References
- Acosta-Martínez, JA, Usart-Rodríguez, M and Duch-Gavaldá, J. 2025. ‘Prácticas educativas abiertas: Uso y adaptación de recursos educativos abiertos en la educación superior. Una revisión sistemática’. RECIE. Revista Caribeña de Investigación Educativa, 9:
e9763 . DOI: 10.32541/recie.v9.763 - Affouneh, S and Khlaif, ZN. 2020.
‘A hidden dream: Open educational resources’ . In: Burgos, D, ed. Radical solutions and open science. Springer. pp. 57–64. DOI: 10.1007/978-981-15-4276-3_4 - Atkinson, SP and Fields, A. 2023. ‘Continued importance of Open Educational Resources (OER)’. Journal of Open, Flexible and Distance Learning, 27(1). DOI: 10.61468/jofdl.v27i1.597
- Blyth, CS. 2017.
‘Open Educational Resources (OERs) for language learning’ . In: Thorne, S and May, S (eds.) Language and technology. Springer International Publishing. pp. 1–11. DOI: 10.1007/978-3-319-02328-1_14-1 - Bossu, C, Brown, M and Bull, D. 2014. Adoption, use and management of open educational resources to enhance teaching and learning in Australia: Final report 2014. University of New England.
https://researchdata.edu.au/adoption-use-management-learning-australia/927395 . - Burrell, J. 2024. ‘Considerations for generative artificial intelligence in the development of open education resources’. International Journal of Business and Applied Social Science, 18–23. DOI: 10.33642/ijbass.v10n3p3
- Cape Town Open Education Declaration. 2007. Cape Town open education declaration. English Press Release.
https://www.capetowndeclaration.org/press/english-press-release/ . - CIDSTEM. 2024. Creatón STEM+. Centro de Investigación en Didáctica de las Ciencias y Educación STEM.
https://cidstem.cl/creatonstem/ . - Cobo, C. 2013. ‘Exploration of open educational resources in non-English speaking communities’. International Review of Research in Open and Distance Learning, 14(2). DOI: 10.19173/irrodl.v14i2.1493
- Creative Commons. 2021. About the licenses.
https://creativecommons.org/licenses/ . - Hilton, J. 2016. ‘Open educational resources and college textbook choices: A review of research on efficacy and perceptions’. Educational Technology Research and Development, 64(4): 573–590. DOI: 10.1007/s11423-016-9434-9
- Hodgkinson-Williams, C and Arinto, PB. (eds.) 2018. Adoption and impact of OER in the global south. Project Muse. DOI: 10.47622/9781928331483
- Hodgkinson-Williams, C, Arinto, PB, Cartmill, T and King, T. 2018.
‘Chapter 2. Factors influencing open educational practices and OER in the global south: Meta-synthesis of the ROER4D project’ . In: Hodgkinson-Williams, C and Arinto, P (eds.) Adoption and impact of OER in the global south. Project Muse. pp. 27–68. DOI: 10.47622/9781928331483 - Ishak, B. 2017. ‘Statistics, data mining, and machine learning in astronomy: A practical Python guide for the analysis of survey data, by Željko Ivezić, Andrew J. Connolly, Jacob T. VanderPlas and Alexander Gray’. Contemporary Physics, 58(1). DOI: 10.1080/00107514.2016.1246478
- Kanjilal, U and Das, AK. 2015. Introduction to open access (Vol. 1). UNESCO.
https://unesdoc.unesco.org/ark:/48223/pf0000232255 . - Lo, CK, Tlili, A and Huang, X. 2022. ‘The use of open educational resources during the COVID-19 pandemic: A qualitative study of primary school mathematics teachers in Hong Kong’. Education Sciences, 12(11). DOI: 10.3390/educsci12110744
- Miao, F, Mishra, S, Orr, D and Janssen, B. 2019. Guidelines on the development of open educational resources policies. UNESCO; Commonwealth of Learning.
https://unesdoc.unesco.org/ark:/48223/pf0000371129 . - Ossiannilsson, E. 2023.
‘Open educational resources: A catalyst for social justice and equality’ . In: Olivier, J and Rambow, A (eds.) Open educational resources in higher education. Springer. pp. 15–33. DOI: 10.1007/978-981-19-8590-4_2 - Pincay Piza, KJ. 2020. ‘Recursos educativos abiertos y su utilización en el proceso de enseñanza aprendizaje en educación superior’. Revista InGenio, 3(1): 15–22. DOI: 10.18779/ingenio.v3i1.23
- Ramirez-Montoya, MS. 2022. ‘Analysis of open education in Latin America in the framework of UNESCO’s new recommendations’. Revista Interuniversitaria de Formación Del Profesorado. Continuación de La Antigua Revista de Escuelas Normales, 97(36.2). DOI: 10.47553/rifop.v98i36.2.94059
- RELPE. 2010. Red Latinoamericana de Portales Educativos.
https://relpe.org/ . - Romero, C and Ventura, S. 2020. ‘Educational data mining and learning analytics: An updated survey’. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 10(3). DOI: 10.1002/widm.1355
- Sáenz Rodríguez, M del P, Hernandez Pino, U and Hernández, YM. 2018.
‘Chapter 5. Co-creation of OER by teachers and teacher educators in Colombia’ . In: Hodgkinson-Williams, C and Arinto, P (eds.) Adoption and impact of OER in the global south. Project Muse. pp. 143–186. - Stancin, I and Jovic, A. 2019. ‘An overview and comparison of free Python libraries for data mining and big data analysis’. 2019 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO), 977–982. DOI: 10.23919/MIPRO.2019.8757088
- Stracke, CM. 2020.
‘Open science and radical solutions for diversity, equity and quality in research: A literature review of different research schools, philosophies and frameworks and their potential impact on science and education’ . In: Burgos, D (ed.) Radical solutions and open science. Springer. pp. 17–35. DOI: 10.1007/978-981-15-4276-3_2 - Tlili, A and Burgos, D. 2024. ‘Unleashing the power of Open Educational Practices (OEP) through Artificial Intelligence (AI): Where to begin?’ Interactive Learning Environments, 32(10): 6886–6893. DOI: 10.1080/10494820.2022.2101595
- Toledo, A. 2018.
‘Chapter 4. Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay’ . In: Hodgkinson-Williams, C and Arinto, P (eds.) Adoption and impact of OER in the global south. Project Muse. pp. 121–142. - Torres, NPM. 2013. ‘Embracing openness: The challenges of OER in Latin American education’. Open Praxis, 5(1): 81. DOI: 10.5944/openpraxis.5.1.33
- Torres Velandia, SÁ. 2021. ‘Recursos educativos abiertos y políticas institucionales en universidades públicas Mexicanas: Estudio de caso’. RIDE Revista Iberoamericana Para La Investigación y El Desarrollo Educativo, 11(22). DOI: 10.23913/ride.v11i22.865
- UNESCO. 2013. Clasificación internacional normalizada de la educación. United Nations Educational, Scientific and Cultural Organization.
http://www.uis.unesco.org . - UNESCO. 2022. The 2019 UNESCO recommendation on Open Educational Resources (OER): Supporting universal access to information through quality open learning materials (CI-2022/WS/7 Rev.). United Nations Educational, Scientific and Cultural Organization.
https://unesdoc.unesco.org/ark:/48223/pf0000383205?posInSet=1&queryId=552cc3fc-3eb8-4e54-aca1-5a96758c68ee . - UNESCO. 2023. Consolidated report on the implementation by member states of the 2019 Recommendation concerning Open Educational Resources (OER) (42 C/31). United Nations Educational, Scientific and Cultural Organization.
https://unesdoc.unesco.org/ark:/48223/pf0000387398 . - van der Zee, T and Reich, J. 2018. ‘Open education science’. AERA Open, 4(3). DOI: 10.1177/2332858418787466
- Weller, M. (2020).
‘Open and free access to education for all’ . In: Burgos, D (ed.) Lecture notes in educational technology. Springer. pp. 1–13. DOI: 10.1007/978-981-15-4276-3_1 - Westermann Juárez, W and Venegas Muggli, JI. 2018.
‘Chapter 6. Effectiveness of OER use in first-year higher education students’ mathematical course performance: A case study’ . In: Hodgkinson-Williams, C and Arinto, P (eds.) Adoption and impact of OER in the global south. Project Muse. pp. 187–232. - Wiley, D. 2007. On the sustainability of open educational resource initiatives in higher education. OECD’s Centre for Educational Research and Innovation (CERI), September.