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Article citations


Behrens, M. A. (2006). Paradigm of Complexity: Project Methodology, Didactic Contracts and Portfolios. Petrópolis: Vozes.

has been cited by the following article:

  • TITLE: Open Educational Resources Development on Higher Education in a Collaborative Process of Co-Creation

    AUTHORS: Patrícia Lupion Torres, Danielle Cristine Boaron, Raquel Pasternak Glitz Kowalski

    KEYWORDS: Collaborative Learning, Co-Creation, Open Educational Resources, Open Education

    JOURNAL NAME: Creative Education, Vol.8 No.6, May 17, 2017

    ABSTRACT: This paper aims to expose the results of a qualitative research process based by participatory research methodology, developed within a research of Theory and Pedagogical Practice in the Instruction of Professors, from the StrictoSensu Post-Graduate Program in Education (PPGE) at Pontificia Universidade Catolica do Parana (PUCPR), Curitiba, Brazil, as part of the activities of the research group Pedagogical Practice on Teaching and Learning with Educational Technologies (PRAPETEC) research group. From 2013 to 2016, several actions were developed by the research group to contribute to research on collaborative learning, co-creation, open education and open educational resources, due to a partnership with the Collaborative Open Learning Community (coLearn) under the coordination of Dr. Alexandra Okada. In this context, the question to this investigation was as follows: how can open educational resources (OER) development on Higher Education in a collaborative process of co-creation contribute to student learning? The aim of this study was to promote a collaborative and open educational experience for students through the creation of OER as well as the incorporation of Facebook, YouTube and Whats App as supporting environments in the teaching and learning process. Based on the analysis of the obtained results, it was observed that this experience was positive for contributing to the knowledge production in a collaborative way, with criticality, autonomy and creativity. And also, the students experienced an innovative methodology, allowing those who already act as professors to reflect on their pedagogical practice.