Open Educational Resources: didactic transposition towards coauthorship and transformation of educational knowledge network

Abstract

The purpose of this paper is to share reflections on the didactic and methodological implications during free access, reuse, remixing and re-sharing of Open Educational Resources (OER). The first beacon of discussion is investigative teaching which has as one of its pillars the implementation of didactic transposition for transformation and co-creation of networked educational knowledge. To this end, a starting point is to explain the features of OER as to highlighting the importance of open licensing models. Also, this paper addresses the particularities of OER in contemporary education by virtue of the conditions and contours of pedagogical concepts and required teaching work in terms of didactic and methodological organization of the teaching/learning route mediated by OER. Finally, the concluding considerations highlight that the pedagogical (re)use of OER can generate democratization and expansion of access to knowledge.