Identifying Barriers to the Remix of Translated Open Educational Resources

Autor/in	Amiel, Tel
Titel	Identifying Barriers to the Remix of Translated Open Educational Resources
Quelle	In: International Review of Research in Open and Distance Learning, 14 (2013) 1, S.126-144 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Developing Nations; Barriers; Educational Practices; Educational Resources; Teaching Guides; Cultural Differences; Educational Environment; Politics of Education; Educational Technology; Computer Assisted Instruction; Electronic Publishing; Web 2.0 Technologies; Open Source Technology; Internet; Translation; Copyrights; Portuguese; Printed Materials; Instructional Materials; Material Development; Instructional Design; Inservice Teacher Education; Public School Teachers; Brazil + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Bildungspraxis; Bildungsmittel; Lehrerhandbuch; Kultureller Unterschied; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational policy; Bildungspolitik; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Elektronisches Publizieren; Portugiesischunterricht; Lehrmaterial; Lehrmittel; Lehrmaterialentwicklung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerfortbildung; Brasilien
Abstract	Remix is touted as one of the most important practices within the field of open educational resources (OER). But remixing is still not mainstream practice in education and the barriers and limitations to remix are not well known. In this article we discuss the design and development of a print and web-based booklet created to introduce the topic of OER to schoolteachers. The guide, the first of its kind available in Portuguese, was created through the remix and translation of existing resources available in English. Choosing design-as-remix raised a series of concerns related to licensing, attribution, context, and technical standards. In this article we review the concerns related to culture and inequity within the OER movement, followed by the design choices and procedures, and finally the implications of these issues for the open educational resources movement. (Contains 2 tables.) (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10