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Hybrid classroom, which combines face-to-face and online learning, is becoming a popular way of delivering courses in higher education and a subject of growing interest in academic literature. At the same time, the ongoing development of digital educational resources and a trend of openness in systems and education gives open educational resources an increasingly important role in democratising learning. The purpose of this study is to present the approach that combines hybrid classroom and open educational resources developed at one higher education institution in Hong Kong and to investigate the students' views towards the approach. A questionnaire inquiring students' affection towards hybrid classroom and open educational resources has been administered to postgraduate students of the knowledge management programme and related critical factors have been identified and discussed. Results show that the adopted approach enriches students' learning experience by providing a variety of benefits, such as allowing diverse methods and modes of delivery and enabling more flexible, self-controlled, and self-paced learning. Particularly promising seems to be the positive experience from joining the co-located and distance learners, with providing potential advantages such as cross-cultural learning. Moreover, students reported that their learning experience was enhanced with open educational resources. However, some challenges, of technical and pedagogical nature, have been identified, which require further considerations of curriculum design to facilitate hybrid classroom (and use of open education resources) optimally. [For the full proceedings, see ED621620.]

Educational technology has exploded at a rapid pace, requiring educational institutions to select the most innovative techniques and platforms to complement instruction. Incorporating the latest technologies such as Open Educational Resources (OER) and Virtual Reality (VR) into curricula have proven to be beneficial in the areas of active engagement and student-centered learning. For instructors of higher education, it is not a matter of "if" the use of technology will increase in the classroom but "how." This paper discusses OER and VR and how these technology resources can be implemented into lesson design through a study conducted at two universities in North Carolina. [For the full proceedings, see ED596991.]

We introduce Content Addressable Resources for Education (CARE) as a method for addressing issues of scale, access, management and distribution that currently exist for open educational resources (OER) as they are currently developed in higher education. CARE is based on the concept of the distributed web (dweb) and, using (for example) the Interplanetary File System (IPFS) provides a means to distributed OER in such a way that they cannot be blocked or paywalled, can be associated with each other (for example, as links in a single site, or as newer versions of existing resources) creating what is essentially an open resource graph (ORG), and when accessed through applications such as Beaker Browser, can be cloned and edited by any user to create and share new resources. [For the complete proceedings, see ED608557.]

Designing and sharing Open Educational Resources (OERs) requires teachers to develop new competences, in particular with digital resources. In this paper, the case of a language resource production group is introduced. Due to the centrality of the OERs in their collective activity, I show that the documents they produce are essential to the group's work. The theoretical framework of the Documentational Approach (DA) is used in order to analyse their design of resources, the development of their resource system, and how it is linked with professional development. [For the complete volume, see ED578177.]

The purpose of this collaborative project is to incorporate Open Educational Resources (OER) and Virtual Reality (VR) into college courses to promote student engagement and flexible learning opportunities. This project will assist teachers in the K-12 and higher education environment to better identify lesson strategies for the implementation of OER and VR. This collaborative partnership primarily focuses on the experiences of two assistant professors in the School of Education at different universities and their encounters thus far in the study with the integration of the two resources. Though the use of OER and VR are not connected, two assistant professors work as a team during workshops, consulting, and staff developments. The two explore various emerging technologies and other resources and share their experiences with K-12 and higher education instructors in the field. The two assistant professors teach literacy and instructional technology pedagogy at their institutions. Throughout this project, faculty and teacher candidates participate in lessons, assignments, and projects that incorporate the use of OER and VR. The researchers of this project strive to integrate active learning and studentcentered experiences into lessons. As mentioned, the partnership hopes to glean the following outcomes from the study: enhanced student engagement and achievement and increased personalized and cooperative learning opportunities. The results will be shared after formal surveys are disseminated to students over the span of two semesters at each university. To better validate this research, from 2016-2019 formal studies are being conducted at each university. Therefore, additional data is currently being collected. [For the full proceedings, see ED592847.]

The paper explores the potential of Open Educational Resources (OER) in the current learning situation. It investigates the importance of Open Access Resources and Open Educational Movement in the changed society, which is network, oriented. The major benefits and challenges of creating and adopting OER as well as a few renowned OER initiatives are also explored in the study. It further examines the importance of Open Licenses for OER and the role of Library and Information Centres (LICs) in the promulgation of OER.

Open education resources (OER) may be defined as any digital materials designed for use in teaching and learning that are openly available for use by educators and students, without an accompanying need to pay royalties or license fees. Hitherto, research on students' use of OER has been mainly limited to those in Western countries, mainly in the USA. Research on other students' use of OER such as those from Asian Pacific countries has been lacking. In this study, we attempt to fill this gap by exploring a class of Asian undergraduates' views about the use and production of OER. A total of 25 students who were enrolled in an education course at a university in Singapore completed a questionnaire. Results showed that half the respondents used OER to either quite or a great extent. The most common type of OER used was Youtube followed by iTunes (e.g., iTunes U). Respondents attributed more weightage to the reputation of an institution or organization rather than the individual creator with regard to the production of OER. Results also suggested that respondents were generally OER "lurkers"--individuals who tend to take free open education content for their own use but are not willing to produce these resources for others to use. The most significant barriers to producing OER were "lack of skills", followed by "lack of subject knowledge". The least significant barrier reported by the respondents was "lack of interest". [For full proceedings, see ED557168.]

The paper focuses on the issues of open education, open educational resources, massive open online courses and open educational practices. Technology introduces fundamental structural changes that may be essential to achieve significant improvements in the growth of knowledge accumulation. Used to support both teaching and learning, technology infuses classrooms with digital learning tools. In the context of the global situation affected by the covid pandemic, when school became home, while educational institutions had to quickly adapt to this reality and find new ways to ensure continued access to education for all pupils and students, teaching staff started looking for various tools, apps, platforms and online resources that are accessible to everyone. To overcome these challenges, which must be answered by all those who educate and/or train, new didactic approaches and new strategies are needed. In conclusion online education offers unlimited possibilities to the educational act, but the presence of children and teachers face to face in order to achieve permanent feedback, in real time, in an institutionalized environment, remain essential factors in training the future adult. [ABSTRACT FROM AUTHOR]

The growth of the internet and the developments in Information Communication Technologies (ICTs) highly influenced the teaching and learning process. Open Access Resource (OER) generally designated as teaching, learning, and research materials freely available under the Open License domain. This paper discusses the different segments of OER and evaluates their impact in the LIS domain

This paper investigates how people applied and perceived the utility of rubrics for evaluating the quality of Open Educational Resources, and whether teachers and non-teachers showed differences. Forty-four participants evaluated 20 OER using three quality rubrics (comprised of 17 indicators), and reported their perceptions. Results showed that some indicators were more difficult to apply, some indicators resulted in higher ratings of OER, and teachers generally provided higher ratings. Additionally, theoretically related indicators tended to cluster together, as well as indicators from individual rubrics. Sixteen out of the 17 indicators had good inter-rater reliability, with non-teachers' ratings having generally higher agreement values. Finally, participants gave positive ratings about the utility of these indicators, with no significant difference between teachers and non-teachers.