Guidance on Open Educational Practices during School Closure:Utilizing OER in COVID-19 Pandemic in line with UNESCO OER Recommendation（Ⅱ）

譯題：聯合國教科文組織開放教育資源建議書指導下的疫情期間開放教育實踐指南（二）

Published by UNESCO IITE， UNESCO INRULED， SLIBNU 聯合國教科文組織教育信息技術研究所，聯合國教科文組織國際農村教育研究與培訓中心，北京師范大學智慧學習研究院

2.Applying open educational Practices

2.1 Open educational practices framework

OEP must be fully understood since， their scope is rapidly evolving， and researchers tend to focus on different OEP perspectives. Therefore， this section aims to draw an OEP framework based on several reported OEP definitions in the literature. In this context， we have conducted a comprehensive review of OEP definitions. Based on these definitions， the five following conditions were identified that should be present during the applications of OEP in education.

OER： Teaching materials used within OEP should be openly licenced， and the resources produced during the course （e.g. reports， presentations， videos） should also be released as OER.

Open teaching： Educators should implement teaching methodologies that can help students to construct their own （self-regulated） learning pathways and to actively contribute to knowledge building， both individually and collaboratively.

Open collaboration： Teachers should build open communities， for instance by using social networks， to help students to work in teams to carry out particular learning tasks （e.g. editing a blog， creating a Wikipedia page） as well as to exchange ideas and discussions related to those specific learning tasks. Other teachers and stakeholders can participate in these discussions as well to further assist learners.

Open assessment： Teachers should allow learners to evaluate one another （peer assessment）. This can emphasize reflective practices and improve learning outcomes.

Enabling technology： Teachers should make use of different technologies and tools to build and support a connected learning community where the OEP can flourish. These technologies and tools include OER authoring tools， OER repositories， social networks， and collaborative editing tools.

Since OEP， as with all teaching activities， are complex and multipronged practices， the conditions above are interrelated. In OEP， students are encouraged to carrying on flexible learning. Specifically， OER–enabling technology–open teaching， open teaching–enabling technology–open collaboration， open collaboration–enabling technology–open assessment and open assessment–enabling technology–OER， these four relations can be formed among the five aforementioned conditions. All these relations are mediated by technology that is conceived as an enabling condition for OEP to be developed， not as the central aspect of the practice.

2.2 Challenges while applying open educational practices

Despite that OEP can enhance the learning outcomes， several challenges can be found as well. Some of these challenges are collected from the above stories during the application of OEP. From the institutional perspective， schools and universities might find it challenging to adapt their pedagogy to OEP framework. Additionally， they do not recognize OEP in promotion and tenure policies. From the teacher perspective， some teachers fear losing control of the teaching process when inviting learners to be active participants by co-creating and contributing to the course activities. Some of them also lack the needed skills to incorporate OEP in their courses. From the student perspective， students are more familiar with traditional learning approaches， hence they might find it difficult to be self-regulated and adapt to an OEP-structured course.

OEP essentially requires practitioners including teachers， learners as well as educators， to be more open， active participatory and innovative.

2.開放教育應用實踐

2.1 開放教育實踐框架

必須深度理解開放教育實踐（OEP），因為它們的應用范圍正在迅速擴展，并且研究人員傾向于關注OEP的不同層面。因此，本節旨在根據文獻報告中的幾種OEP定義來繪制OEP框架。在這種情況下，我們對OEP定義進行了全面綜述。根據這些定義，確定了OEP在教育應用過程中應滿足的以下五個條件。

開放教育資源（OER）：OEP中使用的教材應該得到公開認證，并且課程中產生的資源（例如報告、演示文稿、視頻）也應作為OER發布。

開放式教學：教育者應采用能幫助學生構建自己的（自我調節）學習路徑，并為個人和協作的知識建構做出積極貢獻的教學方法。

開放式協作：教師應建立開放式社區，例如使用社交網絡，幫助學生組成團隊來執行特定的學習任務（例如編輯博客、創建維基百科頁面），以及交換思想并討論那些特定的學習任務。其他教師和利益相關者也可以參加這些討論，從而進一步幫助學習者。

開放式評價：教師應當允許學習者之間互相評價（同伴評價）。這可以強調反思性實踐并改善學習成果。

實現技術：教師應利用不同的技術和工具來建立和支持OEP蓬勃發展的互聯學習社區。這些技術和工具包括OER創作工具、OER存儲庫、社交網絡和協作編輯工具。

OEP與所有教學活動一樣，復雜且需要多管齊下，因此上述條件是相互關聯的。在OEP中，鼓勵學生進行靈活的學習。具體可在這五個條件之間形成四個關系：開放教育資源—實現技術—開放式教學，開放式教學—實現技術—開放式協作，開放式協作—實現技術—開放式評價，開放式評價—實現技術—開放教育資源。它們都是通過技術來實現的，技術被認為是開發OEP的有利條件，而不是實踐的中心方面。

2.2 開放教育實踐應用中遇到的挑戰

盡管OEP可以提高學習效果，但也面臨著一些挑戰。有一些挑戰是在應用OEP期間從實踐案例中收集的。從機構的角度來看，中小學校和大學可能發現將教學法適應OEP框架具有挑戰性。此外，晉升機制和任期政策不認可OEP。從教師的角度來看，一些教師擔心通過共同創建和參與課程活動，邀請學習者成為積極參與者時，會失去對教學過程的控制。另外，一些教師還缺乏將OEP納入課程的必要技能。從學生的角度來看，學生對傳統的學習方法更加熟悉，因此他們可能會感覺很難自我調節并適應OEP結構的課程。

OEP本質上要求包括教師、學習者和教育工作者在內的從業者更加開放，積極參與和創新。