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ONLINE ISSN: 2411-2933
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Vol 4 No 12 (2016): International Journal for Innovation Education and Research
FREQUENCY: MONTHLY
Published: 2016-12-31

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Articles PUBLICATION TYPE: ON-LINE & PRINT

Media and infrastructural projects: Analysis of the Print Media in Kenya
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Hezron Mogambi
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1-22
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For Authors
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Challenges Facing Teachers in Integrating Educational Technology into Kiswahili
Teaching. A Case of Selected Secondary Schools in Kisii County, Kenya. For Librarians
(http://www.ijier.net/index.php/ijier/article/view/42) (http://www.ijier.net/index.php/ijier/information/librarians)
Alice Omariba, Samson Rosana Ondigi, Henry Okello Ayot
23-39

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SCHOOL LEADERSHIP FROM THE OPINION OF HIGHER EDUCATION TEACHERS
(http://www.ijier.net/index.php/ijier/article/view/45)
Rubi Surema Peniche, Cristóbal Crescencio Ramón, Norma Graciella Heredia
40-47

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International Journal for Innovation Education and Research 18/01/17 8:59 a.m.

A Study on the Application of Group Cooperative Learning in English Process Writing
Teaching in Junior High School (http://www.ijier.net/index.php/ijier/article/view/47)
Yu Ma
48-55

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Synthesis of 2,3-dimethoxy-8,10-methylenedioxy benzo[c]cinnoline 7 As Potential
Topoisomerase I Inhibitor (http://www.ijier.net/index.php/ijier/article/view/50)
Ghislain R Mandouma, Tahera Nembhard, Brittney Bender
56-77

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Corrupt behaviors of agents and users of public service in Cotonou in the face of
representation of money and ethno-linguistic affiliations
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Sylvie de CHACUS
78-85

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Determinants of Competence and Self-Regulation among Secondary Physical
Education Students in Ghana (http://www.ijier.net/index.php/ijier/article/view/51)
Seidu Sofo, Tontie Lurimua Kanton
86-95

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Conceptual Design of E-Voting System for Academic Institution
(http://www.ijier.net/index.php/ijier/article/view/54)
Samuel Chris Quist, LEONARD KWASHIE AMEGATSE, Dilys Dickson
96-109

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A Perception of health care providers toward quality practice work environment and
patients’ safety culture at hemodialysis units.
(http://www.ijier.net/index.php/ijier/article/view/56)
Hala Ahmed Abdou, Maha Adel Salem, Hoda Ibrahim El-Trawy
110-127

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The enhancement of Interactive Whiteboard Integration in Preschool
(http://www.ijier.net/index.php/ijier/article/view/57)
Souraya Hazim Al Hassan, Naim El Rouadi
128-142

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Online Learning – Learning Styles in a Virtual World Addressing student learning styles
in a virtual class focusing on the ability to enhance the learning experience for students
in the online learning environment (http://www.ijier.net/index.php/ijier/article/view/63)
Margaret Kilcoyne
143-152

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International Journal for Innovation Education and Research 18/01/17 8:59 a.m.

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The Effect of an m-Learning English Speaking Software App on Students in the Chiang
Rai Municipality Schools 6 and 7 in Thailand
(http://www.ijier.net/index.php/ijier/article/view/71)
Gary Glen Bitter
153-171

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It’s Critical: Student Attitudes Toward Critical Thinking and an Assessment of a Lecture
to an Introductory Engineering Class (http://www.ijier.net/index.php/ijier/article/view/72)
Frank Jacobitz, Esther K Cho, Karly V. Jerman, Kameron J. LaCalli, Sabrina E. Lucero, Victoria S. Maraga, David P.
Pennington, Aimee E. Slavensky, Rachel E. Stein, Neil V. Vranicar
172-188

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An Analysis Approach of User Centered Innovation for Call Center Services in
Telecommunication (http://www.ijier.net/index.php/ijier/article/view/74)
An-Che Chen
189-195

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Quest for Teacher Effectiveness Parameters: A Survey of Public and Private Schools in
North-Rift Kenya. (http://www.ijier.net/index.php/ijier/article/view/75)
Joyce J Kurgat
196-204

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Managerial Perception of Intellectual Capital Disclosure Practices of Listed Companies
in Sri Lanka (http://www.ijier.net/index.php/ijier/article/view/78)
S D Jayasooriya, K D Gunawardana
205-213

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Divergent Movement Ability and Digital learning environments: Opponents or
collaborators; (http://www.ijier.net/index.php/ijier/article/view/83)
Nikolas Ioannis Apostolakis
214-227

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embarked on the task of innovating in this scope. teacher and students. ITC management and the introduction to OER under a pedagogical innovative approach. International Educative Research Foundation and Publisher © 2016 pg.International Journal for Innovation Education and Research www. innovating education and its pedagogy. nevertheless what is fundamental is pedagogical innovations for the processes of learning and teaching. Introduction The technological paradigm has ruled the actions taken in training educators in such a way that. Then. 109 . Instructional Models. in order to have the chance to teach them and learn in the new educational scenarios. Francisco Ramón May Ayuso. it was considered important to have the opportunity to enhance the academic training of the students from the degree in Education on the democratization of knowledge. 2016 A Teaching Perspective of the Democratization of Knowledge on Open Educational Resources (OER) for MOOCs in México José Israel Méndez Ojeda. Democratization of Knowledge.net Vol:-4 No-10. is fundamental.ijier. to advance in the generation of knowledge along with such society within the possibilities of mass education is necessary. Triangulation of the participants’ perspectives. especially the elective courses. Gabriel Hernández Ravell Facultad de Educación de la Universidad Autónoma de Yucatán. over the past few years. the academic community of the School of Education of the Autonomous University of Yucatán. even though it represents a progress in developing resources for learning there is an excessive emphasis on technological aids sidesteps. Educational Innovation 1. rather than technology. Key Words: Open Educational Resources. as a joint action to innovate the curriculum. making inroads into new communication paradigms applied to education. 1. Hernández y May (2010) in their chapter ‘Los medios y la interacción en la enseñanza’ (Media and Interaction in Education). México (known as UADY in spanish) about of the Democratization of Knowledge on the Open Educational Resources (OER). in accordance to the scientific and technological developments explaining the changing society to which Bauman (2010) refers. This study was conducted under the qualitative approaches part of the elective course ‘Designing and Developing OERs’ using the case study research method. was done to ensure reliability and validity. especially on adapting the existing instructional models to be designed as Massive Open Online Courses (MOOC).1 ICT and OER in Training Educators. Training Educators. Abstract This research aims to explore the teachers’ perspective from the Autonomous University of Yucatán. As claimed by Méndez. as well as innovating contents and ways to spur learning. Massive Open Online Courses. In this respect. Thus.

the school and its curricula. ideas and conceptions about the democratization of knowledge when working with OERs for MOOCs. and knowledge becomes that way when teaching and learning are transcendental for the demos. In the School of Education of the Autonomous University of Yucatan. as mentioned before. MOOCs and OERs are an opportunity to achieve open access to knowledge in a culture of sharing and reutilization of such resources. Massive Open Online Courses (MOOC) can also be found. the OERs. It is worth noting that these OERs are created by the academic community itself: teachers and students (Gaser. In this regard. editable. et. OERs and MOOCs can be used by educators and trainees as new ways to teach and learn. Especial emphasis has been made on new educational paradigms moving towards the technological realm of the digital media and resources to enhance the teaching and learning process. Besides. As quoted by UNESCO (2012). seen as open-license. modification and distribution are allowed. Thus.. 2012). it is vital to understand. Innovation here relies on building novel learning experiences and collective knowledge. where university educators will open their way and have an impact on the field by generating research to address the existing and emerging gap of knowledge between the culture of the OER and the MOOC. the transformation of postmodern society and the paradigms posed by the liquid modernity make democratization of knowledge something necessary inside of the society. the university itself. 110 . Therefore. from the point of view of the emergence of individual and collective constructivist criticism. al.1. designing and implementing strategies for teaching in web scenarios. represent an opportunity for the virtual classroom experience innovation. These courses allow for a plural and collective participation ensuring equal access to knowledge. enrich and guide the practices of teaching and learning in these new scenarios according to the current educational needs. (OER) for MOOCs’. reusable digital materials for educators. Purpose and Objectives The purpose of this research is to understand the teaching perspective on the democratization of knowledge about the Open Educational Resources for MOOCs. 2013).Online-ISSN 2411-2933. Research Problem: A Teaching Perspective of the Democratization of Knowledge on Open Educational Resources (OER) for MOOCs. alongside OERs. Print-ISSN 2411-3123 October 2016 Human relations in the realm of education. What is more. democratization means community. What has been said implies that the ICTs in open courses and OERs offer the possibility to empower mankind. multiple actions to innovate the curriculum of the degree in Education have been taken. Currently. the study of the teaching perspective. International Educative Research Foundation and Publisher © 2016 pg. Such courses are developed to offer distance education to cover a wide audience of professionals around the world (Mackness. an OER is a public-domain educational material with an open license which can also be used in research. Then. lead to understanding the communicative models as an opportunity to democratize knowledge. Nonetheless. 2. free adaptation. trainee teachers and autonomous learners. 2. creating a space for different agreements regarding planning.

equity.e. These organizations have supported and built efforts to develop and share this concept throughout the world. the expansion of resources. The Open Educational Resources (OER) The Open Educational Resources as alternative tools to build and disseminate knowledge more efficiently have emerged with the support of important international organisms such as the United Nations for Education.2. the instructor’s computer system management skills and his or her creativity for its design and development. To analyze the teaching perspective of the Democratization of Knowledge on Open Educational Resources (OER) for MOOCs 3. It is important to highlight that the development of the OERs is. 3. Literature Review 3. 111 . Evaluation (Table 1). According to ideas already mentioned. it is worth considering that the OER is an essential component for an open access course. On the other side. The instructional design and its stages must be considered in the design of the OERs since they serve as a guide for us to create educational materials that may contribute to the achievement of the learning objectives. software for which a license is not required. On one side. These stages guide the design and development of the resources and the course.1. to a great extent. i. Design. due to the improvements in free and open access computer programs. designing and developing OERs for MOOCs implies a joint action between the efforts made to democratize knowledge and the actions taken by educators and trainees to create them based on their technical and technological design and development to enhance the democratization of knowledge and achieve the educational goal. Considering these allows for advantages which will empower flexibility. Needs Analysis. b) presentation tools. and broader generation of information and knowledge serving the society (Hernández et al. Finally.net Vol:-4 No-10. OER’s Instructional Design for MOOCs A brief description of the adaptation made to the stages of instructional design of OERs for MOOCs is featured below: 1. designing and developing OERs for MOOCs will depend in a wide extent on the learning objectives.ijier. 3. 2016 The objectives are as follows: 1. the organization of education. 2013). Sciences and Culture Organization (UNESCO) and the Organization for Economic Cooperation and Development (OECD). 2. Implementation and 4.International Journal for Innovation Education and Research www. and c) resources for implementation. the OER have three main characteristics: a) educating through content. learning experiences. International Educative Research Foundation and Publisher © 2016 pg.

materials on the virtual 2012). plan for the environment of designing and preparing 2012). issues that the program. considering important to include the that. learning goals. if techniques of the course. Adaptation of the instructional design stages of OERs for MOOCs (original idea by Méndez. Gaser. the democratization of knowledge in this changing word. the support units should aspects such as the utility the different virtual and common to all the be developed by of the resource. 112 . which offers the opportunity to cover situations and phenomena where human actions occur in the daily life recovering the subjects’ intersubjectivity. they are open. which is a reality occurring within the educational realm with the OER regarding the training of the Bachelors of Education. Management Systems. Innovation environment. this implementation of the modification. especially. resource that must be the instructional 1984). from a hermeneutic and symbolic-interpretative view. due to the origins of will be carried out are its own characteristics is own characteristics of the OERs and MOOCs. which is rather the instructional design reuse. approach. it has a user-friendly Every single design. In this sense.. Based on such. Needs Analysis Design Implementation Evaluation The realities of the When designing an OER In this stage. the cognitive discrepancy between the which has analyzed from levels that can be current state and the what the learning reached. the part of the design is done course in the desired have arisen when educational resources by the one in charge of virtual environments accessing the Learning and the assessment creating the items and (Silas. designed to the objectives through the procedures to obtain the achievement of the best result. In this line. evaluation must measure detect existing issues on modifiable. environment. 2007. as a throughout reflection on the practicum. the consideration when ontologies (Gaser. why and what for. Methodology This study was conducted under the qualitative approach as an overview of the existing realities. Galindo (1998) and Pérez (2008) explains that. Print-ISSN 2411-3123 October 2016 Table 1. the educational effort must be understood under these methodological possibilities which allow for a deep understanding of the what. This will crucial. and to International Educative Research Foundation and Publisher © 2016 pg.Online-ISSN 2411-2933. evaluated. May & Hernández). et al. starts with a framed in an resource. compatible. MOOCs. its scenarios to take into participants through establishing a suitable accessibility. it is Silas (2007) mentions setting where the project for a course. 4. and the intended aim objective is and the effectiveness to attain (Stufflebeam. if it is easy to need. how. This is a unique phenomenon due to its innovation. the including OERs’ or means that the design is relevance of the MOOCs’. The case of this research is of our concern for its novelty in entering the field of educational technology and.

was held. 5. The case study is well defined and refers to the ideas and meanings of teachers regarding the democratization of knowledge.11). Pérez. mass education. This research is particularly useful for researchers. And c) the analysis of documents such as the course description document and the students’ products. Reliability and validity can be achieved by objectifying subjects through the contrast and complement technique. teacher in the course “Designing and Developing OERs”. to get to understand their activity in important circumstances” (Stake. The researcher will use the participant observation methodology by taking the role of administrator of the course’s virtual scenario and platform. In this regard. 2007. personal contact with the participant teacher and students (Stake. maintaining a close. Based on the research carried out. b) A focus group where the group of students’ perspective of their experience in the training process as well as their appreciation of the resulting interactions were examined in depth. The group of participants included 1 teacher and 31 students.net Vol:-4 No-10. in response to the demand for mass training and the intention to boost democracy under the principle that we can be freedom. In this sense it is of special interest to understand the ideas and concepts of the educator regarding the democratization of knowledge by working technologies in new teaching scenarios: OERs for MOOCs. 113 . 1968. from the first and third semester of the degree in Education (LE in Spanish). Academic Preparation and Global Trends in Knowledge Democratization According to the teacher Mario. the global trends. if we have a knowledge. which can be seen in the triangulation embodied in the data records (Berger & Luckman. an in-depth interview with the professor Mario. 2007 p. as it delved into the detail of the meanings that teachers possess the novelty and originality of the phenomenon at the university where the study was conducted. 2007). This interview explores the teacher’s experience in training Education students on the democratization of knowledge through the OERs for MOOCs. 1988). sustained. The research techniques used for data collection were: a) in-depth qualitative interview which addresses the reality of the interviewee (Sierra. the idea of innovating trainees’ formative process under an educational-communicative perspective of the OERs and MOOCs arises. We look for the detail of the interaction with their contexts.1. It also has not been addressed in this context.ijier. and the emerging chance for online education are the guidelines to follow as means of building democratic societies. The research method was a case study because the phenomenon "It is especially interesting in itself. Discussion of Results To continue is present the discussion of the results in topic after to qualitative analyze. 2007). 2007) mentioned before. The case study research of particularity and complexity of a particular case. the teacher claimed: International Educative Research Foundation and Publisher © 2016 pg. 5.International Journal for Innovation Education and Research www. The constant here is the mass opportunity to achieve knowledge. Stake. since they are part of the personal documents for research (Pérez. 2016 the interactions that unfold from this when building the learning experiences in the free environments of distance education. Based on that.

access to education at all almost levels is a reality for everyone… …It is noteworthy to say that. and the adoption of this ideas in Mexico. In addition. Now knowledge can be owned. democracy in education has moved promoting free access. the self-governing capacity seen as democracy. but also freedom to every corner. it is also mentioned that this low-cost will help provide “education for all”… 5. 114 . Print-ISSN 2411-3123 October 2016 …part of the idea started because I am part of a research network among many national universities which were experimenting with OERs and MOOCs… […] …I analyzed the chances to create a subject.2.3. What has been said before can be clearly identified in the statement from the teacher: …the main requirement is that every single material can be tailored to meet the user’s needs. the concept “education for all” guaranteed in the Article 3 of the Constitution and the expansion of compulsory education until high school are currently changing due to the society of information and knowledge.Online-ISSN 2411-2933. it enables the creation of a democratic and inclusive education since another characteristic of open courses is the fact that they are free or low-cost. These guarantees also offer personalization according to the needs of each society and student. as well as the global experiences gained in different universities and educational institutions… The aforementioned coincides with Butcher’s ideas (2015: 5): the concept of mass and online education has a strong potential to support educational transformation. work. International Educative Research Foundation and Publisher © 2016 pg. as part of the current concepts of democracy and democratization of knowledge. Mackness. This is due to the fact that. Unfortunately. the MOOC held via internet at least addresses the concept of the democratization of knowledge. In this sense. The purpose is to carry not only education. it is stated that inclusion refers to the personalization of the materials and the teaching experience according to the idea of Bauman’s liquid modernity (2010). This paradigm-related change enables the Education students to explore different fields of study. et al. This is its educational value. On the other hand. research and development. 5. towns and villages inside Mexico. A Concept of Democratization of Knowledge One of the key concepts which UNESCO (2012) has promoted is democratization of knowledge alongside with the right for internet access and good connectivity. to work with OERs as a strategy… …conceptualization of open courses aided with these types of resources. Paradigm Changes in Democratization Online education is shaping the conventional physical classroom into a virtual scenario. What is more. Regarding this. and as part of the cultural heritage from the post-revolutionary era. secure and timely access to the global network is actually limited in a great number of cities. Using such resources as an integral communication method for teaching makes curricula and courses available to a wide audience of students. Hence. as part of the tradition in liberalism. which is also supported by OERs and MOOCs. (2013) mention that MOOCs are developed to offer distance education in a way that it reaches a wide audience of professionals around the world. applied and obtained via internet through online and distance courses.

This paradigm change enables the Education student to explore other fields of study. To this day. it should be acquired depending on the market’s economic situation. education is still a privilege for some people. International Educative Research Foundation and Publisher © 2016 pg. et al (2013). this emerging movement of democratizing education using MOOCs and OERs is one solution to millions of students failing to enter university every year. Despite the educational reforms. the teacher declared: …a paradigm change: in traditional courses. This problem prevents them from receiving education… 5. “Definitely. Difficulties and Potential in the Democratization of Knowledge Regarding the challenges and difficulties of democratizing knowledge. And these new massive open online courses provide access to all educational levels. equity. students need to pay for certifying course accomplishment. In other words.4. open access to information and to all educational levels through MOOCs and OERs may be the solution. group. Hence. education is currently seen not only as a right but also a service. there is still a notorious gap between social classes. 2016 What has been stated in the previous paragraph agrees with Hernandez. In this respect. but due to the lack of spaces in public universities and the high costs of private education. Then.net Vol:-4 No-10. 2013). Nonetheless. students are still required to take an admission exam to enter university. etc. On the contrary. organization of education. certification is a remaining problem since it represents a cost. get an access code. Democratization of Knowledge through OERs and MOOCs as part of an Inclusive Education Democracy comes from Greek demos ‘the people’ and –kratia ‘power. MOOCs grant universal access to high quality education” (SCOPEO. As explained before. As declared by the teacher: …democratization of knowledge is an idea that. work. In online courses. However. even since the Enlightenment.ijier. expansion. French philosophers conceptualized as part of a whole system to establish a republic based on human rights. learning experiences. it implies neglecting the validity of the efforts made by poor citizens to be better prepared. not only university. Regarding these ideas. because these are sources serving society and encourage a greater production of knowledge. rule’ which means “popular government”. the main requirement in an open OER-based course is that every single material can be tailored to the needs of the user. as well as to build a democratic and inclusive education… 5. the Mexican Constitution promotes free education as a right. political and cultural issues arise in Mexico. Thus. However. Challenges. it is not a living reality in our country yet. These authors mention that using online resources brings educational advantages and allows for greater flexibility. culture or economic situation. 2013 p. download materials and these cannot be modified depending on the characteristics of the region.5. although the right to education is written on the Constitution. In my opinion. not because they are unintelligent. but the certification issue refers to the lack of universities that could sponsor the courses and the assessment of the student’s knowledge and skills gained (SCOPEO.35). the student is expected to register and attend the sessions. they register. research and development.International Journal for Innovation Education and Research www. This idea has filtered to any country adopting democracy as their system of government. economic. 115 . This issue transforms education into a privilege rather than a right.

which are key elements for this type of courses. To conclude. cultural and social issues is intended. efforts to reduce educational lagging have been made. We cannot talk about democratization if poverty is not reduced. On the other hand. Quiñonez & Canto. democratizing knowledge through MOOCs and OERs is a need due to the new trends in mass education. The challenge is trying to link culture. too. the OERs can establish a bridge between society and knowledge. Print-ISSN 2411-3123 October 2016 For example. Nevertheless. there is still a vast majority of poor people. which were previously considered as developing. Madrid. 116 . España: Paidós. We cannot talk about democratizing education if we do not address cultural diversity as a whole. Thus. In countries with an emerging economy like Mexico. connectivity and internet access are the main drawback. poverty reduction and inclusive education… 6. Moving and editing existing materials and courses to these kinds of platforms is not enough. 2016). and which is the hometown of the richest man in the world. This impulse does not compete with rather complements the development of a person’s knowledge under the educational-communicative paradigm. the division between the people who have less and the ones who rule the big companies in the market. Z. As a conclusion The OERs and MOOCs are an attempt to encourage democratization of knowledge through education. Other challenges are cutting down poverty. Building new competencies on our teachers and students as a joint construction of knowledge by means of changing teaching and learning situations is necessary (Méndez. the challenge of working collaboratively using MOOCs and OERs. In our country. OERs. (2010). economic. Even when the federal government is making real progress. these efforts have been misused to preserve and perpetuate the market system. 2ª Ed.Online-ISSN 2411-2933. as well as access to technologies… …Cultural diversity. The development and improvement of new materials in the new virtual scenarios is a must. They are part of the solution proposed by some educators in a sincere effort to provide tools and spaces to make better personal and professional growth opportunities available to any person. Furthermore. the dominant class would not be naïve so as to offer educational programs and curricula that promote critical consciousness and liberating action. Moreover. such as the implementation of MOOCs and OERs. As Freire (2005) states. La cultura como praxis. References Bauman. According to the teacher’s opinion: …The challenges and difficulties of democratizing education come from the educational policy. where money is owned by an elitist group. enable specific interactions that would allow for personalization of students’ learning process and educators’ teaching style. International Educative Research Foundation and Publisher © 2016 pg. and facing new teaching and learning styles are some of the aspects that still need to be dealt with. Dealing with the educational demand in emergent economy countries with political. such tools are an impulse that contributes to students’ academic preparation at all educational levels.

España: Muralla. connectivist MOOC: Pedagogical issues and implications for higher education. 4(1). Comunidad Latinoamericana Abierta Regional de Investigación Social y Educativa (CLARISE)..org/images/0023/002329/232986s. G. Using open course ware to develop teacher competencies in distance education. Recuperado de www.. Hernández. Argentina: Amorrortu Ediciones. T. J. F. Madrid. y Lovegrove.rusc.es/wp-content/uploads/2013/06/scopeoi002. R. 2016 Berguer.. Madrid. retos y futuro ‖. J. Francia: UNESCO. Butcher. 91-112. cultura y educación.pdf Pérez. Sistema Nacional de Educación a Distancia (SINED). S. No.uoc. (2013). México: Universidad Autónoma de Yucatán. 140-159. G. Junio 2013. y Luckmann. 26-35.edu/ojs/index. México: LULU. L. pp. México: Siglo XXI Editores.. España: Muralla. Vol. Competencias docentes y prácticas educativas abiertas en educación a distancia.rusc. 2 En línea en: http://scopeo. G. Técnicas de investigación en sociedad. Guía básica de recursos educativos abiertos (REA).org. En Ramírez. 117 . Mackness. G. posibilidades. 4(1).Quiñonez. P. y Zaldívar. (2007).usal. 5° ed. 2ª Ed. G. 14(4). Méndez. M. Sierra. Gaser.pdf Freire. Diseño instruccional para el planeamiento y elaboración de recursos educativos abiertos. Investigación cualitativa. (2010). Los medios y su interacción en la enseñanza.._108-114. J. SCOPEO INFORME Nº2: MOOC: Estado de la situación actual. Waite. Scopeo Informe No. Recuperado de www. España. May. Recuperado el día 4 de mayo de 2016 en http://unesdoc. (2008). G. Galindo. RED Clara. (1998). II Técnicas y análisis de datos.uk/images/frontImages/gallery/Vol. (2016). 4° ed. United Kindom Center For Enhancing Knowledge. Más allá de los contenidos: compartiendo el diseño de los recursos abiertos. M. 4°ed. M. International Journal of Arts and Commerce. (2012). SCOPEO (2013). (2005). P. Pérez. 4-13. (2007). (1988). y Canto.php/rusc/index Stake. México: Pearson Educación. 2 March 2016. La construcción social de la realidad._5_No. Función y Sentido de la entrevista cualitativa en investigación social. P.php/rusc/index Hernández. Retos e interrogantes. F. Buenos Aires. México: Pearson. Revista de la Universidad y Sociedad del Conocimiento. M. Revista de la Universidad y Sociedad del Conocimiento. En Galindo. J.net Vol:-4 No-10. pp.. task-oriented. Prácticas y recursos de educación abierta: la hoja de ruta OLCOS 2012. The International Review of Research in Open and Distance Learning. M. Silas.edu/ojs/index. F. Retos e interrogantes. Méndez. (2007).. Técnicas de investigación en sociedad: cultura e investigación. (1968).ijier.uoc. y May.ijac. Recuperado el día 3 de mayo de 2016 en http://www. Madrid. 2015). Morata.International Journal for Innovation Education and Research www.pdf Consultado [29/diciembre/2015]. Pedagogía del oprimido. International Educative Research Foundation and Publisher © 2016 pg.5. En Canto. Learning in small. Investigación cualitativa. N. I Métodos. P. 108-114. Investigación con studio de caso.unesco. Roberts. Guillermo. “Estudios y perspectivas sobre la enseñanza”. (2013)._2/10. E.

org/new/es/communication-and-information/access-to-knowledge/open-educat ional-resources/ International Educative Research Foundation and Publisher © 2016 pg. 118 . EUA: Kluwer-Nighott. Boston. Print-ISSN 2411-3123 October 2016 Stufflebeam. et al. UNESCO (2012).Online-ISSN 2411-2933. Conducting Educational Needs Assessment. D. Recuperado de http://www.unesco. (1984). Recursos educativos abiertos.

Francisco Ramón Publishing Services . This study was conducted under thequalitative approaches part of the elective course ‘Designing andDeveloping OERs’ using the case study research method.Browse Records . Gabriel .Ebooks Hernández Ravell. Vol 4. José Israel Méndez AU Library Scholarly May Ayuso. was done to ensurereliability and validity. Massive Open Online Courses. México Username Date 2016-10-31 Password Type info:eu-repo/semantics/article Remember me info:eu-repo/semantics/publishedVersion LOG IN Peer-reviewed Article Format application/pdf Identifier http://ijier.0 . Triangulation ofthe participants’ perspectives. Educational Innovation Description This research aims to explore the teachers’ perspective from theAutonomous University of Yucatán.Press Website Educators. Democratization of Knowledge. No 10 (2016): International Journal for Innovation Education and Research 2411-2933 2411-3123 Language eng Relation http://ijier. Training . teacher and students. F EATURED J OURNAL Archivaria ABOUT LOG IN REGISTER BROWSE .net/index.especially on adapting the existing instructional models to be designed asMassive Open Online Courses (MOOC).Browse Records Subject Open Educational Resources.Journal Website A Teaching Perspective of the Democratization of Knowledge on Open Educational Resources (OER) for MOOCs in México International Journal for Innovation Education and Research VIEW PUBLICATION INFO FIELD VALUE Title A Teaching Perspective of the Democratization of Knowledge on Open F EATURED PRE SS Educational Resources (OER) for MOOCs in México Creator Ojeda.net/index.org/licenses/by/4. México (known as UADY in spanish) aboutof the Democratization of Knowledge on the Open Educational Resources (OER). USER Publisher International Journal for Innovation Education and Research Contributor Universidad Autónoma de Yucatán.php/ijier/article/view/572 Source International Journal for Innovation Education and Research. Instructional Models.php/ijier/article/view/572/526 Rights Copyright (c) 2016 José Israel Méndez Ojeda http://creativecommons.

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Training Educators. Triangulation of the participants’ perspectives. Francisco Ramón May Ayuso. This study was conducted under the qualitative approaches part of the elective course ‘Designing and Developing OERs’ using the case study research method. Gabriel Hernández Ravell Abstract This research aims to explore the teachers’ perspective from the Autonomous University of Yucatán. Democratization of Knowledge. México (known as UADY in spanish) about of the Democratization of Knowledge on the Open Educational Resources (OER). Register Search Current Archives Announcements SUBMISSIONS EDITORIAL BOARD PUBLISHER PAYMENT CONTACT Home > Vol 4. No 10 (2016) > Ojeda A Teaching Perspective of the Democratization of Knowledge on Open Educational Resources (OER) for MOOCs in México José Israel Méndez Ojeda. especially on adapting the existing instructional models to be designed as Massive Open Online Courses (MOOC). Instructional Models. Massive Open Online Courses. Educational Innovation Full Text: PDF References . Keywords Open Educational Resources. was done to ensure reliability and validity. teacher and students.

La construcción social de la realidad. Pedagogía del oprimido.php/rusc/index Hernández..Bauman. España.. Competencias docentes y prácticas educativas abiertas en educación a distancia.rusc. F. The International Review of Research in Open and Distance Learning. 4°ed.Quiñonez. En Galindo. Revista de la Universidad y Sociedad del Conocimiento. Recuperado el día 3 de mayo de 2016 en http://www. México: Pearson Educación._5_No. M.edu/ojs/index. La cultura como praxis.pdf Pérez. Los medios y su interacción en la enseñanza. Recuperado de www. 140-159. 14(4). Prácticas y recursos de educación abierta: la hoja de ruta OLCOS 2012. P. (2005). pp. (2007). Butcher. Recuperado de www. G. posibilidades. Berguer. Investigación cualitativa. España: Muralla. M. G. 26-35. Waite. 4(1).org/images/0023/002329/232986s. 4(1). Buenos Aires. L. Sistema Nacional de Educación a Distancia (SINED). Revista de la Universidad y Sociedad del Conocimiento. 108-114.ijac. May. Hernández. Silas. R.pdf Freire. 2 En línea en: http://scopeo. Madrid. Retos e interrogantes. México: Universidad Autónoma de Yucatán.org. (1998).. SCOPEO INFORME Nº2: MOOC: Estado de la situación actual.rusc.. y Canto. Argentina: Amorrortu Ediciones. Roberts. Junio 2013.edu/ojs/index. Morata. G.uoc. Francia: UNESCO. (2008). Gaser. (2007). Learning in small. Retos e interrogantes. y May. J.uoc. . P. Mackness. G. P. I Métodos. pp. connectivist MOOC: Pedagogical issues and implications for higher education. 2ª Ed. task-oriented. Guillermo.. N. retos y futuro ‖._2/10. México: Pearson.. México: LULU. (2010). Using open course ware to develop teacher competencies in distance education. España: Paidós. G. Guía básica de recursos educativos abiertos (REA). y Luckmann. 2ª Ed. M. 4° ed. 2 March 2016. 4-13. España: Muralla. Méndez. RED Clara. Pérez. (2007). P. J. United Kindom Center For Enhancing Knowledge. II Técnicas y análisis de datos. En Canto. Madrid.unesco. Investigación cualitativa. Más allá de los contenidos: compartiendo el diseño de los recursos abiertos.uk/images/frontImages/gallery/Vol. Técnicas de investigación en sociedad. S. Scopeo Informe No. y Zaldívar. (1968). (1988). International Journal of Arts and Commerce. 91-112. J. Madrid. (2013). (2013). Diseño instruccional para el planeamiento y elaboración de recursos educativos abiertos. Galindo. 5° ed. y Lovegrove. Z. cultura y educación. F. (2016). México: Siglo XXI Editores.usal. (2012). Madrid. Técnicas de investigación en sociedad: cultura e investigación.php/rusc/index Stake. Comunidad Latinoamericana Abierta Regional de Investigación Social y Educativa (CLARISE). 2015). G. En Ramírez. J.es/wp- content/uploads/2013/06/scopeoi002. M. E. Recuperado el día 4 de mayo de 2016 en http://unesdoc. M. SCOPEO (2013).. T.5. Función y Sentido de la entrevista cualitativa en investigación social.pdf Consultado [29/diciembre/2015]. (2010)._108-114. No. F. Vol. Sierra. “Estudios y perspectivas sobre la enseñanza”. Investigación con studio de caso. Méndez.

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