Localization of Open Educational Resources (OER) in Nepal: Strategies of Himalayan Knowledge-Workers

Autor/in	Ivins, Tiffany Zenith
Titel	Localization of Open Educational Resources (OER) in Nepal: Strategies of Himalayan Knowledge-Workers
Quelle	(2011), (245 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Brigham Young University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1245-8452-2
Schlagwörter	Hochschulschrift; Dissertation; Rural Population; Indigenous Knowledge; Focus Groups; Ethnography; Rural Areas; Foreign Countries; Educational Resources; Educational Strategies; Culturally Relevant Education; Indigenous Personnel; Indigenous Populations; Open Source Technology; Local Norms; Change Strategies; Nonformal Education; Stakeholders; Technology Transfer; Media Adaptation; Program Implementation; Hermeneutics; Phenomenology; Interviews; Educational Practices; Community Centers; Technology Planning; Nepal + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Landbevölkerung; Ethnografie; Rural area; Ländlicher Raum; Ausland; Bildungsmittel; Lehrstrategie; Sinti und Roma; Lösungsstrategie; Non-formal education; Non formal education; Nichtformale Bildung; Technologietransfer; Medienverwendung; Hermeneutik; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Bildungspraxis
Abstract	This dissertation examines localization of Open Educational Resources (OER) in Himalayan community technology centers of Nepal. Specifically, I examine strategies and practices that local knowledge-workers utilize in order to localize educational content for the disparate needs, interests, and ability-levels of learners in rural villages. This study draws on insights from non-formal education (NFE) stakeholders in Nepal, including government, UN, international and national NGOs, local knowledge-workers, and learners from different villages. I specifically focus on a sample of seven technology centers to better understand how localization is defined, designed, and executed at a ground level. I illuminate obstacles knowledge-workers face while localizing content and strategies to overcome such barriers. I conclude by offering key principles to support theory development related to OER localization. This study is anchored in hermeneutic inquiry and is augmented by interpretive phenomenological analysis and quasi-ethnographic research methods. This qualitative study employed interviews, focus group discussions, observations, and artifact reviews to identify patterns of localization practices and themes related to localization of critical content in Himalayan community technology centers of Nepal. This dissertation provides valuable evidence not only why localization matters (a statement that has been hypothesized for the past decade); but also provides proof of how localization is executed and concrete ways that localization "could" be improved in order for OER to reap efficacious learning gains for more rural people in developing countries and in other rural communities across the globe. The full text of this dissertation may be downloaded for free from http://etd.byu.edu/ [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10