Open Educational Resources (OERs) include different web formats, such as audio, video, images and text that can be modified, redistributed and used for learning about a specific topic, however, it became pertinent to create an OER evaluation tool with content validity. The present work gives an account of the content validation process using a 41-criteria rubric, each one with three performance levels, developed from a documentary search on relevant aspects to be included in a learning object. Six expert judges were contacted and decided whether each criterion was essential, useful but not essential or not necessary. Based on this, the Content Validity Reason (CVR) was calculated, obtaining 32 validated criteria. Among some conclusions, it can be mentioned that the validation process of contents allowed the identification of those criteria that require modifications or, if necessary, can be discarded to increase the validity of the heading in its whole.
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The open educational resources (OER) are those resources which make reference to categories of educational materials which are in the public domain or which are available to readers by open licenses, so for which the access is free. A few examples of OER are school textbooks, curriculum, syllabi, course supports, audio-video resources. Given the multitude, diversity and complexity of OER, and the fact that many times there are no objective and thorough conventions and regulations of selection, access, filtration and evaluation of them, specific selection and evaluation strategies must be identified. This article is guided by the following questions: a) What are the intrinsic qualities that the web educational resources should have? b) How could we support with instruments the persons interested in the selection, study, and evaluation of web educational resources? Starting from these questions, we offer an operational instrument/checklist of evaluation of the intrinsic quality of OER, and a series of landmarks for the primary evaluation of OER, as a component of the primary evaluation of e-resources.
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One idea behind Open Educational Resources (OERs) is opening up the access to learning resources for stakeholders that were not the originally targeted users. Even though, making educational resources available for the public already is a remarkable offer, their usefulness often is limited to a very particular context because of the unclear or missing appropriateness regarding other contexts. In this paper, contextual appropriateness is investigated as a special quality criterion for OERs. We will introduce barriers against the use of OERs and demands from the educational community that need to be addressed in order to overcome such barriers. We will show that the hitherto implemented quality standards for Technology Enhanced Learning do not yet fully support such particular demands and discuss which additional steps are required for the context of OERs. We conclude with an outlook and recommendations that can open up the full potential of OERs.
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