联合国教科文组织开放教育资源建议书指导下的疫情期间开放教育实践指南（英文版）_80页_5mb

Summary of "Guidance on Open Educational Practices during School Closures: Utilizing OER under COVID-19 Pandemic in line with UNESCO OER Recommendation"

Core Content

This document provides guidance on the use of Open Educational Practices (OEP) and Open Educational Resources (OER) during the global school closures caused by the COVID-19 pandemic. It aligns with the UNESCO OER Recommendation and emphasizes the role of OER in ensuring access to education, supporting inclusive learning, and promoting innovative pedagogical approaches.

Main Points

Importance of OEP and OER during the pandemic

• The pandemic has led to the closure of schools and universities, affecting 1.21 billion learners, or 69.3% of the global student population.
• OER and OEP are critical in providing interactive and motivating learning experiences during this crisis.
• The Chinese government was the first to implement the "Disrupted Classes, Undisrupted Learning" policy, leveraging online and distance learning.
• OER can be used to create inclusive education, ensuring equal access for learners with diverse needs, including those with disabilities.

Implications for Teaching and Learning

• OEP enhances access to educational content and supports lifelong learning.
• It encourages learners to be active participants, not just consumers of knowledge.
• OEP goes beyond active learning by involving learners in creating and revising OER, which can benefit future learners.
• It fosters digital literacy and supports the development of new pedagogical methods.

UNESCO OER Recommendations

The document is structured around the five UNESCO OER objectives:

1. Building capacity of stakeholders to create, access, re-use, adapt, and redistribute OER

   • Enhancing awareness among stakeholders about the benefits of OER.
   • Promoting the development of sustainable models for OER creation and use.

2. Developing supportive policy

   • Encouraging institutions to update legal and policy frameworks to support OER creation and use.
   • Integrating OER quality assurance mechanisms into existing educational strategies.

3. Encouraging inclusive and equitable quality OER

   • Ensuring that OER is accessible to all learners, regardless of background or ability.
   • Promoting the use of OER in diverse and inclusive knowledge societies.

4. Nurturing the creation of sustainability models for OER

   • Fostering collective participation, co-creation, and innovation in OER.
   • Building community partnerships and promoting shared value creation.

5. Facilitating international cooperation

   • Supporting the development of peer networks that share OER across regions, languages, and educational levels.
   • Encouraging collaboration between institutions and countries to promote global access to OER.

OER Competencies

The document outlines key competencies required for effective OEP implementation:

• Searching and selecting OER: Identifying and curating appropriate resources for teaching and learning.
• Digital reading and summarizing OER: Understanding and interpreting OER content.
• Creating, remixing, and revising OER: Modifying and reusing resources to suit specific learning needs.
• Choosing an open license: Selecting the right license to ensure OER can be reused, adapted, and shared freely.

Typical OER-Enabled Distance Learning Strategies

• Massive Open Online Courses (MOOCs): Large-scale online courses that provide access to a wide range of learners.
• Simulation and open game-based learning: Using interactive tools to engage learners in practical and dynamic learning environments.
• Telecourses: Structured distance learning programs that use technology to deliver educational content.

Guidelines for Applying OEP and OER

• Teachers should utilize OER to build courses and encourage learners to engage in content creation.
• OEP includes open pedagogy, open collaboration, and open assessment, which can enhance learner engagement and motivation.
• Enabling technologies such as digital platforms and tools should be used to support OEP and OER implementation.

Key Information

• The document highlights the importance of OER in addressing educational challenges during the pandemic, particularly in terms of access, engagement, and inclusivity.
• It provides a framework for OEP and outlines the necessary competencies for educators and learners.
• The use of OEP can lead to more interactive, inclusive, and sustainable educational practices.
• The UNESCO OER Recommendation serves as the foundation for the guidance, emphasizing the need for global cooperation and policy development.

Conclusion

This handbook aims to support educators and learners in using OEP and OER to maintain quality education during school closures. It draws on global experiences and aligns with UNESCO's five objectives to promote the widespread and sustainable use of OER in education.

References

• Huang, R., Liu, D., Tili, A., Knyazeva, S., Chang, T. W., Zhang, X., Burgos, D., Jemni, M., Zhang, M., Zhuang, R., & Holotescu, C. (2020). Guidance on Open Educational Practices during School Closures: Utilizing OER under COVID-19 Pandemic in line with UNESCO OER Recommendation. Beijing: Smart Learning Institute of Beijing Normal University.