Opportunities and Risks of the Use of Open Education Resources in Environmental Disciplines at University Level in the Czech Republic: A Criteria for Assessing Quality
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Abstract
The expansion of open educational resources (OER) in documents and practice at various levels is related to, among other things, the options these resources offer for the study, sharing, and possibly joint creation of information materials. This has important implications for the knowledge economy, but also the ways of its production and reproduction in education. The article introduces the concept of OER from a legislative perspective (copyright issues), its role in global commitments to sustainable development and particularly in relation to the teaching/learning methods and approaches in the process of their current transformation; the innovative potential of OER for the multidisciplinary field of environment and sustainable development is highlighted. A brief overview of the types of OER which are available in the Czech Republic for the study of environmental and sustainability fields is provided, and qualitative methods of analysis are used to develop a set of criteria through which the quality of the resource can be easily assessed. Different types of OER are evaluated according to these criteria and the overall character of the information environment available to university students is discussed. This brief overview is concluded by underlining significant opportunities of OER particularly in the environment and sustainability oriented disciplines owing to the multidisciplinary nature of these fields. These opportunities, however, are not fully exploited especially because the quality of these resources available on the internet is difficult to assess. Another issue is also the possibility that students themselves are not skilled in distinguishing the quality of resources, and perhaps the reluctance of university teachers to encourage and support students in applying consistent ethical standards in their use of materials in their studies.
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Dlouhá, J., Petiška, E., Dlouhý, J., & Kapitulčinová, D. (2015). Opportunities and Risks of the Use of Open Education Resources in Environmental Disciplines at University Level in the Czech Republic: A Criteria for Assessing Quality. Envigogika, 10(4). https://doi.org/10.14712/18023061.503
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References
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Willems, J., & Bossu, C. (2012). Equity considerations for open educational resources in the glocalization of education. Distance Education, 33(2), 185–199. http://doi.org/10.1080/01587919.2012.692051
Zahradník, M., & Pachmanová, L. (2009). Příklad využití wiki-prostředí v environmentálním vzdělávání na vysoké škole: hodnocení kurzu Organizace a řízení ochrany životního prostředí. Envigogika, 4(3). http://doi.org/10.14712/18023061.46
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Bissell, A. (2009). Permission granted: open licensing for educational resources. Open Learning: The Journal of Open and Distance Learning, 24(1), 97–106. http://doi.org/10.1080/02680510802627886
Bissell, A., & Boyle, J. (2007). Towards a Global Learning Commons: ccLearn. Educational Technology, 47(6), 5–9.
Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., … Goksel-Canbek, N. (2015). Trends in distance education research: A content analysis of journals 2009-2013. The International Review of Research in Open and Distributed Learning, 16(1).
Brand, R., & Fischer, J. (2013). Overcoming the technophilia/technophobia split in environmental discourse. Environmental Politics, 22(2), 235–254. http://doi.org/10.1080/09644016.2012.730264
Brown, A. (2011). A Brief History of Encyclopaedias: From Pliny to Wikipedia. Hesperus.
Brown, J. S. (2008). Creating a culture of learning. In T. Iiyoshi & M. S. V. Kumar (Ed.), Opening Up Education: The Collective Advancement of Education Through Open Technology, Open Content, and Open Knowledge; Opening up education, Edited by: Iiyoshi, T. and Kumar, M.S.V. MIT Press.
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Camilleri, A. F., Ehlers, U. D., & Pawlowski, J. (2014). State of the art review of quality issues related to open educational resources (OER). Dostupné z http://www.pedocs.de/volltexte/2014/9101/pdf/European_Commission_2014_OER.pdf
Caswell, T., Henson, S., Jensen, M., & Wiley, D. (2008). Open Content and Open Educational Resources: Enabling universal education. The International Review of Research in Open and Distance Learning, 9(1). Dostupné z http://www.irrodl.org/index.php/irrodl/article/view/469
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Dlouhá, J., Adomssent, M., Barton, A., & Fadeeva, Z. (2011). Learning for sustainable development in regional networks. Journal of Cleaner Production, 19(9-10), 1144–1145. http://doi.org/10.1016/j.jclepro.2011.02.002
Dlouhá, J., & Burandt, S. (2015). Design and evaluation of learning processes in an international sustainability oriented study programme. In search of a new educational quality and assessment method. Journal of Cleaner Production, 106, 247–258. http://doi.org/10.1016/j.jclepro.2014.09.096
Dlouhá, J., Dlouhý, J., & Barton, A. G. (2010). Vzdělávání metodou e-learningu podporující regionální spolupráci a vytváření evropského vzdělávacího prostoru v interdisciplinární oblasti životního prostředí. Envigogika, 5(3). http://doi.org/10.14712/18023061.56
Dlouhá, J., & kol. (2013). Metodika tvorby textů v otevřeném internetovém prostoru – Enviwiki (schváleno MŽP ČR 31.1.2012, pod č.j. 5782/ENV/12; 154/320/12). Dostupné 6. listopad 2015, z http://www.enviwiki.cz/wiki/Metodika_tvorby_text%C5%AF_v_otev%C5%99en%C3%A9m_internetov%C3%A9m_prostoru
Dlouhá, M. (2011). Autorita ve virtuálním vzdělávání. Envigogika, 6(2). http://doi.org/10.14712/18023061.60
Dlouhý, J., & Dlouhá, J. (2012). Metodika využití Wiki (Wiki – metodika - schváleno MŽP ČR 31.1.2012 pod č.j. 5782/ENV/12; 154/320/12). Dostupné z http://www.enviwiki.cz/wiki/Wiki_-_metodika
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255–284. http://doi.org/10.1080/15391523.2010.10782551
Hay, I. (2000). Qualitative research methods in human geography.
Hemetsberger, A. (2006). Learning and Knowledge-building in Open-source Communities: A Social-experiential Approach. Management Learning, 37(2), 187–214. http://doi.org/10.1177/1350507606063442
Hewlett Foundation. (2015). Open Educational Resources. Dostupné 28. říjen 2015, z http://www.hewlett.org/programs/education/open-educational-resources
High Level Group on the Modernisation of Higher Education. (2014). Report to the European Commission on New modes of learning and teaching in higher education. European Commission, Luxembourg: Publications Office ofthe European Union.
Hill, J. R., Wiley, D., Nelson, L. M., & Han, S. (2004). Exploring research on Internet-based learning: From infrastructure to interactions. Handbook of research on educational communications and technology, 2, 433–460. Dostupné z http://studyonthebeach.com/csusb/classes/archive/spring2011/etec_674_spring_2011/readings/16.pdf
Chen, Y.-F., & Peng, S. S. (2008). University Students’ Internet Use and Its Relationships with Academic Performance, Interpersonal Relationships, Psychosocial Adjustment, and Self-Evaluation. CyberPsychology & Behavior, 11(4), 467–469. http://doi.org/10.1089/cpb.2007.0128
Chou, C., Condron, L., & Belland, J. C. (2005). A Review of the Research on Internet Addiction. Educational Psychology Review, 17(4), 363–388. http://doi.org/10.1007/s10648-005-8138-1
Jančařík, A., & Jančaříková, K. (2010). Wiki tools in the preparation and support of e-learning courses. In Proceedings of the 8th European Conference on e-Learning (s. 276). Academic Conferences Limited.
Kanwar, A., Uvalić-Trumbić, S., & Butcher, N. (2011). A basic guide to open educational resources (OER). Vancouver: Commonwealth of Learning; Paris: UNESCO.
Kapitulčinová, D., Spustová, K., Nemcová, M., & Petiška, E. (2016). Analýza využívání termínu Open Educational Resources na českých vysokých školách v mezinárodním kontextu - článek v přípravě. Aula, v přípravě.
Kauppinen, I. (2014). Different Meanings of „Knowledge as Commodity" in the Context of Higher Education. Critical Sociology, 40(3), 393–409. http://doi.org/10.1177/0896920512471218
Knight, C., & Pryke, S. (2012). Wikipedia and the University, a case study. Teaching in Higher Education, 17(6), 649–659. http://doi.org/10.1080/13562517.2012.666734
Kolektiv autorů. (2009). Texty o proměně vztahů lidí k přírodě, environmentální výchově a udržitelnosti. Praha: Zelený kruh. Dostupné z http://www.zelenykruh.cz/wp-content/uploads/2015/01/300409_clovek-priroda_fin.pdf
Kolektiv autorů. (2012). What is the Paris OER Declaration? | United Nations Educational, Scientific and Cultural Organization. Dostupné 26. říjen 2015, z http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-is-the-paris-oer-declaration/
Mesgari, M., Okoli, C., Mehdi, M., Nielsen, F. Å., & Lanamäki, A. (2015). “The sum of all human knowledge”: A systematic review of scholarly research on the content of Wikipedia: “The Sum of All Human Knowledge”: A Systematic Review of Scholarly Research on the Content of Wikipedia. Journal of the Association for Information Science and Technology, 66(2), 219–245. http://doi.org/10.1002/asi.23172
Nocar, D. (2004). E-learning v distančním vzdělávání. Univerzita Palackého. Dostupné z http://servere.csvs.cz/konference/NCDiV2004_sbornik/Nocar-231-237.pdf
OECD. (2007). Giving Knowledge for Free, The Emergence of Open Educational Resources.
Okoli, C., Mehdi, M., Mesgari, M., Nielsen, F. Å., & Lanamäki, A. (2012). The People’s Encyclopedia Under the Gaze of the Sages: A Systematic Review of Scholarly Research on Wikipedia. SSRN Electronic Journal. http://doi.org/10.2139/ssrn.2021326
Prensky, M. (2009). H. sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate: journal of online education, 5(3), 1. Dostupné z http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1020&context=innovate
Richter, T., & McPherson, M. (2012). Open educational resources: education for the world? Distance Education, 33(2), 201–219. http://doi.org/10.1080/01587919.2012.692068
Sachs, J. D. (2012). From Millennium Development Goals to Sustainable Development Goals. The Lancet, 379(9832), 2206–2211. http://doi.org/10.1016/S0140-6736(12)60685-0
Strejčková, E. (1998). Děti pro pětihory. Praha: ZS Toulcův dvůr.
Strejčková, E. (2005). Děti, aby byly a žily. Ministerstvo životního prostředí ČR. Dostupné z http://www.ekodomov.cz/fileadmin/4_Ekocentrum_Sarynka/Detsky_klub/Publikace/deti_aby_byly_a_zily.pdf
Trojan, J., & Trávníček, J. (2014). Nástroje umožňující kolaborativní práci v LMS Moodle a jejich adaptace v univerzitním prostředí. In Konference moodleMoot. cz. Dostupné z http://2014.moodlemoot.cz/pluginfile.php/31/mod_data/content/96/TroTra_MoodleMoot_final.docx
Wals, A., Brody, M., Dillon, J., & Stevenson, R. B. (2015). Propojení přírodovědného a environmentálního vzdělávání. Envigogika, 10(2). http://doi.org/10.14712/18023061.458
Willems, J., & Bossu, C. (2012). Equity considerations for open educational resources in the glocalization of education. Distance Education, 33(2), 185–199. http://doi.org/10.1080/01587919.2012.692051
Zahradník, M., & Pachmanová, L. (2009). Příklad využití wiki-prostředí v environmentálním vzdělávání na vysoké škole: hodnocení kurzu Organizace a řízení ochrany životního prostředí. Envigogika, 4(3). http://doi.org/10.14712/18023061.46
Ziegler, C. R., Webb, J. A., Norton, S. B., Pullin, A. S., & Melcher, A. H. (2015). Digital repository of associations between environmental variables: A new resource to facilitate knowledge synthesis. Ecological Indicators, 53, 61–69. Dostupné z http://www.sciencedirect.com/science/article/pii/S1470160X15000047