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.開放式教育实践应用中所需的OER能力

开放式教育实践应用要求以不同方式重新使用OER，以使学生具有创新性和积极性，从而带来更好的教育体验。因此，本节讨论了OEP所需的几个OER应用能力。

3.1 搜索和选择OER

3.1.1 使用通用和专用的搜索引擎

通用搜索引擎（例如谷歌和百度）可用于查找特定的OER。在这种情况下，教师或学习者必须在搜索框中键入他们正在寻找的资源，这些引擎将使用其先进的智能算法进行深度搜索，然后提供获得的结果。专用的OER搜索引擎（专门搜索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）。在这种情况下，教师和教育者应该熟悉搜索功能，以便根据他们的需求个性化搜索选项（如内容类型、日期等）。

3.1.2 使用特定的OER知识库

通过这种方法，教师和学习者应该具备有关在线可用OER知识库的基本知识，并能访问它们来搜索所需的OER。受欢迎的OER知识库及它的重要功能可以帮助教师和学习者选择特定的知识库。

3.1.3 OER选择标准

教师和学习者可以根据以下几个标准，选择合适的OER。

许可：教育者应选择开放许可的内容，这样他们才能在教学环境中合法地重新使用和混合这些教育资源。

内容的准确性（质量）： 在线发布的数字资源并不能确定内容或发布者的可靠性。因此，教育者应参考可靠的数字教育资源和平台。

互动性：教育者应选择交互式学习资源，以帮助增加学生的学习参与度和动力。比如使用交互式开放性课本，而不是简单的PDF文件，这将使学生变得更加活跃和樂于学习。

设计质量：教育工作者应选择设计合理的OER（例如使用的颜色、字体、文本大小、导航菜单等），这将使学习体验更加便利，获得更好的学习效果。

易于改编：教育者应选择易于改编其环境的OER，即容易混合或修改以适应特定学习环境的资源。例如，演示文稿或视频很容易改编，因此它们是很好的资源。

文化相关性和敏感性：教育者应选择不传播任何特定种族或文化的敏感信息的教育资源。

3.2 数字阅读和OER汇总

在开放式教育实践的应用过程中，学习者可以浏览在不同网页上发布的多个OER，以在前人的基础上创建新的OER。为了从不同来源获取数字环境的知识，拥有数字阅读技能至关重要。这些技能包括：超文本文档导航（如选择阅读来源，如何对阅读进行排序）;了解和整合不同来源的信息（如整合不同网页的信息）;信息评估（如评估网页声明的质量）。

此外，Plagly于2016年提出了以下步骤去汇总包括OER在内的给定材料。

步骤1：深入阅读OER（或任何其他材料）以更好地理解其内容，读第一遍时不需要记录笔记和重点内容。

步骤2：再次通读文档，并使用钢笔或马克笔突出显示最重要的细节（事实、概念、定义、观点等）。

步骤3：根据突出显示的信息，选择要展示在摘要中的相关性最强的信息。摘要中的每个细节都应在几分钟内被阅读和理解。最后，请确保正确引用了原始OER（通常为资源）。

步骤4：通读书面摘要，确保其内容点对点，并仔细阅读内容，避免语法或拼写错误。