شنبه 6 مرداد 1403
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دوره 4، شماره 4 - ( 10-1402 )
جلد 4 شماره 4 صفحات 100-88 |
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Aldosemani T I. (2023). Leveraging Open Educational Resources to Promote Openness and Internationalization in Education: A Case Study of SHMS According to UNESCO Recommendations. johepal. 4(4), 88-100. doi:10.61186/johepal.4.4.88
URL: http://johepal.com/article-1-531-fa.html
URL: http://johepal.com/article-1-531-fa.html
Leveraging Open Educational Resources to Promote Openness and Internationalization in Education: A Case Study of SHMS According to UNESCO Recommendations نشریه سیاست و رهبری آموزش عالی 1402; 4 (4) :100-88 10.61186/johepal.4.4.88
چکیده: (446 مشاهده)
This case study establishes a roadmap for exploring the alignment between national OER initiatives and global standards, using the SHAMS platform as a case study within the ambit of UNESCO’s transformative educational agenda, identifying exemplary practices and areas necessitating further development. Such recommendations serve as a framework that facilitates the provision of inclusive OERs and equitable quality learning opportunities. This case study recommends strategizing OER use in the education system by envisioning ideal OER implementation processes, planning the expected impact on teachers and students, teaching strategies, curricula, and assessments. The case study highlights the importance of leadership, quality assurance, licensing and copyright protection mechanisms, content creation, policies, and access as enablers of optimal resource-sharing practices. It involves a literature review on virtual internationalization and OERs, situating the SHAMS platform within the UNESCO framework and examining its alignment with national educational strategies. By intertwining the evaluation of the SHAMS platform with UNESCO’s OER Recommendations, this case study is poised to contribute to the discourse on OER implementation, providing empirical evidence of how national platforms can operationalize international frameworks to foster a more open and scalable educational environment.
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