Four-module competency framework for production, search, diffusion and mobilization of OER¶

Theory · All theories
Evidence · 4 claims (3 for, 1 mixed) · 1 study (1 associational), q2 · 1 of 1 report an effect size · 4 claims rest on one study

Description¶

The article organizes the competencies at stake into four modules: production of OER (creative thinking, digital literacy, multimedia management literacy), search/selection (information management, English and other languages, self-directed learning), diffusion/research (critical thinking, scientific thinking, teamwork, research-based learning, online social behavior literacy), and mobilization/appropriation (educational practice innovation, problem posing and solving, communication). The framework was "defined in function of the contents that were implemented in the MOOC that was designed as a tool to develop the abilities of production, search and selection, diffusion and appropriation of the open educational resources", following UNESCO (2011) guidelines.

Design Implications¶

Context¶

Requirements¶

• Competencies broken down into main aspects to allow measurement via rubric indicators

Constraints¶

• Defined for the specific MOOC seminar context and its four content modules

Target Learners¶

• teachers in Mexico and other Latin American countries participating in open distance education

Target Learning Objectives¶

• OER production, search and selection, diffusion, and mobilization/appropriation competencies

Claims¶

• Mooc Oer Competencies Mostly Advanced Similar Across Modules [+M]
• Doctoral-level teachers show the highest advanced-level percentage in each of the four OER competency modules [+W]
• Teachers' educational level was statistically associated with their responses on three of 37 OER-competency survey items, though the definition-of-elements association is weak and non-linear [~W]
• Most teachers report precise identification of OER sources plus at least two diffusion improvements when implementing a diffusion strategy [+W]

Related Theories¶

Examples¶

• Rubric-based self-assessment instrument for OER competencies (instrument 4)
• Use a four-week MOOC seminar with rubric self-assessment to develop teachers' OER competencies

Key Sources¶

• García-López, R.-I., Cuevas Salazar, O., Ramírez-Montoya, M.-S., & Tenorio-Sepúlveda, G.-C. (2017). Competencies for Production, Search, Diffusion and Mobilization of Open Educational Resources. International Education Studies, 10(4). https://doi.org/10.5539/ies.v10n4p78