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





Open education resources, higher education, environmental disciplines, interdisciplinarity, quality assessment


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.


Download data is not yet available.

Author Biographies

Jana Dlouhá

RNDr. Jana Dlouhá, Ph.D.

Envigogika chief editor

* I am an expert in environmental education and e-learning, my research position in the Charles University Environment Center includes coordination of national and international research and networking projects. * I have been teaching Czech and foreign students in the international study e-learning programs since 2007. * List of more than 100 publication includes articles in journals and book chapters. * I am founder and editor in chief of the peer reviewed journal Envigogika (since 2006). * I am also a member of the UNESCO Teacher Education for Sustainability WG and I was involved in the activities of the UN ECE Working Group on ESD Indicators. * On the national level I have been involved in the Working Group for the National Strategy for Education for Sustainable Development of the Czech National Environmental Council and the Expert group on ESD for the Czech Government (Ministry of Environment, Ministry of Education). * Since 2003 I am co-editor of the national environmental encyclopaedia Enviwiki (educational toolkit and Open Education Resource) * I have been working in the Charles University Environment Center since its establishment in 1992. Before I have worked in the Federal Ministry of Environment CSFR (Department of International Relations) where I helped to organize the First Ministerial Conference, within the "Environment for Europe" process which was held in 1991 at Dobris Castle.

Eduard Petiška

Charles University Environment Center

Jiří Dlouhý

Charles University Environment Center

Dana Kapitulčinová

Charles University Environment Center


Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities. Creative common. Dostupné z http://www.hewlett.org/uploads/files/ReviewoftheOERMovement.pdf

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.

Caldwell, L. K. (1983). Environmental Studies: Discipline or Metadiscipline. Environ. Prof.; (United States), 5:3/4. Dostupné z http://www.osti.gov/scitech/biblio/7121934

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

COL & UNESCO. (2011). Guidelines for Open Educational Resources (OER) in Higher Education. Commonwealth of Learning & UNESCO.

Creative Commons. (2015a). Creative Commons Česká republika | Oficiální stránky veřejných licencí Creative Commons pro Českou republiku. Dostupné z http://www.creativecommons.cz/

Creative Commons. (2015b). What is OER? - Creative Commons. Dostupné 28. říjen 2015, z https://wiki.creativecommons.org/wiki/What_is_OER%3F

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

Additional Files


05. 12. 2015

How to Cite

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



Reviewed Papers

Most read articles by the same author(s)

1 2 3 4 5 6 7 8 9 10 > >> 

Similar Articles

You may also start an advanced similarity search for this article.