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In the current digital environment, a wide variety of resources have emerged to support the teaching and learning processes. This research focuses on Open Educational Resources (OER), a technological innovation that, for its effective implementation within educational institutions, requires the active participation of teachers. The main objective of this research was to identify and solve some of the challenges faced by high school mathematics and physics teachers when incorporating OER into their teaching practice. To achieve this, an Open Educational Resources Workshop was designed and implemented. It was a qualitative research study that employs a Participatory-Action-Research methodology in which it was possible to identify repositories and platforms used by participating teachers. This process led to a change in the perception of the factor “Time to find, review, and select OER”. The research involved the participation of 20 teachers with experience in teaching mathematics and physics at the high school level, in both urban and regional contexts, with at least one year of experience. This work contributes to the knowledge about the incorporation of OER into high school teaching practice in a Mexican context. In addition, it allows the identification of variations in the 5R model, which provides a framework for the implementation of OER in similar educational contexts.

This paper stresses the urgent need to implement critical and open pedagogies in language teaching, especially in the Spanish heritage language classroom. Language courses are often compulsory in secondary and higher education and typically employ traditional pedagogical models that are structured by grammar and/or communication tasks. This study introduces how heritage language teaching emerged as a field of study in the United States and offers a brief overview of critical and open pedagogies and their connection to open educational resources. This paper then introduces critical and open pedagogies to teaching Spanish as a heritage language, followed by a critical look at the existing Spanish teaching material. As an alternative to this material, this article shares a project titled “Discovering El Barrio” which addresses an innovative and productive pedagogical practice carried out by a Spanish heritage language class at Lehman College, CUNY. In this project, Spanish heritage language learners (HLL) became producers of authentic teaching and learning materials for second language (L2) Spanish learners.

An analysis of the research scenario on integrating OER in the teaching-learning process is systematized. We analyzed 118 pieces of research produced in Brazil from 2002 to 2019, composing a set of 25 dissertations, 57 academic theses, and 36 professional theses. The texts were extracted from the databases of the CAPES Catalog of Dissertations and Theses and the Digital Library of Dissertations and Theses (BDTD, from the Portuguese Biblioteca Digital de Teses e Dissertações). The scenario design started from the aggregation of results focusing on a) the temporal evolution of the research, b) the localities, c) the administrative dependence of the Teaching Institutions, and d) the area of knowledge. Complementarily, the findings from the four guiding questions made it possible to conclude that there were few pieces of research investigating the integration of OER in the teaching-learning process, especially within the context of Technical and Vocational Education (TVE) and Graduate School. Moreover, the study revealed that, among the 5Rs of OER, the practice most promoted by the pieces of research within the scope of the teaching-learning process was reuse, which is directly associated with retain and redistribute. This indicates the need to expand and strengthen the continuing education actions aimed at the practice of the other two Rs: revise and remix. Finally, the study pointed out the need for research that performs articulations with educational public policies so that they may generate creation and sharing, in addition to consolidating the international open education movement.

Esta investigación se enmarca en el proyecto europeo CREATEskills, centrado en la enseñanza de STEM en educación primaria. El objetivo de este artículo es presentar los principales resultados de la investigación evaluativa, de método cuantitativo y diseño de caso único, donde han participado 5 docentes, 117 alumnos y 55 familiares de alumnos de un colegio público. Los participantes respondieron a cuestionarios diseñados ad hoc tras la implementación de una experiencia de innovación educativa en la que se utilizaron metodologías activas, Recursos Educativos Abiertos y una plataforma de acceso abierto para la enseñanza de STEM. Tras la evaluación de la experiencia, se extrae una valoración muy positiva por parte del profesorado y el alumnado, ya que la inmensa mayoría destaca la calidad, la originalidad, la creatividad, la variedad y la relevancia de los recursos utilizados, así como los resultados de aprendizaje promovidos con los métodos activos. La mayoría de los familiares participantes coincidieron en que la enseñanza de STEM promueve la capacidad de resolución de problemas en la vida real y mejora la motivación del alumnado, en línea con los resultados de investigaciones anteriores. Aunque más de la mitad utilizaba recursos de Internet para trabajar las STEM en casa con sus hijos, solo una minoría había utilizado la plataforma CREATEskills. /// This research is part of the CREATEskills European project, focused on STEM teaching in primary education. The aim of this article is to present the main results of an evaluative research, developed with a quantitative method and a single case design, in which 5 teachers, 117 students and 55 parents of students from a public school have participated. The participants answered questionnaires designed ad hoc after the implementation of an educational innovation experience in which active methodologies, Open Educational Resources and an open access platform for teaching STEM were used. After the evaluation of the experience, a very positive assessment was made by the teachers and students involved, as the vast majority highlighted the quality, originality, creativity, variety and relevance of the open resources used, as well as the learning outcomes promoted with the active methods. Most of the parents agreed that STEM teaching promotes real-life problem-solving skills and improves student motivation, according to previous researchers. Although more than half used online resources to work on STEM at home with their children, only a minority used the CREATEskills platform.

El progreso de la tecnología digital 3D ha abierto una amplia gama de posibilidades de desarrollo de modelos digitales 3D (MD3D), para su utilización, particularmente en la educación universitaria, como excelentes medios didácticos para “recrear” de manera certera la realidad y por ende mejorar la calidad en la impartición de contenidos profesionales, principalmente aquellos relacionados con objetos, procesos o fenómenos abstractos y/o complejos. Los MD3D se erigen actualmente como importantes recursos educativos abiertos (REA), por la posibilidad que ofrece Internet para que estos puedan ser consultados, usados y adaptados libremente. Por esta razón se realizó un amplio análisis documental de la literatura científica sobre el tema que permitió constatar disímiles experiencias en el ámbito internacional sobre el empleo de los MD3D en la educación universitaria, sin embargo, las mismas resultaban iniciativas aisladas y asistemáticas, donde primaba fundamentalmente la motivación individual de los profesores universitarios de distintas materias, en ausencia de una lógica didáctico-metodológica en la utilización de esos modelos como REA, coherente con las posibilidades que pueden ofrecer. Para atender esta situación se realizó una investigación, con enfoque cualitativo, que permitió desarrollar un modelo didáctico de la dinámica del proceso de enseñanza-aprendizaje de contenidos profesionales, mediada por modelos digitales 3D, que sirve de sustento teórico de un sistema de procedimientos didácticos en cuya aplicación se obtuvieron resultados satisfactorios, siendo precisamente el objetivo de este artículo la presentación de ambos aportes. /// The progress of 3D digital technology has opened up a wide range of possibilities for the development of 3D digital models (MD3D), for use, particularly in university education, as excellent teaching aids to "recreate" reality accurately and therefore improve the quality in the delivery of professional content, mainly those related to abstract and/or complex objects, processes or phenomena. The MD3D are currently established as important open educational resources (OER), due to the possibility offered by the Internet so that they can be consulted, used and adapted freely. For this reason, an extensive documentary analysis of the scientific literature on the subject was carried out, which allowed us to verify dissimilar experiences in the international sphere on the use of MD3D in university education, however, they were isolated and unsystematic initiatives, where fundamentally prevailed the individual motivation of university professors of different subjects, in the absence of a didactic-methodological logic in the use of these models as OER, consistent with the possibilities they can offer. To address this situation, research was carried out, with a qualitative approach, which allowed the development of a didactic model of the dynamics of the teaching-learning process of professional content, mediated by 3D digital models, which serves as theoretical support for a system of didactic procedures in whose application satisfactory results were obtained, being precisely the objective of this article the presentation of both contributions.

The use of digital technologies in teaching determines the development of new intellectual skills in students, which facilitates the application of investigation strategies, improves their capabilities in an integral way, helps them face the difficulties and demands of the current world and allows them to acquire more significant learning to have a good performance in the socio-educational environment. With a view to fulfilling the above, an institutional repository of open educational resources was developed for the Virtual Health University, based on the use of free and open-source technology tools that allow the standardization and interoperability among each of the repositories established in the National Health System, which will guarantee logic of academic organization.

Formative models related to the theory of connectivism are increasingly flexible, open and participatory. Under this trend, ideas such as virtual teaching communities (VCT) or Open Educational Resources (OER) have been widespread, which lead us to talk about online educational opportunities. Accordingly, this work seeks and analyzes the uses and potentialities of "educational resources of free access" in a VCT, while examining the meaning that members of that community give to the OER. In addition, a qualitative research procedure endorsed the development and validation of data-collection instruments, such as an interview and an indicator guide to analyze and evaluate the OER shared in a VCT, through participant observation, which is characterized by exchange processes and collaborative work among teachers. Among the main findings, it is observed that virtual communities have a greater presence in teacher training, where the impulse and expansion of OER is verified. These facts highlight the importance of the research field of flexible and open education with technology and particularly, the potential use of VCT, where OER have a special relevance in teacher training.

The Sociopolitical Theory subject began to be taught in the Medicine career after the "E" Study Plan was approved in 2019. Teaching this subject is a challenge, because it is not part of the basic subjects of the professional profile. In order to achieve motivation and, therefore, a better teaching-educational use in the Faculty of Medical Sciences of Sagua la Grande, a proposal of digital educational resources was used. Hence, the objective is to socialize the result of the application of the proposal of digital educational resources for the subject Sociopolitical Theory that was done from virtual environments in the Medicine career of the Faculty of Medical Sciences of Sagua la Grande in the year 2022. For the same, we worked with the lesson plans and the minutes of the Subject Groups, applying the methods of documentary review, questionnaire and observation to classes, which allowed us to obtain as results that the proposal of digital educational resources was effective. Students were more involved in the elaboration of digital educational resources to be used in classes; a greater motivation for the contents of the subject was achieved; an active participation and the academic performance of the second year students of the Medicine career were positive. It was concluded that the use of digital educational resources constitutes an alternative to improve the teaching-learning process and the motivation of students in the Sociopolitical Theory subject.

Abstract Schools are inseparable from communities, and learning should empower students and the community to think and act on issues that affect them. In the semiarid Brazilian Caatinga, snake bites are a health issue. Negative beliefs and poor knowledge about snakes seed harmful attitudes, leading to high frequencies of snake bites and problems to conservation of these animals. Thus, we question whether the development of scientific and environmental education content using teaching strategies that valued the prior knowledge of local communities and context-related information could help to overcome beliefs and reduce accidents. The evaluation of this content showed positive changes in the perception of snakes and in the acquisition of new knowledge about these animals, and of prevention and post-bite actions, indicating that the adopted strategy supports science learning, contributing to both public health and conservation of snakes.

The article considers the use of electronic educational resources, as well as testing the feasibility of methods of applying this technology in the training of future teachers of technology. It is emphasized that updating and improving the forms, methods and means of teaching in higher pedagogical school significantly increase the level of information technology training of future specialists in technological education. In particular, electronic educational resources are used to simulate complex real events, situations, visualization of abstract information by dynamic representation of processes, demonstration of fragments of programs, movies, virtual tours and more. IT software allows modern teachers of technology education to combine text, graphics, animation, video and audio information, which significantly increases the level of learning material.In the conditions of integration of modern Ukraine into the European educational space, the form, methods and means of teaching in the higher pedagogical school need to be updated and unambiguously improved. The constant growth of educational information, the need for its analysis, assimilation, generalization, systematization and preservation, expanding the capabilities of the global Internet have led to the widespread introduction of information technology in the training of future professionals in higher education. After all, without knowledge of multimedia technologies, the ability to develop elements of e-educational resources, navigate in the modern information global space, it is impossible to achieve a high level of professionalism and become a competitive specialist.The application of technology of development and use of electronic educational resources can increase the effectiveness of active teaching methods for all forms of organization of the educational process in higher pedagogical institutions: at the stage of independent training of students, lectures, seminars, practical and laboratory classes.

This article is based on a research which sought to identify the technological appropriation of five teachers who excel using technologies, according to their institute’s directors, to incorporate open educational resources (OER) to support educative practices and propitiate the student’s meaningful learning; these OER are public domain resources used for teaching, learning and researching under some intellectual license that allows their use and re-purposing. The case study was the methodology and also electronic tests, observation sheets and triangulating of results were used. The results indicated that teachers have dissimilar knowledges and technological strengths –with some coincidence– using OER to support educative process, which showed to be useful as referents to integrate a proposal about using, selecting and producing OER with effectiveness which allow better educative practices and propitiate the meaningful learning.

Open Educational Resources (OERs) have led to a new outlook on the circulation and production of educational content in print and digital forms. OERs have become an important element in the search for emerging and sustainable models for education, including initiatives such as open textbooks. In spite of its increasing popularity around the world, we still know little with regard to the academic production around OERs. This study presents a bibliometric analysis of the Portuguese-language production on OERs published until May 2015 and gathered from multiple databases and journals. The study presents a thematic analysis of the identified works and their association networks for institutions, and provides a critical outlook regarding academic production for OERs in Portuguese. The study aims both to contribute to the visibility of works published in less-prominent languages in academia such as Portuguese and to boost collaboration between authors who often discuss similar aspects of OERs but might be unaware of others working in similar areas of interest. _____________________________________________________ Los estudios sobre Recursos Educativos en Abierto (REA) proporcionan nuevas perspectivas sobre la circulación y producción de contenidos educativos impresos y digitales. Los REA son componentes importantes en la búsqueda de modelos educativos emergentes y sostenibles, como, por ejemplo, los libros didácticos abiertos. A pesar de su popularidad en todo el mundo, poco se sabe acerca de la producción académica en portugués con uso de REA. Este estudio tiene como objetivo describir y analizar la literatura académica en el idioma portugués sobre REA publicada hasta mayo de 2015, usando como fuente de consulta diversas bases de datos y revistas científicas que utilizan técnicas bibliométricas. El estudio analiza los trabajos identificados por temáticas y redes de instituciones, y se presenta una crítica sobre el estado del arte de la producción académica en idioma portugués con uso de REA. De esta forma, este estudio pretende contribuir al aumento de la visibilidad de la producción académica en lenguas menos prominentes como el portugués, y fomentar la integración y la colaboración entre autores que frecuentemente abordan la misma temática ignorando los estudios sobre REA desarrollados – o en desarrollo - por otros.

The "knowledge society" is a phenomenon that has been gaining great importance in the educational movement, as a means for the generation and socialization of knowledge. The management of open educational resources (OER) available on computer networks freely and free of charge, are used in teaching-learning processes. The article addresses one of the partial results of the research "The initial training of the career of Bachelor of Education-Computer Science in the Faculty of Middle Education", which proposed the study of resources or educational media in the subjects of the career in study. Methods of the theoretical and empirical level were used, all under a general dialectical methodological approach. The result was a theoretical analysis of the OER, which currently supports the theory of digital teaching media with open access. It was possible to establish a methodology that manages the organization in teacher training in the production of educational resources and their socialization, in the subjects of the -Computer Education career at the University of Pinar del Río.

This paper aims to present an experience report of the design and implementation of a distance learning course focused on Open Educational Resources (OER) and based on Etienne Wenger's Social Theory of Learning. The main goal was to bring together Brazilian and Colombian undergraduates to start a future Community of Practice around the use of OER in physics education. The course was carried out in 30 hours over the period of twelve weeks with the enrollment of 40 pre-service physics teachers. As main activities, we can highlight the collaborative work involved in the search for classroom problem-situations, faced by physics teachers at high school, that can be tackled using OER, as well the elaboration of the respective plans solve it. All joint activities were carried out in virtual and open- source digital platforms. After the end of the course, some of the participants demonstrated interest in to keep in touch and have been working together to date.

The current research integrated Open educational resources —OER— in a general english course at Uniminuto, a private university located in Bogotá. The primary objective was to innovate the process of teaching English as a foreign language through the use of Open educational resources to develop speaking skills in students with a B1.1 level. As a result, it was possible to identify that the OER allowed students to improve the way they speak and communicate with others in English. Moreover, the resources helped the students to develop an autono­mous learning style and improve their digital skills.

Open Educational Resources (OER) are digital materials for teaching-learning purpose released under an open license that are available through websites. In the last decade, some governments have encouraged the development and using of OER in order to contribute to the achievement of the right to education for everyone, a fundamental right included in The Universal Declaration of Human Rights. Besides, inclusion of people with disabilities is a global concern that need to be addressed in all living aspects including education.In this research we address the user experience in OER websites —considering the perspective of users with disabilities— in order to recognize possible barriers in web design. The conformance criteria considered for this reviewing are mandatory aspects of user experience in relation to Web accessibility and Web usability.

En este artículo presentamos investigación desde la perspectiva de género, combinando elementos que conforman una estrategia importante como es la educación y la migración. Para ello partimos del análisis cualitativo de entrevistas en profundidad realizadas a mujeres migrantes en tránsito por la frontera de Tamaulipas (México) – Estados Unidos y de los testimonios de profesionales de instituciones gubernamentales, sociales y religiosas que forman parte de los recursos de ayuda a los migrantes en México. A través de estos testimonios analizamos los factores de riesgo a los que se enfrentan las mujeres migrantes en un contexto de inseguridad, y cómo los recursos socioeducativos con los que cuentan las migrantes condicionan las estrategias utilizadas para desafiar los riesgos del viaje. Destacamos que el nivel educativo de las mujeres así como determinados recursos socioeducativos con los que cuentan, diversifica las estrategias utilizadas para afrontar las situaciones de crisis que pudieran surgir en el trayecto.This article presents research from a gender perspective, combining elements of a strategy important as education and migration. To do this we start from the qualitative analysis of in-depth interviews we conducted a Migrant women transiting the border of Tamaulipas (Mexico) - United States and the testimonies of professionals from government, social and religious institutions which are part of the resources helps migrants in Mexico. Through these testimonies analyse the risk factors that migrant women face in a context of insecurity, and how social and educational resources that have migrant determine the strategies used to challenge travel risks. We stress that the educational level of women well as certain social and educational resources at their disposal, diversified strategies used to cope with crisis situations that may arise along the way.

This article presents results from research on the use of Open Course Ware (OCW) and Open Educational Resources (OER) in Higher Education (HE). The research was carried out with leaders of OCW/OER initiatives at HE Institutions and Organizations around the world. The aim was to identify successful practices for implementation and use of OCW/OER in HE and to investigate how OCW/OER could facilitate student virtual mobility. This work has been planned as part of the project “OpenCourseWare (OCW) in the European HE context”, which was carried out with the support of the Lifelong Learning Programme of the European Union. The focus of the project is the creation of preconditions for a strong European/OCW framework and, as a consequence, a decline of obstacles to cooperation between European institutes and, therefore, an increase in real student mobility.

Neste artigo apresentamos questões relativas à localização e adaptação de recursos educacionais digitais. Começamos com uma discussão sobre objetos de aprendizagem (OA) e recursos educacionais abertos (REA). Apresentamos três estratégias que podem auxiliar designers, professores e usuários a refletir sobre a possibilidade de reuso, localização, e adaptação cultural de recursos educacionais digitais.AbstractIn this article we present concerns regarding localization of digital educational resources. We begin with a discussion regarding learning objects (LO) and open educational resources (OER). Finally we present three strategies that can help designers, teachers, and users to think about the reuse, localization, and cultural repurposing of digital educational resources.

One of the most important approaches in the use of information and communication technologies (ICTs) in the teaching-learning process is to be able to implement digital educational resources (REDs) that favor educational autonomy in the student and that Allow the teacher to focus on more meaningful and specific areas of knowledge. This article presents the results of a research project whose purpose was to evaluate the RED as a didactic tool in the elaboration of the instructional guide that allows the design of digital educational resources, as a support to the classroom. This research was contextualized in the classroom work of university professors of the University Jorge Tadeo Lozano (Bogotá, Colombia). The results allowed to determine the perception of the teachers on the RED as a didactic tool and to sustain strategies for their elaboration and use.

La llegada a los planteles escolares de alumnado extranjero que desconoce el idioma provoca que sea necesario poner en marcha recursos en las escuelas españolas que permitan a estos estudiantes acceder a una educación de calidad que considere sus necesidades. En este artículo analizamos, desde una perspectiva crítica, cómo el sistema educativo andaluz atiende al alumnado de origen extranjero y nos centramos en los recursos específicos para esta población. Existen dos tipos de programas dirigidos al alumnado extranjero: los destinados a aprender la lengua española (Aulas Temporales de Adaptación Lingüística [ATAL] y Programa de Apoyo Lingüístico para Inmigrantes) y los que contribuyen a mantener la lengua y cultura de origen, existentes solo en el caso de las lenguas árabe y rumana. En este sentido, reflexionamos sobre las medidas planteadas y la coherencia de estas con los objetivos que dicen perseguir, y analizamos con mayor detalle las ATAL, que constituyen el recurso más extendido dirigido a los extranjeros, tienen una trayectoria más amplia y han sido objeto de un mayor número de investigaciones.

Many instructors struggle to find appropriate educational resources. However, collaborative teaching and learning efforts have created a number of educational resources that can be stored, shared, adapted, and used within the agricultural education profession. This 7-page document will help educators in selecting educational resources. Written by Tyler D’Angelo, Deb Barry, J. C. Bunch, and Andrew Thoron and published by the UF/IFAS Department of Agricultural Education and Communication, June 2018. http://edis.ifas.ufl.edu/wc303

The research attempts to answer questions such as: What are the concepts of physics teachers who work in the engineering faculty on the use of Open Educational Resources (OER)? This article focuses on revealing the conceptions of physics teachers working in the engineering faculty in relation to OER. Methodologically the project has a qualitative and a quantitative component; This article is the result of a qualitative and interpretive phase from extensive interviews with active teachers, who run courses in physics in engineering careers in higher education institutions public or private; interviews were conducted from elicitadoras situations that emerge from the categories that emerged from the literature review (cultural artifact, Learning environment, social-scientific, technical and technological). The interpretation of the interviews suggests that there conceptions of laboratory reality and its relationship with models, they do consider that this reality may be far from the models when experiments are discussed through simulations (which can be misleading). Conclusions point out that mathematics is the most important in the construction and reconstruction of physical models, although not unanimously mediation; infers that can be incorporated as complementary elements OER mediation possible a spectrum of educational options in teaching physics.

This article identifies the main social contributions of Open Educational Resources (OERs), their impact and the results of several initiatives related to them. Based on a theoretical and reflexive framework, we analyze the evolution of business models around OERs, their contribution to open knowledge and the common educational policies related to this phenomenon. Finally, we point out the new horizons and models of knowledge based on OERs. Design/methodology/approach: This study utilizes a theoretical and conceptual framework based on references coming from journals with an impact factor, complemented with quotes by important authors and OER representatives. The review offers a conceptual and applied overview regarding the business models around OERs, their contribution to open knowledge and their impact on current society. Because the study is not empirical, the authors justify their statements on existing scientific literature with high academic impact. Practical implications include knowledge about the OER phenomenon, its social contributions, and the economic models established around it.

ResumenEste artículo presenta una experiencia innovadora en el aula en el nivel medio superior en la materia de Histo- ria de México, al basarse en la investigación de estudio de casos, observando cómo repercutió la aplicación de Recursos Educativos Abiertos (REA), en la mejora de la práctica docente, el aprendizaje significativo y la motivación por parte de los alumnos. Teniendo como resultados que el uso de REA hace más participativos, atentos y con una gran motivación a los alumnos.AbstractThis article presents an innovative experi- ence in the classroom of middle level ed- ucation in the field of History of Mexico, based on case studies, observing how impacted the implementation of Open Educational Resources, OERs, in improv- ing teaching practice, and meaningful learning motivation. As a result, the use of Open Educational Resources fosters participation, attention and motivation in the students..RésuméDans cet article, on présente une expé- rience innovatrice dans la salle de classe de niveau intermédiaire-supérieur du cours Histoire du Mexique. Cette étude, inscrite dans le cadre des études de cas, a analysé la façon comme la mise en pra- tique des Ressources Éducatives Ouvertes (REA) a eu des répercussions dans l'amé- lioration des pratiques de l'enseignant et dans l'apprentissage significatif et la mo- tivation chez les élèves. Les résultats dé- montrent que les REA rendent les élèves plus participatifs, attentifs et motivés.ResumoEste artigo apresenta uma experiência inovadora em sala de aula da educa- ção de nível médio na área de História do México, com base em estudos de caso, observando como impactaram a implementação do Open Educational Resources (OER), na melhoria da prática docente, o aprendizagem significativa e motivação. Com o resultado que a uti- lização dos OER fomentar participação, attenção e motivação.

In higher education, the challenge presented by the current educational scenario cannot go unnoticed, in which variables related to numerous transformations converge in different ways: the role played by teachers and students, the ways of learning, sharing and communicating knowledge, and the times and spaces in which learning takes place. Nowadays, a multiplicity of pedagogical innovative actions is possible by taking advantage of the new means, resources and environments that the digital technologies have made available for teaching, and which may boost and enrich it. In consequence, training professionals for university teaching displays the unavoidable commitment of thinking about the characteristics that teaching should adopt in higher education within the new contexts. This article is aimed at analyzing the feasibility of incorporating changes in the teaching modalities in university classrooms, from the exploration of proposals such as flipped classrooms, open educational resources, the possibility to enrich the ideas shared and scattered all over the cyberspace, through the so called collective intelligence which propitiates a boosted learning.Within the framework of the Course of Studies on University Teaching Specialization of the Veterinary Sciences School of the University of Buenos Aires, an experience carried out in the workshop “Selection and Production of Didactic Materials” is described, which was directed to the design of hypermedial didactic materials for a flipped classroom, using the remix procedure and with a representation of the teacher as content curator.

The research offers 90 educational web pages aligned to primary education curriculum, dropdown in nonmobile or mobile devices, such as computer or tablet respectively. Which they can be studied, used and applied by the students in their daily classes or in their professional practices. It is a catalog of educational sites with the potential to be adapted as educational resources both technological subjects, such as TIC in education and Information technology applied to schools, as well in any subjects related to the educational fields of primary education program.

In the article the essence of the concept of literacy in modern European society is clarified. It is determined that the collection of educational resources for plurilingual education is characterized by heterogeneity. It contains single, dual and multilingual educational materials for visual or auditory and combined audio-visual perception, and includes interactive learning tools. Differences in positioning a textbook for learning a foreign language in the Western European and national scientific context are considered. Characteristic features of coursebooks for teaching English are analyzed. The peculiarities of the modern approach to teaching the basic language of schooling are revealed. The analysis of educational materials for basic technologies of schoolchildren’ plurilingualism development in Western European countries is represented.