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Submitted
Nov 14, 2019
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Apr 17, 2020
Published
May 13, 2020
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Abstract

The teachers in higher education (HE) could take a better advantage of the existing vast numbers open educational resources (OER) as well as invite their students in the process of sharing and knowledge co-creation, if they started using and adapting existing OER and/or creating their own OER. The question of this research was whether involving teachers into OER creation and providing them with a tool of a collaborative platform would increase their openness and readiness to share and become open educators? The research was performed on design-based research methodology and intervention, offering a group of university teachers in Lithuania to create, adapt and share OER in the format of slides, providing them with a collaborative platform as a tool, facilitating open-licensed content creation and publishing. After the intervention most of the participating university teachers emphasized the importance of openness, the feeling of more responsibility while preparing their open slides, expressed better understanding of OER, and even changed their pedagogy. Besides, OER integration had a direct impact upon student awareness on OER, overcoming the barriers towards openness, and their ability to contribute to the course.

Keywords

OER Open Educator Openness Open Educational Resources

Article Details

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Author Biographies

Estela Daukšienė, Vytautas Magnus University

Researcher and specialist of Innovative Studies Institute and lecturer at the Education Academy at Vytautas Mgnus University; President of Lithuanian Association of Distance and e-Learning (LieDM)

Elena Trepulė, Vytautas Magnus University

An Assoc.prof at Education Academy and  Vice-dean for International Relations and Study Marketing at the Faculty of Social Sciences of Vytautas Magnus University

Airina Volungevičienė, Vytautas Magnus University

Prof. dr. Airina Volungevičienė has been working among leading researchers, methodology specialists and education policy makers in the area of technology enhanced learning (TEL) development in Europe and Lithuania since 1997. Having established the national network for distance and e-learning in the country, then Lithuanian Distance and e-Learning association (2010), she continued as a leader in research and project work to promote the development of TEL in Lithuania and Europe, introducing many innovations in different education organizations from school, VET, adult learning and higher education sectors. Her main concern at Vytautas Magnus University is to direct Institute activities to implement its mission: to advise University teachers to design distance learning and teaching (DL/T) curriculum, to ensure DL/T quality, to get DL/T curriculum quality assurance at University, to organize online studies successfully, and to ensure DL/T accreditation and quality assurance at the national and international level.

She is involved in EDEN Governance since 2009, as the Board member, Vice President for Research (2016 – 2019) and the President (2016 – 2019). Collaboration with UNESCO IITE in application of technologies in education, OER development, as well as UNESCO IBE for Collaborative Master study program of „Curriculum development“ allows mainstreaming of expert knowledge and the development of open professional collaboration of teachers and academia on global level.

Marius Šadauskas, Vytautas Magnus University

PhD Candidate & Chief Specialist at Vytautas Magnus University, Innovative Studies Institute

Ulf Ehlers, Baden-Wurttemberg Cooperative State University

Baden-Wurttemberg Cooperative State University, Dept. of Economics, Chair for Educational Management, Karlsruhe (Germany), Professor for Educational Management and Lifelong Learning, Vicepresident European Association for Institutions of Higher Education, Senior Advisor for Digital Transformation in Teaching and Learning

How to Cite
Daukšienė, E., Trepulė, E., Volungevičienė, A., Šadauskas, M., & Ehlers, U. (2020). How to become an Open Educator?. Journal of E-Learning and Knowledge Society, 16(2), 51-60. https://doi.org/10.20368/1971-8829/1135182

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