Analysis of open educational resources in light of the Multimodal design-OER concept

Abstract

With a view to applying the concept of “Multimodal Design-OER” (DRM, in Portuguese), de Silva (2023), to evaluate Open Educational Resources (OER) of the “Educational Resources for Reading and Text Production in Degrees” (REALPTL, in Portuguese) platform, we selected two OER for analysis. The DRM concept starts from the review of the design and similarity between multiliteracies, multimodality and OER approaches, using the following criteria: platform/repository design, technical design, multimodal (and multiliteracies) design and educational design. The OER selected for study were produced by postgraduate students and use different themes, textual and technological production strategies. The results show that resource analysis helps to “read” OER in its breadth, revealing its advantages and how they can be improved in a redesign, at the same time that DRM can serve as a methodology to guide production by OER creators

With a view to applying the concept of “Multimodal Design-OER” (DRM, in Portuguese), the Silva (2023), to evaluate Open Educational Resources (OER) of the “Educational Resources for Reading and Text Production in Degrees” (REALPTL, in Portuguese) digital repository, we selected two OER for analysis. The DRM concept starts from the review of the design and similarity between multiliteracies, multimodality and OER approaches, using the following criteria: platform/repository design, technical design, multimodal (and multiliteracies) design and educational design. The OER selected for study were produced by postgraduate students and use different themes, textual and technological production strategies. The results show that resource analysis helps to “read” OER in its breadth, revealing its advantages and how they can be improved in a redesign, at the same time that DRM can serve as a methodology to guide production by OER creators.