2012.692050

Brace, I. (2008). Questionnaire Design: How to Plan, Structure and Write Survey Material for Effective Market Research (2nd ed., p. 288). Philadelphia: Kogan – Market Research in Practice.

Brent, I., Gibbs, G. R., & Gruszczynska, A. K. (2012). Obstacles to creating and finding Open Educational Resources: the case of research methods in the social sciences. Journal of Interactive Media in Education, (Special Issue on Open Educational Resources), 1–17. Retrieved from http://www-jime.open.ac.uk/jime/article/viewArticle/2012-05/html

Browne, T., Holding, R., Hollell, A., & Rodway-Dyer, S. (2010). The challenges of OER to Academic Practice. Journal of Interactive Media in Education, (Special Issue on Open Educational Resources), 1–15. Retrieved from http://www-jime.open.ac.uk/jime/article/viewArticle/2010-3/html

Buckler, A., Perryman, L., Seal, T., & Musafir, S. (2014). The role of OER localisation in building a knowledge partnership for development: Comparing the TESSA and TESS-India teacher education projects. Open Praxis. Retrieved from https://www.openpraxis.org/index.php/OpenPraxis/article/view/136

Butcher, N. (2010). OER dossier: Open educational resources and higher education. In Workshop for Heads of Commonwealth Universities. South Africa. Retrieved from http://www.col.org/SiteCollectionDocuments/OER_Open_Educational_Resources_and_Higher_Education.pdf

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Campbell, L. M., Barker, P., Currier, S., & Syrotiuk, N. (2013). The Learning Registry : social networking for open educational resources? In OER13: Creating a Virtuous Circle (pp. 1–6). Nottingham. Retrieved from http://www.medev.ac.uk/oer13/108/view/

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 Cordón-García, J. (2007). The Citizens’ Europe: the challenges of gaining access to and preserving culture. In Declaration by the members of the European Academy of Yuste on the perspectives for a citizens’ and social europe (pp. 1–11). Yuste. Retrieved from http://eprints.rclis.org/handle/10760/8904

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Coughlan, T., Ebrahimi, N., McAndrew, P., & Pitt, R. (2013). Assessing OER impact across varied organisations and learners : experiences from the ” Bridge to Success ” initiative. In OER13: Creating a Virtuous Circle. Nottingham. Retrieved from http://oro.open.ac.uk/37754/

 Coughlan, T., Pitt, R., & McAndrew, P. (2013). Building open bridges. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems – CHI ’13, 991. doi:10.1145/2470654.2466127

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 by-nc-sa

Hello world! ¡Bienvenid@s!

Welcome! Bienvenidos! Καλώς ήρθατε! Welkom! Mirë se vini!  Benvinguts! Bienvenue! مرحبا!  欢迎! Dobrodošli! Willkommen! Velkomin! Tervetuloa!خوش آمدید! Välkommen! Benvenuti! !ברוך הבא

Thank you for your interest in our project! This blog is the information portal for our international consultation about Open Educational Resources (OER) with the aim to define quality standards in higher education.

This project is based on  6 -7 stages with to understand which are the quality criteria that is used to select and use OERs in HE. Our intention is to obtain information troughout online surveys and also, by asking you to evaluate a set of OER resources with a set of specific criteria. (20 – 30 minutes each).

We are on stage 1, recruiting participants for our consultation, if you have not registered yet, please do it using this link  http://bit.ly/yO3qMf and please feel free to invite more colleagues to participate (you can forward them this blog’s address), the only condition is to teach in higher education: you can be a reader, a lecturer or a professor, you can teach on distances courses as well, the important think, is that you teach in a university and you are interested in Open Educational Resources and democratic learning.

Thanks

Javiera Atenas (@jatenas)

**

Primero que todo: ¡Gracias por tu interés en este estudio! Este blog es un portal para informarles acerca de nuestro proyecto sobre calidad en los recursos abiertos de aprendizaje (REA) en el marco de la formación universitaria.

Nuestro proyecto consiste en 6 a 7 etapas para entender como se usan y seleccionan los REA en la docencia universitaria. Nuestra intecion es analizar la opinion de los y las docentes mediante encuestas electrónicas sobre distintos aspectos de la calidad en los REA y también les pediremos que evalúen un set de REA usando un grupo de criterios específicos (20 a 30 minutos cada una)

Actualmente estamos en la primera etapa del proyecto: Reclutar participantes; si no te has registrado, puedes hacerlo en este link http://bit.ly/yO3qMf y también, si crees que algún o alguna colega pueda estar interesado en colaborar, puedes enviarle el link a este blog. La única condición para participar es ser docente universitario, no importa si eres lector, asociado/a, profesor/a, académico/a o catedrático/a, o que enseñes en cursos a distancia, lo importante es que enseñes en una universidad y que te interesen los recursos educativos abiertos y la educación democrática.

Gracias

Javiera Atenas (@jatenas)

***

Data protection

The researchers of this study are committed to protecting your privacy.  We will only use the information we collected about you lawfully in accordance with the Data Protection Act (UK) and we will not share any of your personal details with any third part during of after the study. Also, your personal details will not be published as part of this study, only the geographyc information  will be used to map the participans of this study. If you have any further questions, please do not hesistate to contact us.

Sobre la protección de datos de este estudio

Los investigadores nos comprometemos a proteger tus datos personales, bajo las condiciones legales del Acta de protección de datos del Reino Unido (Data protection act ), por lo que tus datos personales serán utilizados única y exclusivamnente por y para este estudio y no se compartirán con ninguna otra parte interesada durante y después de finalizado este estudio. Tus datos no se publicarán como parte de esta investigación y solamente los datos geográficos serán utilizados para hacer un mapa de los participantes de este estudio. Si tienes alguna duda, por favor contáctanos.