Uso de repositórios de recursos educacionais abertos nas práticas pedagógicasuma revisão sistemática

  1. Borges, Flavio Ferreira 2
  2. Teixeira, Janaína Angelina 2
  3. Acedo, Sara Osuna 1
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  2. 2 Universidade de Brasília
    info

    Universidade de Brasília

    Brasilia, Brasil

    ROR https://ror.org/02xfp8v59

Journal:
RELATEC: Revista Latinoamericana de Tecnología Educativa

ISSN: 1695-288X

Year of publication: 2020

Volume: 19

Issue: 2

Pages: 115-133

Type: Article

DOI: 10.17398/1695-288X.19.2.115 DIALNET GOOGLE SCHOLAR

More publications in: RELATEC: Revista Latinoamericana de Tecnología Educativa

Sustainable development goals

Abstract

The creation of Open Educational Resources (OER) has as its basic principle to provide democratic access to knowledge. To achieve this purpose, OER should be made available in Learning Object Repositories (LOR), and they must have open access. The objective of this research is to identify the use of LOR in pedagogical practices and the support material to be an OER. Data were collected from scientific articles, published from 2014 to 2018, available from the Web of Science, Scopus, DOAJ, ERIC, Redalyc and in institutional repositories of scientific publications made available in Brazil and Spain. The search consisted in identifying articles that reported proposals for teaching-learning practices, using open access resources and repositories. Applying the systematic review methods, 1,201 publications were initially retrieved, and from this list, 42 articles were selected for reading and analysis, as they present relevant content with the theme of this research. It was possible to identify teaching initiatives using OER, practices with the objective of acquiring technological knowledge and using it to promote participatory and collaborative learning with the use of OER. However, it was not possible to identify consolidated practices in the publications, as the OERs presented were not available for free use and, therefore, distanced themselves from the concept of open access.

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