聯(lián)合國教科文組織開放教育資源建議書指導(dǎo)下的疫情期間開放教育實踐指南（三）

3.OER competencies for applying open educational practices

Applying open educational practices require the （re）use of OER in different ways to allow students to be innovative and active， which result in better educational experience. Therefore， this section discusses several needed OER competencies for OEP.

3.1 Searching and selecting OER

3.1.1 Using generic and dedicated search engines

Generic search engines， such as Google and Baidu， can be used to find a specific OER. In this context， teachers or learners have to type in the search box the resources that they are looking for， and these engines will conduct deep searching， using their advanced and smart algorithms， to deliver the obtained results. Dedicated OER search engines （specifically to search OER， not generic） can also be used to find OER， such as CCsearch （https：//ccsearch.creativecommons.org）， OER Commons （https：//www.oercommons.org） and MERLOT （http：//www.merlot.org/merlot/index.htm）. In this context， teachers and educators should be familiar with the search functionality in order to personalize the search options （e.g.， type of the content， date） according to their needs.

3.1.2 Using specific OER repositories

In this method， teachers and learners should have basic knowledge about the online available OER repositories and access to them to search for the needed OER. Popular OER repositories along with some important features that could help teachers and learners select a particular repository.

3.1.3 OER selection criteria

Teachers and learners can select the appropriate OER for them based on several criteria：

Licensing： Educators should choose open license content， as this will allow them to legally reuse and remix these educational resources in their teaching context.

Accuracy/quality of content： Several digital resources are published online without knowing the reliability of the content or the publisher. Therefore， educators should refer to reliable digital educational resources and platforms.

Interactivity： Educators should choose interactive learning resources that can help increase the learning engagement and motivation of students. For instance， using interactive open textbooks， instead of simple PDF files， would make students more active and interested to learn.

Design quality： Educators should choose OER which are well-designed （e.g.， used colors， fonts， text size， navigation menu） as this will make the learning experience more convenient， hence have better learning outcomes.

Ease of adaptability： Educators should choose OER which are easy to adapt in their context， i.e.，resources which can be easily mixed or modified to fit a specific learning context. For instance， PPT presentations or videos can be good resources as they can be easily readapted.

Cultural relevance & sensitivity： Educators should choose educational resources that do not report any offensive information to any given race or culture.

3.2 Digital reading and summarizing OER

During the application of open educational practices， learners can go through several OER published in different web pages， to create new OER based on the previous ones. To acquire knowledge within digital environments from different sources， having digital reading skills is essential. These skills involve： navigation of hypertext documents（e.g.，selection of what sources to read， how to sequence the reading）; understanding and integrating different sources of information （e.g.， connecting information from different web pages）;evaluation of information （e.g.， evaluating the quality of the claims in a web page）.

Besides， to summarize a given materiel， including OER， Plagly （2016） proposed the following steps.

Step 1： Read deeply the OER （or any other material） to better understand the content， taking notes and highlights is not required during the first reading.

Step 2： Read through the document again and highlight the most important details （facts， concepts， definitions， opinions， etc.） using a pen or a marker.

Step 3： Based on the highlighted details， choose the most relevant information to be included in your summary. Each detail in your summary should be read and understood in a few minutes. Finally， make sure that the original OER （resource in general） is correctly cited.

Step 4： Read through the written summary， making sure that it flows from point to point and proof-read the content to avoid any grammar or spelling mistakes.

3.開放式教育實踐應(yīng)用中所需的OER能力

開放式教育實踐應(yīng)用要求以不同方式重新使用OER，以使學(xué)生具有創(chuàng)新性和積極性，從而帶來更好的教育體驗。因此，本節(jié)討論了OEP所需的幾個OER應(yīng)用能力。

3.1 搜索和選擇OER

3.1.1 使用通用和專用的搜索引擎

通用搜索引擎（例如谷歌和百度）可用于查找特定的OER。在這種情況下，教師或?qū)W習(xí)者必須在搜索框中鍵入他們正在尋找的資源，這些引擎將使用其先進(jìn)的智能算法進(jìn)行深度搜索，然后提供獲得的結(jié)果。專用的OER搜索引擎（專門搜索OER，不是通用的）也可以用于查找OER，如CCsearch（https：//ccsearch.creativecommons.org）和OER Commons （https：//www.oercommons.org）和MERLOT（http：//www.merlot.org/merlot/index.htm）。在這種情況下，教師和教育者應(yīng)該熟悉搜索功能，以便根據(jù)他們的需求個性化搜索選項（如內(nèi)容類型、日期等）。

3.1.2 使用特定的OER知識庫

通過這種方法，教師和學(xué)習(xí)者應(yīng)該具備有關(guān)在線可用OER知識庫的基本知識，并能訪問它們來搜索所需的OER。受歡迎的OER知識庫及它的重要功能可以幫助教師和學(xué)習(xí)者選擇特定的知識庫。

3.1.3 OER選擇標(biāo)準(zhǔn)

教師和學(xué)習(xí)者可以根據(jù)以下幾個標(biāo)準(zhǔn)，選擇合適的OER。

許可：教育者應(yīng)選擇開放許可的內(nèi)容，這樣他們才能在教學(xué)環(huán)境中合法地重新使用和混合這些教育資源。

內(nèi)容的準(zhǔn)確性（質(zhì)量）： 在線發(fā)布的數(shù)字資源并不能確定內(nèi)容或發(fā)布者的可靠性。因此，教育者應(yīng)參考可靠的數(shù)字教育資源和平臺。

互動性：教育者應(yīng)選擇交互式學(xué)習(xí)資源，以幫助增加學(xué)生的學(xué)習(xí)參與度和動力。比如使用交互式開放性課本，而不是簡單的PDF文件，這將使學(xué)生變得更加活躍和樂于學(xué)習(xí)。

設(shè)計質(zhì)量：教育工作者應(yīng)選擇設(shè)計合理的OER（例如使用的顏色、字體、文本大小、導(dǎo)航菜單等），這將使學(xué)習(xí)體驗更加便利，獲得更好的學(xué)習(xí)效果。

易于改編：教育者應(yīng)選擇易于改編其環(huán)境的OER，即容易混合或修改以適應(yīng)特定學(xué)習(xí)環(huán)境的資源。例如，演示文稿或視頻很容易改編，因此它們是很好的資源。

文化相關(guān)性和敏感性：教育者應(yīng)選擇不傳播任何特定種族或文化的敏感信息的教育資源。

3.2 數(shù)字閱讀和OER匯總

在開放式教育實踐的應(yīng)用過程中，學(xué)習(xí)者可以瀏覽在不同網(wǎng)頁上發(fā)布的多個OER，以在前人的基礎(chǔ)上創(chuàng)建新的OER。為了從不同來源獲取數(shù)字環(huán)境的知識，擁有數(shù)字閱讀技能至關(guān)重要。這些技能包括：超文本文檔導(dǎo)航（如選擇閱讀來源，如何對閱讀進(jìn)行排序）;了解和整合不同來源的信息（如整合不同網(wǎng)頁的信息）;信息評估（如評估網(wǎng)頁聲明的質(zhì)量）。

此外，Plagly于2016年提出了以下步驟去匯總包括OER在內(nèi)的給定材料。

步驟1：深入閱讀OER（或任何其他材料）以更好地理解其內(nèi)容，讀第一遍時不需要記錄筆記和重點內(nèi)容。

步驟2：再次通讀文檔，并使用鋼筆或馬克筆突出顯示最重要的細(xì)節(jié)（事實、概念、定義、觀點等）。

步驟3：根據(jù)突出顯示的信息，選擇要展示在摘要中的相關(guān)性最強的信息。摘要中的每個細(xì)節(jié)都應(yīng)在幾分鐘內(nèi)被閱讀和理解。最后，請確保正確引用了原始OER（通常為資源）。

步驟4：通讀書面摘要，確保其內(nèi)容點對點，并仔細(xì)閱讀內(nèi)容，避免語法或拼寫錯誤。