A Teaching Perspective of The Democratization of Knowledge On Open - 2016

International Journal for Innovation Education and Research 18/01/17 8:59 a.m.
Make a Submission (http://www.ijier.net/index.php/ijier/about/
>>NAVIGATION BAR<<
CALL FOR PAPER

(http://ijier.net/index.php/ijier/cfp)
AUTHOR GUIDELINES
(http://ijier.net/index.php/ijier/guidelines)
REVIEWER GUIDELINES
(http://ijier.net/index.php/ijier/revguide)
REGISTER & MANAGE ACCOUNT

(http://ijier.net/index.php/ijier/rmguide)
RECRUITMENT (http://ijier.net/index.php/ijier/cfr)
PAYMENT (http://ijier.net/index.php/ijier/payment)
DOWNLOADS
International Journal for Innovation Education and Research presents the latest information and research papers
(http://ijier.net/index.php/ijier/downloads)
concerning high technologies and modern sciences rotate International. The journal introduces up-to-date trend
concerning the forefront researches in all fields of Science and Technology, Business and Economics, Social science
FAQ (http://ijier.net/index.php/ijier/faq)
and Humanities, Arts and Engineering provides a spot to presents original and novel ideas, outlines some present
research activities, forecasts some future research directions, discusses some research themes, and presents some
high-level research papers. >>JOURNAL INFORMATION<<
ONLINE ISSN: 2411-2933

Current Issue PRINT - ISSN: 2411-3123
IMPACT FACTOR: 2015 - 4.565

Vol 4 No 12 (2016): International Journal for Innovation Education and Research
FREQUENCY: MONTHLY
Published: 2016-12-31
REVIEW TYPE: DOUBLE-BLIND PEER REVIEW
Articles PUBLICATION TYPE: ON-LINE & PRINT
Media and infrastructural projects: Analysis of the Print Media in Kenya

Information
(http://www.ier.net/index.php/ier/article/view/29)
Hezron Mogambi
For Readers
1-22
(http://www.ijier.net/index.php/ijier/information/readers)
PDF (http://www.ijier.net/index.php/ijier/article/view/29/10)
For Authors
(http://www.ijier.net/index.php/ijier/information/authors)
Challenges Facing Teachers in Integrating Educational Technology into Kiswahili
Teaching. A Case of Selected Secondary Schools in Kisii County, Kenya. For Librarians
(http://www.ier.net/index.php/ier/article/view/42) (http://www.ijier.net/index.php/ijier/information/librarians)
Alice Omariba, Samson Rosana Ondigi, Henry Okello Ayot
23-39
SCHOOL LEADERSHIP FROM THE OPINION OF HIGHER EDUCATION TEACHERS

Rubi Surema Peniche, Cristbal Crescencio Ramn, Norma Graciella Heredia
40-47
http://www.ijier.net/index.php/ijier/index Pgina 1 de 3
A Study on the Application of Group Cooperative Learning in English Process Writing

Teaching in Junior High School (http://www.ier.net/index.php/ier/article/view/47)
Yu Ma
48-55
Synthesis of 2,3-dimethoxy-8,10-methylenedioxy benzo[c]cinnoline 7 As Potential

Topoisomerase I Inhibitor (http://www.ier.net/index.php/ier/article/view/50)
Ghislain R Mandouma, Tahera Nembhard, Brittney Bender
56-77
Corrupt behaviors of agents and users of public service in Cotonou in the face of
representation of money and ethno-linguistic affiliations
Sylvie de CHACUS
78-85
Determinants of Competence and Self-Regulation among Secondary Physical

Education Students in Ghana (http://www.ier.net/index.php/ier/article/view/51)
Seidu Sofo, Tontie Lurimua Kanton
86-95
Conceptual Design of E-Voting System for Academic Institution

Samuel Chris Quist, LEONARD KWASHIE AMEGATSE, Dilys Dickson
96-109
A Perception of health care providers toward quality practice work environment and
patients safety culture at hemodialysis units.
Hala Ahmed Abdou, Maha Adel Salem, Hoda Ibrahim El-Trawy
110-127
The enhancement of Interactive Whiteboard Integration in Preschool

Souraya Hazim Al Hassan, Naim El Rouadi
128-142
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.ier.net/index.php/ier/article/view/63)
Margaret Kilcoyne
143-152
The Effect of an m-Learning English Speaking Software App on Students in the Chiang
Rai Municipality Schools 6 and 7 in Thailand
Gary Glen Bitter
153-171
Its Critical: Student Attitudes Toward Critical Thinking and an Assessment of a Lecture
to an Introductory Engineering Class (http://www.ier.net/index.php/ier/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
An Analysis Approach of User Centered Innovation for Call Center Services in

Telecommunication (http://www.ier.net/index.php/ier/article/view/74)
An-Che Chen
189-195
Quest for Teacher Effectiveness Parameters: A Survey of Public and Private Schools in
North-Rift Kenya. (http://www.ier.net/index.php/ier/article/view/75)
Joyce J Kurgat
196-204
Managerial Perception of Intellectual Capital Disclosure Practices of Listed Companies

in Sri Lanka (http://www.ier.net/index.php/ier/article/view/78)
S D Jayasooriya, K D Gunawardana
205-213
Divergent Movement Ability and Digital learning environments: Opponents or

collaborators; (http://www.ier.net/index.php/ier/article/view/83)
Nikolas Ioannis Apostolakis
214-227
View All Issues (http://www.ijier.net/index.php/ijier/issue/archive)
Copyright 2016 & All rights reserved International Journal for Innovation Education and Research (IJIER)
(http://www.ijier.net/index.php/ijier/about/aboutThisPublish
(http://pkp.sfu.ca/ojs)
Editorial Team | International Journal for Innovation Education and Research 18/01/17 8:57 a.m.
Home (http://www.ijier.net/index.php/ijier/index) / Editorial Team Make a Submission (http://www.ijier.net/index.php/ijier/about/
>>NAVIGATION BAR<<
Editorial Team CALL FOR PAPER

Editorial Board AUTHOR GUIDELINES

REVIEWER GUIDELINES
Chief Editor
Dr Eleni Griva (https://uowm.academia.edu/EleniGriva)
Ass. professor of Applied Linguistics
Department of Primary Education
DOWNLOADS
University of Western Macedonia- Greece (http://ijier.net/index.php/ijier/downloads)
Email: chiefeditor@ier.net (mailto:chiefeditor@ier.net)/
egriva@uowm.gr (mailto:egriva@uowm.gr)
>>JOURNAL INFORMATION<<
Contact :++ 2385055027, ++6932727397 ONLINE ISSN: 2411-2933
PRINT - ISSN: 2411-3123
Associate Editor IMPACT FACTOR: 2015 - 4.565
Carissa Davies
FREQUENCY: MONTHLY
Senior Leader
Whakarongo School, New Zealand REVIEW TYPE: DOUBLE-BLIND PEER REVIEW
Email: editor@ijier.net (mailto:editor@ijier.net) PUBLICATION TYPE: ON-LINE & PRINT
Information
Publisher
For Readers
Shubash Biswas (http://www.ijier.net/index.php/ijier/information/readers)
International Journal for Innovation Education and Research
For Authors
44/1 Kallyanpur Main road, Mirpur, Dhaka, Bangladesh
Email: accountant@ijier.net (mailto:accountant@ijier.net) / publisher@ijier.ijier.net (mailto:publisher@ijier.ijier.net)
For Librarians
Contact : +8801929433526 (tel:+8801929433526)
(http://www.ijier.net/index.php/ijier/information/librarians)
Editorial Members
Tim McLaughlin
Professor
Department of Special Education
Gonzaga University
USA
http://www.ijier.net/index.php/ijier/about/editorialTeam Pgina 1 de 4
Doh Shu Ing
Senior Lecturer
Project Management in Construction and Law
Universiti Malaysia Pahang
Malaysia
dohsi@utar.edu.my
Nawal Issa Okour
Assistant-prof
Jarash- University
Jordan
okornawal@yahoo.com
Nor Azrin Bin Md Latip
Senior Lecturer
Faculty of Management and Economics
Universiti Pendidikan Sultan Idris
Malaysia
nor.azrin@fpe.upsi.edu.my,
Ir Dr Rosli Omar
Associate Professor
Department of Industrial Power
Universiti Teknikal Malaysia Melaka
Malaysia
rosliomar@utem.edu.my
Dr. Saber Mohamed Abd-Allah
Associate Prof
Faculty of Veterinary Medicine
Beni-Suef University
Egypt
abdallahsaber49@gmail.com,
abd-allah@vetsurgeon.org
Dr. Santosh Kumar Behera
Assistant Professor
Department of Education
Sidho-Kanho-Birsha University
West Bengal India
Helen Tsakiridou
Professor of Applied Statistics and Educational Research
Department of Primary Education
University of Western Macedonia, Greece
etsakir@uowm.gr
Dr. Ho Soon Min
Senior Lecturer
Faculty of Applied Sciences
INTI International University
Malaysia
soonmin.ho@newinti.edu.my;
soonminho@yahoo.com
Maria Luisa A. Valdez
Associate Professor
Batangas State University
Viatnam
maluhvaldez888@gmail.com, maluh_valdez@yahoo.com
Anton van den Hengel
Professor
School of Computer Science
University of Adelaide
South Australia
Anton.vandenHengel@adelaide.edu.au
Ei Marius - Costel
PhD Lecturer
Romania
mariusesi@yahoo.com;
esi_marius@yahoo.com
Dr D B Jarbandhan
Senior lecturer
Department of Public Management and Governance
University of Johannesburg
South Africa
vainj@uj.ac.za
MOHAMMAD JANNATI
Faculty of Electrical Engineering
Universiti Teknologi Malaysia
Malaysia
m_jannatyy@yahoo.com,
jmohammad6@live.utm.my
DR.P.MALYADRI
PRINCIPAL
Osmania University
India
drpm16@gmail.com
OPARA JUDE
CONSULTANT
Department of Statistics
Imo State University
Nigeria
judend88@yahoo.com
Mohd Norfian Alifiah
Department of Accounting and Finance,
Faculty of Management,
Universiti Teknologi Malaysia,
81310 UTM Johor Bahru,
Johor, Malaysia
m-nfian@utm.my, mohdnorfian@hotmail.com
Surya Prakash Gautam
Associate Professor
Department of Pharmaceutics
CT Institute of Pharmaceutical Sciences
India
suryagauatm@ymail.com ,
gautamsuryaprakash@gmail.com
Dr. Tiany J. Armstead-Flowers
Assistant Professor of Education
Georgia Perimeter College
United States
Recruitment of Reviewers | International Journal for Innovation Education and Research 18/01/17 9:04 a.m.
Make a Submission (http://ijier.net/index.php/ijier/about/subm

Recruitment of Reviewers
To enhance the quality of IER, We cordially invite some experts to be the Reviewer of >>NAVIGATION BAR<<
IER. If you are interested and willing to be the Reviewer Member of IER, Please
register as a reviewer on IER. CALL FOR PAPER
Duties for Reviewers: AUTHOR GUIDELINES

Review IER papers;
Introduce IER to your colleagues or friends; REVIEWER GUIDELINES
Recommend high-qualified papers to IER. (http://ijier.net/index.php/ijier/revguide)

Requirements: (http://ijier.net/index.php/ijier/rmguide)
The applicants should be at least a lecturer of an accredited academic institution;

The applicants are supposed to have good experiences in his/ her specific
research filed; PAYMENT (http://ijier.net/index.php/ijier/payment)
The applicants are supposed to show high responsibility and respect to both the
authors and scientific research, and should be objective and careful in reviewing. DOWNLOADS
PRINT - ISSN: 2411-3123
FREQUENCY: MONTHLY
PUBLICATION TYPE: ON-LINE & PRINT
Information
For Readers
(http://ijier.net/index.php/ijier/information/readers)
For Authors
(http://ijier.net/index.php/ijier/information/authors)
For Librarians
(http://ijier.net/index.php/ijier/information/librarians)
(http://ijier.net/index.php/ijier/about/aboutThisPublishingSy
http://ijier.net/index.php/ijier/cfr Pgina 1 de 1
About the Journal | International Journal for Innovation Education and Research 18/01/17 8:58 a.m.
Home (http://www.ijier.net/index.php/ijier/index) / About the Journal Make a Submission (http://www.ijier.net/index.php/ijier/about/
>>NAVIGATION BAR<<
About the Journal CALL FOR PAPER

International journal for innovation education and research (IJIER) is a high quality open access peer reviewed AUTHOR GUIDELINES
research journal that is published by International Educative Research Foundation and Publisher (IERFP). (http://ijier.net/index.php/ijier/guidelines)
International journal for innovation education and research published monthly. International journal for innovation
education and research providing a platform for the researchers, academicians, professional, practitioners and REVIEWER GUIDELINES
students to impart and share knowledge in the form of high quality empirical and theoretical research papers, case (http://ijier.net/index.php/ijier/revguide)
studies, literature reviews and book reviews. International journal for innovation education and research welcomes
and acknowledges high quality theoretical and empirical original research papers, case studies, review papers,
literature reviews, book reviews, conceptual framework, analytical and simulation models, technical note from
researchers, academicians, professional, practitioners and students from all over the world.
The Journal Publishes in both print and online version. International journal for innovation education and research RECRUITMENT (http://ijier.net/index.php/ijier/cfr)
publishes research paper in the field of:
Social science and Humanities: Social Science and Humanities, Sociology, Social Welfare, Anthropology, Religious
Studies, Visual Arts, Political, Cultural Aspects of Development, Tourism Management, Public Administration,
DOWNLOADS
Psychology, Philosophy, Political Science, History, Education, Women Studies and so on.
Science and Engineering: Chemistry, Physics, Food Science, Material Science, Applied Sciences, Mathematics,
Astronomy, Biochemistry, Biological Science, Earth Science, Telecommunication Engineering, Communication FAQ (http://ijier.net/index.php/ijier/faq)
Engineering, Chemical Engineering, Food Engineering, Biological and Bio System Engineering, Agriculture
Engineering, Geological Engineering, Biochemical & Biomedical Engineering, Environmental Engineering, Pollution
Engineering, Mechanical Engineering, Computer Engineering, Software Engineering, Civil Engineering ,Construction >>JOURNAL INFORMATION<<
Engineering, Structural Engineering, Electrical Engineering, Electro mechanical Engineering.
All kind of Science and Engineering, Medical Science, Technology and Innovation, Information Technology, ONLINE ISSN: 2411-2933
Environmental Studies, Climate Change, Agricultural, Rural Development, Urban Studies etc.
PRINT - ISSN: 2411-3123
Business and Economics: Business and Marketing, Economics, Financial Development, Accounting, Banking,
Management, Human Resources etc. IMPACT FACTOR: 2015 - 4.565
FREQUENCY: MONTHLY
Information
For Readers
For Authors
For Librarians
http://www.ijier.net/index.php/ijier/about Pgina 1 de 1
Contact | International Journal for Innovation Education and Research 18/01/17 8:59 a.m.
Home (http://www.ijier.net/index.php/ijier/index) / Contact Make a Submission (http://www.ijier.net/index.php/ijier/about/
International Journal for Innovation Education and Research >>NAVIGATION BAR<<

44/1 Kallyanpur Main road, Mirpur,
Dhaka, Bangladesh CALL FOR PAPER
Principal Contact
AUTHOR GUIDELINES
Editor
IJIER
REVIEWER GUIDELINES
Phone +8801929433526
editor@ijier.net (mailto:editor@ijier.net)

Support Contact (http://ijier.net/index.php/ijier/rmguide)
Webmaster
Phone +8801929433526 RECRUITMENT (http://ijier.net/index.php/ijier/cfr)
info@ijier.net (mailto:info@ijier.net)
DOWNLOADS
PRINT - ISSN: 2411-3123
FREQUENCY: MONTHLY
Information
For Readers
For Authors
For Librarians
http://www.ijier.net/index.php/ijier/about/contact Pgina 1 de 1
Archives | International Journal for Innovation Education and Research 18/01/17 9:00 a.m.
Home (http://www.ijier.net/index.php/ijier/index) / Archives Make a Submission (http://www.ijier.net/index.php/ijier/about/
International Journal for Innovation Education and Research >>NAVIGATION BAR<<

(http://www.ier.net/index.php/ier/issue/view/1)
Vol 4 No 11 (2016) CALL FOR PAPER
International Journal for Innovation Education and Research AUTHOR GUIDELINES

(http://www.ier.net/index.php/ier/issue/view/2) (http://ijier.net/index.php/ijier/guidelines)
Vol 4 No 12 (2016)
REVIEWER GUIDELINES
(http://www.ier.net/index.php/ier/issue/view/3) REGISTER & MANAGE ACCOUNT
Vol 4 No 10 (2016) (http://ijier.net/index.php/ijier/rmguide)

(http://www.ier.net/index.php/ier/issue/view/4) PAYMENT (http://ijier.net/index.php/ijier/payment)
Vol 4 No 9 (2016)
DOWNLOADS

Vol 4 No 8 (2016)
International Journal for Innovation Education and Research ONLINE ISSN: 2411-2933
Vol 4 No 7 (2016) PRINT - ISSN: 2411-3123

(http://www.ier.net/index.php/ier/issue/view/7) FREQUENCY: MONTHLY
Vol 4 No 6 (2016)

Vol 4 No 5 (2016)
Information
For Readers
Vol 4 No 4 (2016)
For Authors
International Journal for Innovation Education and Research For Librarians

Vol 4 No 3 (2016)

Vol 4 No 1 (2016)

Vol 4 No 2 (2016)

http://www.ijier.net/index.php/ijier/issue/archive Pgina 1 de 3
Vol 3 No 12 (2015)

Vol 3 No 11 (2015)

Vol 3 No 10 (2015)

Vol 3 No 9 (2015)

Vol 3 No 8 (2015)

Vol 3 No 7 (2015)

Vol 3 No 6 (2015)

Vol 3 No 5 (2015)

Vol 3 No 3 (2015)

Vol 3 No 4 (2015)

Vol 3 No 2 (2015)

Vol 3 No 1 (2015)

Vol 2 No 12 (2014)
1 2 (http://www.ijier.net/index.php/ijier/issue/archive?issuesPage=2#issues) >
(http://www.ijier.net/index.php/ijier/issue/archive?issuesPage=2#issues) >>
(http://www.ijier.net/index.php/ijier/issue/archive?issuesPage=2#issues)
13/2/2017 Vol4No10(2016):InternationalJournalforInnovationEducationandResearch|InternationalJournalforInnovationEducationandResearch
Home(http://www.ijier.net/index.php/ijier/index) / Archives(http://www.ijier.net/index.php/ijier/issue/archive)
/ Vol4No10(2016):InternationalJournalforInnovationEducationandResearch
Published:20161031
Articles
AssessmentofConsumerPreferenceintheUseofAfricanWaxPrintsinGhana(http://www.ijier.net/index.php/ijier/article/view/592)
EbenezerKofiHoward
PDF(http://www.ijier.net/index.php/ijier/article/view/592/505)
ACaseStudyofPhonicsamongPrimarySchoolStudents(http://www.ijier.net/index.php/ijier/article/view/593)
JunyingZhang
NITROGENFORMSINTHREEKENYANSOILSNITISOLS,LUVISOLSANDFERRALSOLS(http://www.ijier.net/index.php/ijier/article/view/594)
GeorgeNjomoKaruku
AnalysingtheEffectivenessofUniversityScientificResearchProjectsontheKnowledgeManagement(http://www.ijier.net/index.php/ijier/article/view/595)
XiaoyunZhang
CharacteristicsofUniversitysScientificResearchProjectManagementintheNewTimes(http://www.ijier.net/index.php/ijier/article/view/596)
XiaoyunZhang
CLASSROOMPEDAGOGYANDTHEACCOMODATIONOFSTUDENTSCULTURALDIVERSITY:ANANALYSISOFTEACHERSVIEWSFROM
SELECTEDPRIMARYSCHOOLSINCHEGUTUDISTRICT,ZIMBABWE.(http://www.ijier.net/index.php/ijier/article/view/597)
PREMJOTHAMHEERALALHEERALAL
IntegratingAssessmentwithInstruction:ScienceTeachersPracticeatEastGojjamPreparatorySchools,AmharaRegionalState,Ethiopia
(http://www.ijier.net/index.php/ijier/article/view/598)
http://www.ijier.net/index.php/ijier/issue/view/3 1/4
FormativeAssessmentandLearning:ScienceTeachersPerceptionatEastGojjamPreparatorySchools,AmharaRegionalState,Ethiopia
GenderDifferencesInThePerceptionOfTheLevelsAndPotentialEffectsOfViolenceInPopularMusic:ACaseOfUniversityOfNairobiStudents.
ElizabethAumaOchola
Circumstancesleadingtotheestablishmentofchildheadedhouseholds.(http://www.ijier.net/index.php/ijier/article/view/601)
AFRICAISRISING:ISAGRICULTURERISING?(http://www.ijier.net/index.php/ijier/article/view/602)
AdrianWekuloMukhebi
TeachAstronomyAComprehensiveOnlineAstronomyEducationandOutreachResource(http://www.ijier.net/index.php/ijier/article/view/603)
ChrisDavidImpey
ATeachingPerspectiveoftheDemocratizationofKnowledgeonOpenEducationalResources(OER)forMOOCsinMxico
JosIsraelMndezOjeda
AComputerScienceCourseeTextbookInitiativeataHistoricallyBlackCollegesandUniversities(http://www.ijier.net/index.php/ijier/article/view/605)
D'NitaAndrewsGraham
MathematicsPlay,ProblemSolving,andPerseverence(http://www.ijier.net/index.php/ijier/article/view/606)
TerrieT.Poehl
Minimizing(KnowDo)GaptoImprovePatientCareDelivery(http://www.ijier.net/index.php/ijier/article/view/607)
HananQatawneh
BodyLanguageandConsumerPersuasion:EvidencefromJordan(http://www.ijier.net/index.php/ijier/article/view/608)
Moh'dFayezQasem
ServiceLearningEnhancesConceptualLearninginaRNtoBSNProgram(http://www.ijier.net/index.php/ijier/article/view/609)
HennyBreen
ExploresoftheUrbanandArchitecturalCognitivePracticeCourseunderthe"ThreethreeSystem"EducationModelInnovation
TaoYu
JurisdictionInArbitration:ComparativeOutlookBetweenTanzaniaAndRwanda(http://www.ijier.net/index.php/ijier/article/view/611)
DAMASDANIELNDUMBARO
TargetedKillings:ALegallyAcceptedCounterTerrorismPolicyOrAFormOfExtraJudicialKilling.(http://www.ijier.net/index.php/ijier/article/view/612)
DAMASDANIELNDUMBARO
EFFECTOFUSERINTERFACEONTHEUTILIZATIONANDEFFICACYOFEDUCATIONALDIGITALCONTENTAMONGSECONDARYSCHOOLSIN
KENYA(http://www.ijier.net/index.php/ijier/article/view/613)
SamuelNyagaJesse
DeployingNonstandardWorkers:OrganizationalStructurePerspectiveWithreferencetoJapaneseWorkplace
KumudineiDissanayake
NutritionandDieteticStudentsVitaminandMineralKnowledgeandConcurrentLearningandRetentionStrategies
KatieBrown
MakeaSubmission(http://www.ijier.net/index.php/ijier/about/submissions)
>>NAVIGATIONBAR<<
CALLFORPAPER(http://ijier.net/index.php/ijier/cfp)
AUTHORGUIDELINES(http://ijier.net/index.php/ijier/guidelines)
REVIEWERGUIDELINES(http://ijier.net/index.php/ijier/revguide)
REGISTER&MANAGEACCOUNT(http://ijier.net/index.php/ijier/rmguide)
RECRUITMENT(http://ijier.net/index.php/ijier/cfr)
PAYMENT(http://ijier.net/index.php/ijier/payment)
DOWNLOADS(http://ijier.net/index.php/ijier/downloads)
FAQ(http://ijier.net/index.php/ijier/faq)
>>JOURNALINFORMATION<<
ONLINEISSN:24112933
PRINTISSN:24113123
IMPACTFACTOR:20154.565
FREQUENCY:MONTHLY
REVIEWTYPE:DOUBLEBLINDPEERREVIEW
PUBLICATIONTYPE:ONLINE&PRINT
Information
International Journal for Innovation Education and Research www.ijier.net Vol:-4 No-10, 2016
A Teaching Perspective of the Democratization of Knowledge on Open

Educational Resources (OER) for MOOCs in Mxico
Jos Israel Mndez Ojeda, Francisco Ramn May Ayuso, Gabriel Hernndez Ravell
Facultad de Educacin de la Universidad Autnoma de Yucatn.
Abstract
This research aims to explore the teachers perspective from the Autonomous University of Yucatn,
Mxico (known as UADY in spanish) about of the Democratization of Knowledge on the Open
Educational Resources (OER), especially on adapting the existing instructional models to be designed as
Massive Open Online Courses (MOOC). This study was conducted under the qualitative approaches part
of the elective course Designing and Developing OERs using the case study research method.
Triangulation of the participants perspectives, teacher and students, was done to ensure reliability and
validity.
Key Words: Open Educational Resources; Democratization of Knowledge; Training Educators;
Instructional Models; Massive Open Online Courses; Educational Innovation
1. Introduction
The technological paradigm has ruled the actions taken in training educators in such a way that, even
though it represents a progress in developing resources for learning there is an excessive emphasis on
technological aids sidesteps, nevertheless what is fundamental is pedagogical innovations for the processes
of learning and teaching. Thus, over the past few years, the academic community of the School of
Education of the Autonomous University of Yucatn, embarked on the task of innovating in this scope,
making inroads into new communication paradigms applied to education, as well as innovating contents
and ways to spur learning.
Then, in accordance to the scientific and technological developments explaining the changing society to
which Bauman (2010) refers, to advance in the generation of knowledge along with such society within the
possibilities of mass education is necessary. As claimed by Mndez, Hernndez y May (2010) in their
chapter Los medios y la interaccin en la enseanza (Media and Interaction in Education), innovating
education and its pedagogy, rather than technology, is fundamental.
In this respect, as a joint action to innovate the curriculum, especially the elective courses, 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, ITC management and the introduction to OER
under a pedagogical innovative approach, in order to have the chance to teach them and learn in the new
educational scenarios.
1.1 ICT and OER in Training Educators.
International Educative Research Foundation and Publisher 2016 pg. 109

Online-ISSN 2411-2933, Print-ISSN 2411-3123 October 2016
Human relations in the realm of education, from the point of view of the emergence of individual and
collective constructivist criticism, lead to understanding the communicative models as an opportunity to
democratize knowledge. Then, democratization means community, and knowledge becomes that way
when teaching and learning are transcendental for the demos. What has been said implies that the ICTs in
open courses and OERs offer the possibility to empower mankind.
In this regard, the OERs, seen as open-license, editable, reusable digital materials for educators, trainee
teachers and autonomous learners, represent an opportunity for the virtual classroom experience
innovation. As quoted by UNESCO (2012), an OER is a public-domain educational material with an open
license which can also be used in research. What is more, free adaptation, modification and distribution are
allowed. Currently, alongside OERs, Massive Open Online Courses (MOOC) can also be found. Such
courses are developed to offer distance education to cover a wide audience of professionals around the
world (Mackness, et. al., 2013). These courses allow for a plural and collective participation ensuring equal
access to knowledge.
Besides, OERs and MOOCs can be used by educators and trainees as new ways to teach and learn.
Innovation here relies on building novel learning experiences and collective knowledge, creating a space
for different agreements regarding planning, designing and implementing strategies for teaching in web
scenarios. Thus, MOOCs and OERs are an opportunity to achieve open access to knowledge in a culture of
sharing and reutilization of such resources. It is worth noting that these OERs are created by the academic
community itself: teachers and students (Gaser, 2012), 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.
2. Research Problem: A Teaching Perspective of the Democratization of Knowledge
on Open Educational Resources (OER) for MOOCs.

In the School of Education of the Autonomous University of Yucatan, multiple actions to innovate the
curriculum of the degree in Education have been taken. 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, as mentioned before. Nonetheless, 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, the school and its curricula. Therefore, the
study of the teaching perspective, ideas and conceptions about the democratization of knowledge when
working with OERs for MOOCs, it is vital to understand, enrich and guide the practices of teaching and
learning in these new scenarios according to the current educational needs.
2.1. 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.
(OER) for MOOCs.

The objectives are as follows:

1. To analyze the teaching perspective of the Democratization of Knowledge on Open Educational
Resources (OER) for MOOCs
3. Literature Review
3.1. 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, Sciences and Culture Organization (UNESCO) and the Organization for Economic Cooperation
and Development (OECD). These organizations have supported and built efforts to develop and share this
concept throughout the world.
On one side, the OER have three main characteristics: a) educating through content, b) presentation tools,
and c) resources for implementation. Considering these allows for advantages which will empower
flexibility, equity, the expansion of resources, learning experiences, the organization of education, and
broader generation of information and knowledge serving the society (Hernndez et al, 2013).
On the other side, designing and developing OERs for MOOCs will depend in a wide extent on the learning
objectives, the instructors computer system management skills and his or her creativity for its design and
development. It is important to highlight that the development of the OERs is, to a great extent, due to the
improvements in free and open access computer programs, i.e. software for which a license is not required.
According to ideas already mentioned, 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. Finally, it is worth considering that the
OER is an essential component for an open access course. 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.
3.2. OERs 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. Needs Analysis, 2. Design, 3. Implementation and 4. Evaluation (Table 1). These stages
guide the design and development of the resources and the course.

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

the interactions that unfold from this when building the learning experiences in the free environments of
distance education.
The research method was a case study because the phenomenon "It is especially interesting in itself. We
look for the detail of the interaction with their contexts. The case study research of particularity and
complexity of a particular case, to get to understand their activity in important circumstances (Stake, 2007
p.11).
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.
This research is particularly useful for researchers, 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.
The case study is well defined and refers to the ideas and meanings of teachers regarding the
democratization of knowledge. It also has not been addressed in this context.
The group of participants included 1 teacher and 31 students, from the first and third semester of the degree
in Education (LE in Spanish). The researcher will use the participant observation methodology by taking
the role of administrator of the courses virtual scenario and platform; maintaining a close, sustained,
personal contact with the participant teacher and students (Stake, 2007; Prez, 2007).
The research techniques used for data collection were: a) in-depth qualitative interview which addresses the
reality of the interviewee (Sierra, 1988). Based on that, an in-depth interview with the professor Mario,
teacher in the course Designing and Developing OERs, was held. This interview explores the teachers
experience in training Education students on the democratization of knowledge through the OERs for
MOOCs. 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. And c) the
analysis of documents such as the course description document and the students products, since they are
part of the personal documents for research (Prez, 2007).
Reliability and validity can be achieved by objectifying subjects through the contrast and complement
technique, which can be seen in the triangulation embodied in the data records (Berger & Luckman, 1968;
Stake, 2007) mentioned before.
5. Discussion of Results
To continue is present the discussion of the results in topic after to qualitative analyze.
5.1. Academic Preparation and Global Trends in Knowledge Democratization

According to the teacher Mario, the global trends, in response to the demand for mass training and the
intention to boost democracy under the principle that we can be freedom, if we have a knowledge, mass
education, and the emerging chance for online education are the guidelines to follow as means of building
democratic societies. Based on the research carried out, the idea of innovating trainees formative process
under an educational-communicative perspective of the OERs and MOOCs arises.
The constant here is the mass opportunity to achieve knowledge. In this regard, the teacher claimed:

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, to
work with OERs as a strategy
conceptualization of open courses aided with these types of resources, as well as the global
experiences gained in different universities and educational institutions
The aforementioned coincides with Butchers ideas (2015: 5): the concept of mass and online education has
a strong potential to support educational transformation. Using such resources as an integral
communication method for teaching makes curricula and courses available to a wide audience of students.
This is its educational value.
5.2. 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. In this sense, the MOOC held via internet at least
addresses the concept of the democratization of knowledge. Unfortunately, secure and timely access to the
global network is actually limited in a great number of cities, towns and villages inside Mexico. Regarding
this, Mackness, et al. (2013) mention that MOOCs are developed to offer distance education in a way that it
reaches a wide audience of professionals around the world.
On the other hand, and as part of the cultural heritage from the post-revolutionary era, democracy in
education has moved promoting free access, which is also supported by OERs and MOOCs. In addition, it
is stated that inclusion refers to the personalization of the materials and the teaching experience according
to the idea of Baumans liquid modernity (2010).
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 users needs. This
paradigm-related change enables the Education students to explore different fields of study, work, research
and development. What is more, 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. Hence, access to education at
all almost levels is a reality for everyone
It is noteworthy to say that, as part of the current concepts of democracy and democratization of
knowledge, it is also mentioned that this low-cost will help provide education for all
5.3. Paradigm Changes in Democratization

Online education is shaping the conventional physical classroom into a virtual scenario. This is due to the
fact that, as part of the tradition in liberalism, the self-governing capacity seen as democracy, and the
adoption of this ideas in Mexico, 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. The purpose is to carry not only education, but also freedom to
every corner. Now knowledge can be owned, applied and obtained via internet through online and distance
courses. These guarantees also offer personalization according to the needs of each society and student.

What has been stated in the previous paragraph agrees with Hernandez, et al (2013). These authors mention
that using online resources brings educational advantages and allows for greater flexibility, equity,
expansion, learning experiences, organization of education, etc. because these are sources serving society
and encourage a greater production of knowledge.
Regarding these ideas, the teacher declared:
a paradigm change: in traditional courses, the student is expected to register and attend the sessions.
In online courses, they register, get an access code, download materials and these cannot be modified
depending on the characteristics of the region, group, culture or economic situation. On the contrary, the
main requirement in an open OER-based course is that every single material can be tailored to the needs of
the user. This paradigm change enables the Education student to explore other fields of study, work,
research and development, as well as to build a democratic and inclusive education
5.4. Democratization of Knowledge through OERs and MOOCs as part of an Inclusive Education
Democracy comes from Greek demos the people and kratia power, rule which means popular
government. As explained before, the Mexican Constitution promotes free education as a right.
Nonetheless, education is currently seen not only as a right but also a service. Hence, it should be acquired
depending on the markets economic situation. In this respect, education is still a privilege for some people.
Then, open access to information and to all educational levels through MOOCs and OERs may be the
solution. However, certification is a remaining problem since it represents a cost. Thus, it implies
neglecting the validity of the efforts made by poor citizens to be better prepared. Definitely, MOOCs grant
universal access to high quality education (SCOPEO, 2013 p.35), but the certification issue refers to the
lack of universities that could sponsor the courses and the assessment of the students knowledge and skills
gained (SCOPEO, 2013). In other words, students need to pay for certifying course accomplishment.
As declared by the teacher:

democratization of knowledge is an idea that, even since the Enlightenment, French philosophers
conceptualized as part of a whole system to establish a republic based on human rights. This idea has
filtered to any country adopting democracy as their system of government. However, it is not a living
reality in our country yet. To this day, although the right to education is written on the Constitution,
students are still required to take an admission exam to enter university. This issue transforms education
into a privilege rather than a right. And these new massive open online courses provide access to all
educational levels, not only university. In my opinion, this emerging movement of democratizing education
using MOOCs and OERs is one solution to millions of students failing to enter university every year, not
because they are unintelligent, but due to the lack of spaces in public universities and the high costs of
private education. This problem prevents them from receiving education
5.5. Challenges, Difficulties and Potential in the Democratization of Knowledge

Regarding the challenges and difficulties of democratizing knowledge, economic, political and cultural
issues arise in Mexico. Despite the educational reforms, there is still a notorious gap between social classes.

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

Berguer, P. y Luckmann, T. (1968). La construccin social de la realidad. Buenos Aires, Argentina:

Amorrortu Ediciones.
Butcher, N. 2015). Gua bsica de recursos educativos abiertos (REA). Francia: UNESCO. Recuperado el
da 4 de mayo de 2016 en http://unesdoc.unesco.org/images/0023/002329/232986s.pdf
Freire, P. (2005). Pedagoga del oprimido. 2 Ed. Mxico: Siglo XXI Editores.
Galindo, J. (1998). Tcnicas de investigacin en sociedad: cultura e investigacin. Mxico: Pearson
Educacin.
Gaser, G. (2012). Prcticas y recursos de educacin abierta: la hoja de ruta OLCOS 2012. Revista de la
Universidad y Sociedad del Conocimiento, 4(1), 4-13. Recuperado de
www.rusc.uoc.edu/ojs/index.php/rusc/index
Hernndez, G.; May, F.; Guillermo, M. y Zaldvar, M. (2013). Diseo instruccional para el planeamiento y
elaboracin de recursos educativos abiertos. En Ramrez, M. Competencias docentes y prcticas
educativas abiertas en educacin a distancia. Sistema Nacional de Educacin a Distancia (SINED),
Comunidad Latinoamericana Abierta Regional de Investigacin Social y Educativa (CLARISE),
RED Clara. Mxico: LULU.
Mackness, J.; Waite, M.; Roberts, G. y Lovegrove, E. (2013). Learning in small, task-oriented, connectivist
MOOC: Pedagogical issues and implications for higher education. The International Review of
Research in Open and Distance Learning, 14(4), 140-159.
Mndez, J.; Hernndez, G.; y May, F. (2010). Los medios y su interaccin en la enseanza. En Canto, P.
Estudios y perspectivas sobre la enseanza. Mxico: Universidad Autnoma de Yucatn. pp.
91-112.
Mndez, J.,Quionez, S. y Canto, P. (2016). Using open course ware to develop teacher competencies in
distance education. International Journal of Arts and Commerce. Vol.5, No. 2 March 2016. United
Kindom Center For Enhancing Knowledge. pp. 108-114. Recuperado el da 3 de mayo de 2016 en
http://www.ijac.org.uk/images/frontImages/gallery/Vol._5_No._2/10._108-114.pdf
Prez, G. (2007). Investigacin cualitativa. Retos e interrogantes. II Tcnicas y anlisis de datos. 4 ed.
Madrid, Espaa: Muralla.
Prez, G. (2008). Investigacin cualitativa. Retos e interrogantes. I Mtodos. 5 ed. Madrid, Espaa:
Muralla.
SCOPEO (2013). SCOPEO INFORME N2: MOOC: Estado de la situacin actual, posibilidades, retos y
futuro . Junio 2013. Scopeo Informe No. 2 En lnea en:
http://scopeo.usal.es/wp-content/uploads/2013/06/scopeoi002.pdf Consultado
[29/diciembre/2015].
Sierra, F. (1988). Funcin y Sentido de la entrevista cualitativa en investigacin social. En Galindo, L.
Tcnicas de investigacin en sociedad, cultura y educacin. Mxico: Pearson.
Silas, M. (2007). Ms all de los contenidos: compartiendo el diseo de los recursos abiertos. Revista de la
Stake, R. (2007). Investigacin con studio de caso. 4ed. Madrid, Espaa. Morata.

Stufflebeam, D. et al. (1984). Conducting Educational Needs Assessment. Boston, EUA: Kluwer-Nighott.
UNESCO (2012). Recursos educativos abiertos. Recuperado de
http://www.unesco.org/new/es/communication-and-information/access-to-knowledge/open-educat
ional-resources/

F EATURED J OURNAL
Archivaria
ABOUT LOG IN REGISTER BROWSE - Browse Records

- Journal Website
A Teaching Perspective of the Democratization of

Knowledge on Open Educational Resources (OER) for
MOOCs in Mxico
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 Mxico
Creator Ojeda, Jos Israel Mndez AU Library Scholarly

May Ayuso, Francisco Ramn Publishing Services - Ebooks
Hernndez Ravell, Gabriel
- Browse Records
Subject Open Educational Resources; Democratization of Knowledge; Training - Press Website
Educators; Instructional Models; Massive Open Online Courses; Educational
Innovation
Description This research aims to explore the teachers perspective from

theAutonomous University of Yucatn, Mxico (known as UADY in spanish)
aboutof the Democratization of Knowledge on the Open Educational
Resources (OER),especially on adapting the existing instructional models to
be designed asMassive Open Online Courses (MOOC). This study was
conducted under thequalitative approaches part of the elective course
Designing andDeveloping OERs using the case study research method.
Triangulation ofthe participants perspectives, teacher and students, was
done to ensurereliability and validity. USER
Publisher International Journal for Innovation Education and Research
Contributor Universidad Autnoma de Yucatn, Mxico

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
Identier http://ijier.net/index.php/ijier/article/view/572
Source International Journal for Innovation Education and Research; Vol 4, No 10

(2016): International Journal for Innovation Education and Research
2411-2933
2411-3123
Language eng
Relation http://ijier.net/index.php/ijier/article/view/572/526
Rights Copyright (c) 2016 Jos Israel Mndez Ojeda

http://creativecommons.org/licenses/by/4.0
CONTACT US FIND US TWITTER
The PKP Index is an initiative of the
PKP
Public Knowledge Project. @pkp
#Openaccess subscriptions?
For PKP Publishing Services please use @JohnWillinsky using historical analysis
the PKP|PS contact form. to point the way to a future alternative
slaw.ca/2017/01/13/sub
For support with PKP software we
13 Jan
encourage users to consult our wiki for
documentation and search our support PKP Retweeted
forums. Juan Pablo Alperin
@juancommander
For any other correspondence feel free
SFU now officially has an #openaccess
to contact us using the PKP contact policy that covers faculty, students, and
form. post-doctoral fellows. lib.sfu.ca/oap
Copyright 2015-2016 Simon Fraser University Library

19/1/2017 JournalsDetails
SearchJournal Search
HOME INDEXEDJOURNAL SUGGESTJOURNAL REQUESTIF DOWNLOADLOGO REVIEWERPANEL
"Enteryourcaptionhere"
tg unDt
DDURL
JournalName Internationaljournalforinnovationeducationandresearch
UGGURL ISSN/EISSN 24113123
URLF Country Ba
Frequency Monthly
RQUFRF
JournalDiscipline GeneralScience
DWLDLG
YearofFirstPublication 2013
U WebSite www.ijier.net
Editor DrEleniGriva
http://www.cosmosimpactfactor.com/page/journals_details/354.html 1/3
Indexed Yes
LRF
Email chiefeditor@ijier.net
LVLU
PhoneNo. ++2385055027
CosmosImpactFactor 2015:4.565
Rntdddun
UVVUU
URLFDV
GRULUR
URLFR:
URLGG
RLLURL
FDUD
VLRL
URLFGRG&
ntt

BerlinBrandenburg,GMBHbuilding
Amhochwald30,14532
Kleinmachnow
Germany

Officehours
10:00to4:00
MondaytoFriday

director@cosmosimpactfactor.com
www.cosmosimpactfactor.com
HOME|INDEXEDJOURNAL|SUGGESTJOURNAL|IMPACTFACTOR|REQUESTFORIF|DOWNLOADLOGO|CONTACTUS

DEVELOPEDBYASTROSOFT
Esta es la versin en cach de http://ijier.net/index.php/ijier/article/view/572 de Google. Se trata de una captura de
pantalla de la pgina tal como esta se mostraba el 5 Dic 2016 17:12:43 GMT.
Es posible que la pgina haya sufrido modificaciones durante este tiempo. Ms informacin
Versin completa Versin de solo texto Ver origen

Sugerencia: para encontrar rpidamente tu trmino de bsqueda en esta pgina, pulsa Ctrl+F o -F (Mac) y
utiliza la barra de bsqueda.
International Journal for Innovation Education

and Research
Open Journal Systems
Journal Help
User
Username
Password
Remember me
Notifications
View
Subscribe
Journal Content
Search
Search Scope
All Authors Title Abstract Index terms Full Text
Browse
By Issue
By Author
By Title
Font Size
Information
For Readers
For Authors
For Librarians
Home
About
Login
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 Mxico
Jos Israel Mndez Ojeda, Francisco Ramn May Ayuso, Gabriel Hernndez Ravell
Abstract
This research aims to explore the teachers perspective from the

Autonomous University of Yucatn, Mxico (known as UADY in spanish) about
of the Democratization of Knowledge on the Open Educational Resources (OER),
especially on adapting the existing instructional models to be designed as
Massive Open Online Courses (MOOC). This study was conducted under the
qualitative approaches part of the elective course Designing and
Developing OERs using the case study research method. Triangulation of
the participants perspectives, teacher and students, was done to ensure
reliability and validity.
Keywords
Open Educational Resources; Democratization of Knowledge; Training Educators; Instructional Models;

Massive Open Online Courses; Educational Innovation
Full Text:
PDF
References
Bauman, Z. (2010). La cultura como praxis. 2 Ed. Madrid, Espaa: Paids.
Berguer, P. y Luckmann, T. (1968). La construccin social de la realidad. Buenos Aires, Argentina:

Amorrortu Ediciones.
Butcher, N. 2015). Gua bsica de recursos educativos abiertos (REA). Francia: UNESCO. Recuperado el da
4 de mayo de 2016 en http://unesdoc.unesco.org/images/0023/002329/232986s.pdf
Freire, P. (2005). Pedagoga del oprimido. 2 Ed. Mxico: Siglo XXI Editores.
Galindo, J. (1998). Tcnicas de investigacin en sociedad: cultura e investigacin. Mxico: Pearson

Educacin.
Gaser, G. (2012). Prcticas y recursos de educacin abierta: la hoja de ruta OLCOS 2012. Revista de la
Hernndez, G.; May, F.; Guillermo, M. y Zaldvar, M. (2013). Diseo instruccional para el planeamiento y
elaboracin de recursos educativos abiertos. En Ramrez, M. Competencias docentes y prcticas educativas
abiertas en educacin a distancia. Sistema Nacional de Educacin a Distancia (SINED), Comunidad
Latinoamericana Abierta Regional de Investigacin Social y Educativa (CLARISE), RED Clara. Mxico:
LULU.
Mackness, J.; Waite, M.; Roberts, G. y Lovegrove, E. (2013). Learning in small, task-oriented, connectivist
MOOC: Pedagogical issues and implications for higher education. The International Review of Research in
Open and Distance Learning, 14(4), 140-159.
Mndez, J.; Hernndez, G.; y May, F. (2010). Los medios y su interaccin en la enseanza. En Canto, P.
Estudios y perspectivas sobre la enseanza. Mxico: Universidad Autnoma de Yucatn. pp. 91-112.
Mndez, J.,Quionez, S. y Canto, P. (2016). Using open course ware to develop teacher competencies in
distance education. International Journal of Arts and Commerce. Vol.5, No. 2 March 2016. United Kindom
Center For Enhancing Knowledge. pp. 108-114. Recuperado el da 3 de mayo de 2016 en
http://www.ijac.org.uk/images/frontImages/gallery/Vol._5_No._2/10._108-114.pdf
Prez, G. (2007). Investigacin cualitativa. Retos e interrogantes. II Tcnicas y anlisis de datos. 4 ed.
Madrid, Espaa: Muralla.
Prez, G. (2008). Investigacin cualitativa. Retos e interrogantes. I Mtodos. 5 ed. Madrid, Espaa: Muralla.
SCOPEO (2013). SCOPEO INFORME N2: MOOC: Estado de la situacin actual, posibilidades, retos y
futuro . Junio 2013. Scopeo Informe No. 2 En lnea en: http://scopeo.usal.es/wp-
content/uploads/2013/06/scopeoi002.pdf Consultado [29/diciembre/2015].
Sierra, F. (1988). Funcin y Sentido de la entrevista cualitativa en investigacin social. En Galindo, L.

Tcnicas de investigacin en sociedad, cultura y educacin. Mxico: Pearson.
Silas, M. (2007). Ms all de los contenidos: compartiendo el diseo de los recursos abiertos. Revista de la
Stake, R. (2007). Investigacin con studio de caso. 4ed. Madrid, Espaa. Morata.
Stufflebeam, D. et al. (1984). Conducting Educational Needs Assessment. Boston, EUA: Kluwer-Nighott.
UNESCO (2012). Recursos educativos abiertos. Recuperado de

http://www.unesco.org/new/es/communication-and-information/access-to-knowledge/open-educational-
resources/
Refbacks
There are currently no refbacks.
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.
To make sure that you can receive messages from us, please add the 'ijier.net' domain to your e-mail 'safe list'.
If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.
Copyright IJIER ONLINE ISSN 2411-2933, PRINT ISSN 2411-3123
IMPACT FACTOR:- 2015 : 4.565 Provied By: Cosmos Foundation

A Teaching Perspective of The Democratization of Knowledge On Open - 2016

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

A Teaching Perspective of The Democratization of Knowledge On Open - 2016

Uploaded by

Copyright:

Available Formats

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

Make a Submission (http://www.ijier.net/index.php/ijier/about/

CALL FOR PAPER

REGISTER & MANAGE ACCOUNT

ONLINE ISSN: 2411-2933

IMPACT FACTOR: 2015 - 4.565

REVIEW TYPE: DOUBLE-BLIND PEER REVIEW

Articles PUBLICATION TYPE: ON-LINE & PRINT

Media and infrastructural projects: Analysis of the Print Media in Kenya

SCHOOL LEADERSHIP FROM THE OPINION OF HIGHER EDUCATION TEACHERS

A Study on the Application of Group Cooperative Learning in English Process Writing

Synthesis of 2,3-dimethoxy-8,10-methylenedioxy benzo[c]cinnoline 7 As Potential

Determinants of Competence and Self-Regulation among Secondary Physical

Conceptual Design of E-Voting System for Academic Institution

The enhancement of Interactive Whiteboard Integration in Preschool

An Analysis Approach of User Centered Innovation for Call Center Services in

Managerial Perception of Intellectual Capital Disclosure Practices of Listed Companies

Divergent Movement Ability and Digital learning environments: Opponents or

View All Issues (http://www.ijier.net/index.php/ijier/issue/archive)

Home (http://www.ijier.net/index.php/ijier/index) / Editorial Team Make a Submission (http://www.ijier.net/index.php/ijier/about/

Editorial Team CALL FOR PAPER

Editorial Board AUTHOR GUIDELINES

Contact :++ 2385055027, ++6932727397 ONLINE ISSN: 2411-2933

PRINT - ISSN: 2411-3123

Associate Editor IMPACT FACTOR: 2015 - 4.565

Whakarongo School, New Zealand REVIEW TYPE: DOUBLE-BLIND PEER REVIEW

Email: editor@ijier.net (mailto:editor@ijier.net) PUBLICATION TYPE: ON-LINE & PRINT

Department of Special Education

Doh Shu Ing

Project Management in Construction and Law

Universiti Malaysia Pahang

Nawal Issa Okour

Nor Azrin Bin Md Latip

Faculty of Management and Economics

Universiti Pendidikan Sultan Idris

Department of Industrial Power

Universiti Teknikal Malaysia Melaka

Dr. Saber Mohamed Abd-Allah

Faculty of Veterinary Medicine

Dr. Santosh Kumar Behera

West Bengal India

Professor of Applied Statistics and Educational Research

Department of Primary Education

University of Western Macedonia, Greece

Dr. Ho Soon Min

Faculty of Applied Sciences

INTI International University

Maria Luisa A. Valdez

Batangas State University

Anton van den Hengel

School of Computer Science

Department of Public Management and Governance

Faculty of Electrical Engineering

Universiti Teknologi Malaysia

Imo State University

Mohd Norfian Alifiah

Department of Accounting and Finance,

Universiti Teknologi Malaysia,

81310 UTM Johor Bahru,

Surya Prakash Gautam

CT Institute of Pharmaceutical Sciences

Dr. Tiany J. Armstead-Flowers

Assistant Professor of Education