ANALYSIS AND MODELING THE DOMAIN OF OPEN EDUCATIONAL RESOURCES FROM LEARNING ANALYTICS PERSPECTIVE
ANALYSIS AND MODELING THE DOMAIN OF OPEN EDUCATIONAL RESOURCES FROM LEARNING ANALYTICS PERSPECTIVE

Summary/Abstract: Open Educational Resources (OERs) contributes to ways for knowledge sharing and reusing among given scientific and academic societies. The students and teachers have rapid and unlimited access to content, prepared for different purposes and digital formats. Many projects have been started to extend and improve the existing digital collections. A few analytical tools are developed for automatic identification and monitoring of newly created and added OERs and for tracing the changes in existing OERs. The researchers have applied learning analytics techniques for discovery, analysis and reflection on given characteristics of emerged online content. The aim of the paper is to review, analyze and model the domain of the OERs focusing on the following research questions: What is the current state of research in the area of OERs?, What are typical features of OERs? What kind of tools are used for OERs development, tracing and analysis?, How learning analytics contributes to OERs creation, improvement and reusing? The applied methodology consists of several procedures related to: discovery of appropriate scientific literature in abstract and citation databases and usage of search engines, indexing and delivering the full text or metadata concerning available scientific production; summarization and analysis of returned results through bibliometric and machine learning methods and techniques; development of analytical models that outline the current achievements and predictive models that show the future trends. The findings point out the educational context of application of OERs, the technological approaches for automatic identification and analysis of OERs, the tools for OERs creation from pedagogical and technical point of view, the attainments of learning analytics for further development and enhancement of OERs. Modelling the domain of OERs leads to better understanding how the OERs are created and utilized, what are the main areas of their usage, what are the future directions of evolvement. The models could be used by teachers and researches for outlining the current findings and for decision making about OERs application and topics for research identification.

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