Werner Westermann (Library of Congress of Chile)
Ante las interrupciones y posterior cierre de establecimientos educacionales en el marco de la pandemia de COVID-19, los esfuerzos para darle continuidad al proceso educativo formal ha sido transitar a una modalidad en línea, conectada a Internet. Pero la disponibilidad de conectividad a Internet es un tremendo desafío. Solo el 45,79% de la población mundial hace uso de Internet, y el 2017, solo el 13,75% de las personas disponía de una conexión de banda ancha. Los países con menos acceso a Internet son los mismos países con menos acceso a una educación de calidad en general, incluidos menos maestros calificados por estudiante y menos materiales educativos.
Ante estas restricciones de infraestructura para acceder equitativamente a conectividad, se releva la necesidad de contar con estrategias digitales que no dependan de conectividad, como el empaquetamiento off-line de Recursos Educativos Abiertos. Kolibri (https://learningequality.org/kolibri/) es una plataforma educativa de código abierto diseñada para proporcionar acceso sin conexión a una amplia gama de contenidos educativos de calidad, con licencia abierta, en contextos de bajos recursos como escuelas rurales, campos de refugiados, orfanatos y también en entornos no formales de aprendizaje.
En la presentación discutiremos los alcances de la construcción recientes de canales Kolibri de REAs reutilizados y alineados a los marcos curriculares de educación escolar en Chile y Honduras. Estos canales de contenidos buscan quebrar la dependencia de la conectividad para el acceso equitativo a recursos educativos, pero en el proceso vislumbra grandes oportunidades para el cuestionamiento y el desarrollo de nuevas formas de construir un currículum escolar y la construcción de soluciones robustas e integradas de REA que impacten positivamente en el aprendizaje
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Given the interruptions and subsequent closure of educational establishments in the framework of the COVID-19 pandemic, efforts to give continuity to the formal educational process has been to move to an online mode. But the availability of Internet connectivity remains a tremendous challenge. Only 45.79% of the world's population uses the Internet. The countries with the least access to the Internet are the same countries with the least access to quality education overall, including fewer qualified teachers per student and fewer educational materials.
Given these infrastructure restrictions to access connectivity equitably, the need for digital strategies that do not depend on connectivity is highlighted, such as the off-line packaging of Open Educational Resources OER. Kolibri is an open source educational platform specially designed to provide offline access to a wide range of quality, open-licensed educational content in low-resource settings and settings such as schools. rural areas, refugee camps, orphanages and also in non-formal learning settings.
In the presentation we will discuss the scope of the recent construction of Kolibri channels of OERs aligned to the curricular frameworks of school education in Chile and Honduras. These content channels seek to break the dependence on connectivity for equitable access to educational resources, but in the process they see great opportunities for questioning and developing new ways of building a school curriculum and building robust and integrated OER solutions. that positively impact learning.
Extended abstract: OE_Global_2021_paper_70.pdf 📄
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This presentation is part of Webinar 14 REA inclusivos y equitativos taking place in your local time → .
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UNESCO OER Action Area: Inclusive and equitable OER
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