Carmelo Branimir España Villegas, Manuel Caeiro Rodriguez Universidad de Vigo

1. Carmelo B. España Villegas
cespana@uvigo.es
Manuel Caeiro Rodriguez
mcaeiro@uvigo.es
Technology adoption in Education:
Challenges to create and share with the OER
Ecosystem
Conclusions
Innovation in Education
Open Educational Resources
Open Educational Resources Ecosystem
Methodology and Initial Results
Introduction
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2. INTRODUCTION
"... Everyone can innovate, but we must do on important and
not interesting issues. We must solve real problems in the region ...” [1]
“....There is an unresolved dichotomy of how to integrate
technologies in education ....” [2]
“...Further research is claimed to improve expectations and
use of ICT in this sector...”[3]
“...Recent research states that although OER are present
more than 10 years ago, are in infancy stage...”[4] ]
2

3. INTRODUCTION
How are innovations adopted in the
OER ecosystem?
How can we promote educational innovation,
mainly related to ICT, among teachers based on
the OER model for open education?
In general, how does the adoption of the OER
ecosystem contribute to educational
innovation?
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4. INTRODUCTION
4

5. INNOVATION IN EDUCATION
ICT (Information and
Communication Technologies)
TLK (Technologies for Learning
and Knowledge)
TAM (Technology Acceptance
Model)
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6. INNOVATION IN EDUCATION
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TAM base sequence

7. OPEN EDUCATIONAL RESOURCES
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What is OER?
Open Educational Resources
(OER) are teaching, learning
or research materials that
are in the public domain or
released with an intellectual
property license that allows
for free use, adaptation, and
distribution.
Educational material offered
freely and open to anyone
under license agreements
Source material created
under an open license can
be reused, improved,
redistributed or re-mixed

8. OPEN EDUCATIONAL RESOURCES
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THE 5R PERMISSIONS OF OER
• Make and own copiesRetain
• Use in a wide range of waysReuse
• People can adapt, modify, translate, or
change the form of the work with othersRevise
• People can take two or more existing resources
and combine them to create a new resourceRemix
• People can share copies of the
work with othersRedistribute
Source: by David Wiley

9. OPEN EDUCATIONAL RESOURCES https://oerworldmap.org/
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10. OPEN EDUCATIONAL RESOURCES
ECOSYSTEM
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11. METHODOLOGY AND INITIAL RESULT
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12. METHODOLOGY AND INITIAL RESULT
Instrument The
questionnaire has 27
questions, grouped in
the following categories:
Demographics and
teaching data,
Preparation for teaching,
Attitude for teaching
(regarding ICT, TLK,
OER), as well as vision
about OER support.
Instrument for
Data Collection
Data Collection The
questionnaire was provided
online through the page
http://www.innovarea.org.
Teachers of universities
from Spain, Chile, Bolivia
and Peru were asked to fill
in it between the months of
October to November of
2016.

13. METHODOLOGY AND INITIAL RESULT
Initial
survey of
650
university
teachers
was
carried
out
274
answers
250 complete
answers
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14. METHODOLOGY AND INITIAL RESULT
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1) Demographics and teaching data
2) Preparation of Teachers
3) Teachers Attitude
4) OER knowledge
5) Institutional

15. METHODOLOGY AND INITIAL RESULT
Type of course given by teachers in the last year
63%
37%
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Demographics and teaching data

16. METHODOLOGY AND INITIAL RESULT
Training in ICT-TLK. What training did you receive during recent years? YES NO
Pedagogical models or didactic methodologies of virtual education,
mixed (blended) 61% 39%
Techniques of communication and interaction of learning for virtual
education, mixed (blended)
49% 51%
Alternative assessment methods and resources for virtual, blended
education
41% 59%
In administration and / or planning of virtual education, mixed (blended) 27% 73%
Office (Word, Excel, PowerPoint, others)
59% 41%
Image, audio, video and design (ex: Photoshop, Camtasia, Audacy,
others)
46% 54%
Virtual teaching platforms (Moodle, Dokeos, others)
63% 37%
Use of social networks for academic purposes (Facebook, Twitter, others) 50% 50%
Creation and use of MOOC (Massive Online Open Courses) 16% 84%
Preparation of Teachers

17. METHODOLOGY AND INITIAL RESULT
How do you consider your ICT proficiency according
to your needs and expectations in:
Very Poor Poor Regular Good Excellent
Pedagogical models or didactic methodologies of virtual
education, mixed (blended)
1% 11% 43% 39% 5%
Techniques of communication and interaction of learning for
virtual education, mixed (blended)
3% 12% 42% 38% 5%
Alternative assessment methods and resources for virtual,
blended education
3% 17% 47% 28% 5%
In administration and / or planning of virtual education,
mixed (blended)
3% 21% 42% 28% 5%
Office (Word, Excel, PowerPoint, others) 3% 5% 16% 50% 26%
Image, audio, video and design (ex: Photoshop, Camtasia,
Audacy, others)
4% 16% 35% 38% 7%
Virtual teaching platforms (Moodle, Dokeos, others) 4% 17% 30% 38% 11%
Use of social networks for academic purposes (Facebook,
Twitter, others)
3% 17% 30% 38% 13%
Creation and use of MOOC (Massive Online Open Courses) 14% 39% 29% 14% 4%17
Preparation of Teachers

18. METHODOLOGY AND INITIAL RESULT
Inclusion of educational resources in their
teaching practice according to their experience 18
Preparation of Teachers

19. METHODOLOGY AND INITIAL RESULT
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Teachers Attitude

20. METHODOLOGY AND INITIAL RESULT
Predisposition to be trained 20
Teachers Attitude

21. METHODOLOGY AND INITIAL RESULT
OER knowledge 21
OER knowledge

22. METHODOLOGY AND INITIAL RESULT
Teachers indicate 67% that their universities
do not have support for the creation of OER
85% believe that their university should have an
Educational Resources development team that
can create content based on requirement
99% are willing to use in their class a web platform
that facilitates technological innovation based on a
model and guide for the use of OER
22
Institutional

23. METHODOLOGY AND INITIAL RESULT
Repository in university
23
Institutional

24. CONCLUSIONS
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25. CONCLUSIONS
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26. Contact
Carmelo B. España Villegas
cespana@uvigo.es
Manuel Caeiro Rodriguez
mcaeiro@uvigo.es
http://www.innovarea.org
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