1 Instituto Tecnológico de Estudios Superiores de Monterrey (MEXICO)
2 Universidad Autonoma de Yucatan (MEXICO)
About this paper:
Appears in: ICERI2011 Proceedings
Publication year: 2011
Pages: 3390-3398
ISBN: 978-84-615-3324-4
ISSN: 2340-1095
Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain
In the last decade, computers, cell phones and the Internet are very important part of everyday life, and both teachers and students requiere that this technology is integrated into their academic activities as part of the curriculum.
Mobile learning (M-learning) is a new way to use information and communication technologies (ICTs) to access knowledge through devices such as cell phones or personal digital assistants (PDAs) relating applications and services that they offer, and allowing the use of those tools in developing educational activities (Kukulska-Hulme & Traxler, 2007). The open educational resources (OER) are characterized to offer digitalized materials in open and free way to teachers, students and autodidactic people to use and re-use in teaching, learning and research (UNESCO, 2002).

In Mexico, some researchers have been conducting research on M-learning in different institutions and also in different levels of education, however, are still a new topic. One of the first works was done by Ramirez (2007) which indicates that incorporate m-learning in virtual environments implicates changes in the design and requires that students have developed technological skills. In this way, in 2010, a research group with a project of six high education Mexican institutions, which worked in the making of OER for training of educational researchers was integrated (financed by University Corporation for Internet Development – CUDI- and by the National Council of Science and Technology – CONACYT-).

The purpose of the study was to generate open educational resources for using in m-learning technology about educational research for training educational researchers, which were available on a website portal, where these resources were free and licensed use, reuse, and distribution to people from Mexico, Latin America, and the world; and also to evaluate the implementation of those resources in two different contexts.

The study was conducted in two steps. In the first step, open educational resources were developed and a repository of those resources were developed. The repository is administered by the Instituto Tecnológico de Estudios Superiores (ITESM). In the second step the implementation of some resources were studied with a sample of students from Monterrey and a sample of students from Merida. In cross form the investigators carried out quantitative and qualitative studies of different subject matter around the formation of educational investigators. Where applied questionnaires to the investigators, participating observations, analysis of the speech in forums of discussion, analysis of the videos in the formative processes and of the meetings of the research team and analysis of evaluations of the resources produced.

It was produced more than 60 Open Educational Resources (OER) and mobile on the part of investigators of seven participating institutions, with respect to the educational investigators formation theme, b) development of a digital repository under named “DAR” (web site: where they are lodged the resources generated, with the possibility of random access and discharge of Creative Commons, c) Formation of 27 investigators as the agents of videos with open access, d) instruments application data on use of DAR to other investigators and end users (students in formation like investigators) and) difficulties in the production of open educational resources.
Open educational resources, m-mobile, survey research, training of educational researchers.