Focus group on OER and MOOCs:
Experiences of use in a Latin-American context
Attribution-NonCommercial-NoDerivs http://creativecommons.org/licenses/by-nc-nd/3.0/
Dr. María Soledad Ramírez Montoya
UNESCO Chair in OEP/
ICDE Chair in OER & CLARISE
Tecnológico de Monterrey, Mexico
Bali, November 19th, 2014

Background https://sites.google.com/site/redclarise
“UNESCO believes that universal access to high quality education is key to the building of peace, sustainable social and economic development, and intercultural dialogue. Open Educational Resources
(OER) provide a strategic opportunity to improve the quality of education as well as facilitate policy dialogue, knowledge sharing and capacity building.”(1)
(1) http://www.unesco.org/new/en/communication-andinformation/access-to-knowledge/open-educationalresources/

Open educational movement

Production/Project Mobile OER for the training of education researchers
Research Team (CUDI-CONACYT)
22 professors, 7 researchers
7 institutions of higher education
The projects resulted in 64 OERs for mobile access designed to be used for post-graduate research assistant training.

Dissemination and Mobilization/ Projects MOOCs

A set of centralized web services which aims to organize, manage, preserve and disseminate digital materials (mainly for scientific and academic purposes) as created by an institution and its members. Digital materials are used under open access policies.
In Latin America we are working on three types of repositories: institutional, national and continental.
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Institutional
http://repositoriotec.itesm.mx
National
Continental http://www.remeri.org.mx
/ lareferencia.redclara.net

• A website that selects on-line OER that educators anywhere can use to improve their courses and teaching practices.
• They are designed to be:
• easy to find
• easy to adapt

Filters by media type

OER Content Playlists promote and facilitate remixing of core courses and their components
Create new content:
• Course
• Topic
• Activity
Index subjects
Examples of playlists:
1. OER as textbook alternatives (bibliographic resources)
2. OER as reusable resources
3. OER as learner generated/ modified content

Lessons learned
As a group, we decided to integrate several working teams to maximize the potential of learning via the creation of a Community of Practice (CoP) for each research project.

Potentials and challenges that can arise from the integration of learning with MOOCs and OERs
• On-going research
• Enhanced instructional design
• Shared communication
• Technical support
• Further and sustained impact on training and knowledge transference.

Picture:
Rovbini (2006). Redes 9049. [imagen] http://www.flickr.com/photos/robvini/103611450 /

Picture:
Ramírez, M. S. (2014). Mar de Cortés.

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