Cloud Technologies for the Creation of Open Educational Resources by

Future and Practicing Teachers

Vladyslav Ye. Velychko

1 a

, Elena G. Fedorenko

1 b

, Ludmila V. Dolins’ka

2 c

and Volodymyr V. Zavalnuk

2 d

Donbas State Pedagogical University, 19 Batiuk Str., Sloviansk, 64122, Ukraine

National University “Odesa Law Academy”, 23 Fontanska Str., Odesa, 65009, Ukraine

Keywords:

Educational Practice, Development of Electronic Educational Resources, Open Educational Resources.

Abstract:

Practical training plays a signiﬁcant role in the process of professional training of future teachers. An integral

part of the training is the full participation of future teachers in the educational process of secondary education

during the internship. The simulation of the professional activity of future teachers in two stages takes place.

The ﬁrst is seminars that provide practical skills in mastering the theory. Educational practice in secondary

school is the next step in the practical testing of students’ knowledge. During the internship in secondary

schools, interns not only implement their own theoretical knowledge, but also increase the level of information

competence one. During the period of epidemiological restrictions, the methods and means of e-learning were

rapidly used. Electronic educational resources allow us to solve new challenges facing the education system.

The change of the quality of e-learning tools and improving the methods of their application realized as soon

well. The development of e-educational resources is a difﬁcult task. One of the ways to solve this problem

is to involve future teachers in this process during their initial practice. Future teachers have theoretical

knowledge of information technology. They know how to use their theoretical knowledge. This is because

e-learning in higher education school is actively implemented for many years. By the way, during the initial

practice, future teachers have the opportunity to test the developed e-eucational resources. Then, to make some

adjustments. Our experiment on the creation of open educational resources by means of cloud technologies

during the internship proved the possibility of solving an important practical problem. Analytical analysis of

the obtained results allowed making a promising conclusion on the feasibility of developing the practice of

developing open educational resources.

1 INTRODUCTION

The basis of informatization of education are infor-

mation and communication technologies. It is a pow-

erful tool for intensifying the educational process, its

organizational processes and activities. The ﬁeld of

accessibility and acquisition of new knowledge, skills

and abilities is expanding. The ultimate goal of open

education and e-learning cannot be considered in-

formatization and implementation of e-learning tools

in the educational process. Modern educational prac-

tice needs tools not only for publishing and for storing

educational resources. It is necessary to have a devel-

https://orcid.org/0000-0001-9752-0907

https://orcid.org/0000-0002-1897-874X

https://orcid.org/0000-0002-8763-1977

https://orcid.org/0000-0002-1057-3852

oped set of tools for teamwork with different mate-

rials (Semerikov et al., 2022). Such materials must

meet clearly deﬁned criteria within educational sys-

tems. Such systems both inside and outside educa-

tional institutions should be used. Not only do users

need to have free access to resources. Users need to

be able to work collaboratively with learning materi-

als. Users should be able to modify materials, adapt

them to the needs of their own educational activities.

In fact, the ability to modify e-educational resources

their quality will improve. This process provides new

knowledge in e-learning. And this is a necessary con-

dition for the creation of open education.

Today, the Open Content Initiative, or Open Edu-

cational Resources (OER), dates back to the 2000s,

with initiatives from the University of T

ubingen in

Germany, the Massachusetts Institute of Technology,

Hewlet Fondantion. We will use a term that, in our

Velychko, V., Fedorenko, E., Dolinsâ

Zka, L. and Zavalnuk, V.

Cloud Technologies for the Creation of Open Educational Resources by Future and Practicing Teachers.

DOI: 10.5220/0012063400003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 253-263

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

253

opinion, is more successful “Open Educational Re-

sources” or “Open E-Learning Resource”. OERs

are resources used to teach learning material. These

teaching materials or research resources are in the

public domain. These materials are free of intellec-

tual property licenses. They are widely available for

use or reuse for others.

2 THEORETICAL

FOUNDATIONS OF THE STUDY

The development of open electronic resources is a

complex and multifaceted problem. Specialists of

various specialties are involved in the creation of

electronic educational resources. Such specialists

are specialists in such ﬁelds as learning theory, psy-

chology, ergonomics, information and communica-

tion technologies, etc. (Lytvynova, 2018; Day and Er-

turk, 2017; Vakaliuk et al., 2020; Valko et al., 2020;

Shyshkina and Marienko, 2020; Popel and Shyshkina,

2019; Kholoshyn et al., 2020; Nosenko et al., 2019;

Nechypurenko et al., 2019; Markova et al., 2019). Wi-

ley et al. (Wiley et al., 2017) formulated a number

of questions about the process of creating and using

open educational resources, such as:

• Do students assigned to create, revise, or remix

artifacts ﬁnd these assignments more valuable,

interesting, motivating, or rewarding than other

forms of assessment? Why or why not?

• Do students who make their assignments publicly

available demonstrate greater mastery of learning

outcomes or show more enthusiasm for their work

than students assigned traditional assessments?

Why or why not?

• Do students who openly license their work ﬁnd

additional learning beneﬁts? Does openly li-

censed student work produce additional beneﬁts

to the broader community?

• Are there any drawbacks (real or perceived) that

are voiced by students or faculty that participate

in OER-enabled pedagogy?

Some answers to these questions can be found in

(Velychko et al., 2021a,b). In particular, in Velychko

et al. (Velychko et al., 2021a) the stages of develop-

ment of open e-educational resources during the edu-

cational activity are offered. We conducted the study

of the possibilities of creating open educational re-

sources during the educational practice by means of

cloud technologies in the future.

E-learning has made it possible to create and

spread such a phenomenon as “Open Education”. The

advantages of the speciﬁcs and basic principles of

open education are as follows:

• application of information and communication

technologies;

• using of technologies of interaction between par-

ticipants of educational process in synchronous

and asynchronous modes;

• specially designed teaching aids that differ from

traditional ones;

• network structures of organization and manage-

ment of educational content, as well as the learn-

ing process;

• speciﬁc presentation of educational information,

due to lack of control over the concentration of

attention on educational material;

• specialized quality control of training, without

which there can be no transition to the next stage

of training or training material.

Thus, open education is fundamentally different

from traditional. It is more in line with the goals, ob-

jectives and content of the information society. The

main advantages of open education include:

a) popularity and accessibility (open education has

almost limitless opportunities for wide coverage

of the population and territories, the organization

of free access to information and educational re-

sources);

b) adaptability and ﬂexibility (the open education

system has a wide range of opportunities to adapt

to changing environmental conditions. It is capa-

ble of signiﬁcant transformations of all-important

elements of the educational process)

c) internationality and globalization (free function-

ing of the open education system outside state bor-

ders);

d) planetary openness and availability of information

and educational resources;

e) modular structure and asynchrony (modular prin-

ciple of constructing the content and organization

of the educational process allows to form indi-

vidual curricula and programs that best meet the

personal needs of students, as well as spread over

time various elements of the educational process);

f) economic efﬁciency (educational results are

achieved with less time, money and other re-

sources compared to traditional approaches).

Based on the deﬁnition of the General Conference

of the United Nations Educational, Scientiﬁc and Cul-

tural Organization (UNESCO) during the meeting in

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

254

Paris from 12 to 27 November 2019 at its 40th session

the following was emphasized.

Open Educational Resources (OER) are learning,

teaching and research materials in any format and

medium that reside in the public domain or are un-

der copyright that have been released under an open

license, that permit no-cost access, re-use, re-purpose,

adaptation and redistribution by others (UNESCO,

2019).

Open License is a standard way of granting, re-

stricting the rights to use, transform, reuse, or dis-

tribute creative results (sound, text, images, multi-

media, etc.). To protect copyright in environments

where content (especially digital) can be easily copy

and made availabled for public access without the au-

thor’s permission, Open Licenses have been devel-

oped. Open licenses to help guarantee permission

to copy and share in a structured legal form are ex-

pected. This approach is more ﬂexible than it is today

(when all rights automatically granted). Licenses in

each case provide certain rights, exempting from the

restrictions of traditional copyright. OER is an inte-

gral part of this process. OERs provide greater ﬂex-

ibility in the use, reuse, and adaptation of materials

to local contexts and learning environments. In this

case, the authors receive well-deserved recognition.

Licensing software or electronic educational re-

sources allows you to grant usage rights. They are

a mechanism for copyright protection. Licenses must

have granted even when authors wish to provide their

designs for use free of charge. This mechanism al-

lows you to make no exceptions uses. Moreover,

while there are free licenses for software such as

the GNU General Public License, the Apache Li-

cense, the Mozilla Public License, and others, Cre-

ative Commons (CC) licenses are typically for con-

tent that includes most e-learning resources. The Cre-

ative Commons initiative (founded in 2001) is a com-

panion to the Open E-Learning Resource initiative.

The main purpose of the organization is to help re-

vive the public domain among creative works, which

include electronic educational resources. Creative

Commons promotes a collective goal focused on the

information society. Creative Commons a web ap-

plication that helps people grant their creative work

open licenses or partially retain copyright has devel-

oped. At the same time, it licenses them as free uses,

under certain conditions. Unlike the GNU General

Public License or others, Creative Commons licenses

are not intended for software, but for other types of

creative work. Namely, the creation of websites, mu-

sical works, movies and videos, photographs, literary

works, training courses, etc. The goal is to increase

the content on the Internet, as well as open access

to educational material free and accessible. To this

end, metadata has been developed that can be used by

search engines and other online search applications.

For example, photos that are free if you mention the

original photographer, or songs that can copied, dis-

tributed or removed without any restrictions, or elec-

tronic educational resources.

Ukraine has a low culture of digital content con-

sumption. An example of this is the signiﬁcant per-

centage of unlicensed software use. The Software

Alliance estimates that unlicensed software use in

Ukraine in 2017 estimated at 80%, equivalent to $108

million, with an average of 57% across Central and

Eastern Europe (BSA, 2018). This culture of consum-

ing digital content also applies to electronic educa-

tional resources. How the developed educational re-

sources be protected from illegal use? This question is

the most common of many colleagues. Technological

tools to limit digital content operations exist, but they

are unable to address this issue at a fundamental level.

We believe that the introduction of comprehensive li-

censing of digital content will help address this issue.

Compliance with open licenses should help shape the

perception of licenses for digital content and the pos-

sibility of its use, depending on the license. In fact,

the presence of a requirement for a mandatory license

for digital content is an indicator of legal relations in

the ﬁeld of electronic educational resources, the civi-

lized process of their creation, distribution and use.

OER-Enabled Pedagogy is based on a student-

centered approach to learning. The originality of our

learning experience is that in the learning process stu-

dents are involved as creators of open content devel-

opment using 5R permissions (retain, reuse, revise,

remix, redistribute). In essence, 5R permissions coin-

cide with the four levels of freedom free software and

the corresponding practice of its application in educa-

tional activities (Velychko et al., 2018). In their study,

David Wiley and John Hilton identiﬁed the relation-

ship between the types of tasks and the end results

of their performance (table 1) (Wiley and Hilton III,

2018). According to these scientists, the results of

one-time tasks are important only for students, and

therefore, other participants in the educational pro-

cess can not use the results. Nevertheless, the results

of authentic tasks, due to the speciﬁcs, can be useful

not only to their authors but also to other users. The

results of construction tasks, according to the authors

of the study, can be made public and reach a wider

audience. Ongoing tasks public and licensed openly

must made. Renewable tasks provide an opportunity

to create open educational resources that meet the re-

quirements of 5R.

Open educational resources should not only have

Cloud Technologies for the Creation of Open Educational Resources by Future and Practicing Teachers

255

the appropriate licenses, but also the location (link)

where they can be downloaded and downloaded, pro-

vide an assessment and describe the experience. Most

of the open educational resources are stored in ap-

propriate repositories. Examples of open educa-

tional resources repositories include Open Discover

Space (https://portal.opendiscoveryspace.eu), MER-

LOT (https://merlot.org) and OER Commons (https:

//www.oercommons.org).

Unfortunately, there are no repositories in this

area in Ukraine. Universities, institutes of postgrad-

uate pedagogical education, city and regional depart-

ments of education form their own repositories. Such

Repositories are local and do not gain widespread

popularity in the educational environment. De-

spite this, the pedagogical community in Ukraine is

uniting. Opportunities for improving and expand-

ing professional competencies on such open edu-

cational platforms as EdEra, Vseosvita, “Na urok”,

Prometheus, etc. are expanding. Thus, skills in work-

ing with open educational resources during the period

of study of students in higher education institutions

should be acquire. In this context, future teachers

have a special advantage. Their responsibility here

to society is obvious.

Practical training of future teachers is one of the

important stages of the educational process. One of

the basic components of practical training of future

teachers is, in fact, educational practice in secondary

schools – schools, colleges and more. On the one

hand, during the internship the future teacher is ready

to implement the acquired theoretical skills. On the

other hand, they gain practical experience. And this

allows you to form the holistic competencies of the

future teacher. In the period of sanitary restrictions

caused by biological threats, the role of information

and communication technologies is growing. This

is especially important during the internship. Dur-

ing such challenges, the exchange of experience and

learning materials takes place through communica-

tion between students, mentors and trainees, between

trainees and practice leaders, and directly between

trainees. The possibility of collegial activity opens

up. Effective results are those that collectively are

performs. The result is such electronic educational

resources that can be used by the general community.

Such practical activity aims to increase the level of

formation of information, communication, organiza-

tional competencies of students.

What are the opportunities for joint work on the

creation of electronic educational resources? First,

practical acquaintance with the means of sharing dig-

ital content; second, the practical use of cloud tech-

nologies; third, conducting a critical analysis of the

suitability of certain cloud technology services for the

development and creation of electronic educational

resources.

Some teachers use open educational resources

only as teaching aids. However, another group of

teachers involves future teachers in their creation and

exchange during training. For example, in the Digital

Futures in Teacher Education (DeFT) project, prac-

ticing teachers, future teachers and educators partic-

ipated on an equal footing in the study of digital lit-

eracy. They jointly developed open educational re-

sources that were used in the study of digital literacy

in high school (Gruszczynska et al., 2013). A similar

experience of creating open educational resources in a

study by Tur et al. (Tur et al., 2016) was describe. The

study involved three groups of future primary school

teachers studying at the University of the Balearic Is-

lands. During the course, future teachers had to create

open educational resources, which was a testament to

their technical skills. The survey showed an overall

positive impact on students’ perceptions of such de-

velopments, the creation and use of open educational

resources. However, during the analysis of their an-

swers there were some inconsistencies and nuances.

Kim (Kim, 2018) considered the issue of prepar-

ing future teachers for the use of open educational re-

sources and the practice of using open educational re-

sources in educational activities. In particular, the au-

thor cited the following principles of training future

teachers: 1. It is necessary to involve those teachers

who care about the problem of open educational re-

sources, who use different approaches to solving the

problem. 2. There is a need to promote the deepen-

ing of cognitive processing of educational material

by future teachers. 3. Give broad autonomy to fu-

ture teachers in the process of developing open edu-

cational resources. 4. Peer interaction should be en-

couraged and maintained to improve lesson planning

outcomes. 5. Interaction with peers should be encour-

aged to improve lesson planning outcomes.

The results of a study by Kimmons (Kimmons,

2014) revealed the following points. First, this is

what is valuable for improving the literacy of teach-

ers with open education K-12. The need to over-

come various misconceptions to support the large-

scale development of open education literacy in K-12

has also proven. In addition, proponents of open ed-

ucation must recognize that all teachers, regardless of

the time of study: a) are willing to innovate, b) use

open resources, c) openly share their achievements.

Open pedagogy is becoming increasingly popular as

a teaching method to reduce authoritarianism in the

classroom while learning. It allows to involve stu-

dents in pedagogical testing to obtain the initial re-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

256

sults of pedagogical work.

To study the impact of open pedagogy on mo-

tivation, Werth and Williams (Werth and Williams,

2021) conducted interviews with ﬁrst-year students

of the College of Four-Year Humanities. The survey

was conducted after the end of the semester project

in the framework of the pedagogical approach de-

scribed above. The evaluation of students’ responses

was conducted using the theory of self-determination,

in particular on the styles of motivation regulation,

which were demonstrated by the research partici-

pants. The results showed that students are inﬂu-

enced by various forms of external motivation dur-

ing a project based on open pedagogy. Incidentally,

autonomous forms of regulation were more common

than controlled regulation.

Cloud technology services have both advantages

and disadvantages. We further highlight those that are

critical to the objectives of our study on the applica-

tion of cloud technologies. The advantages of using

cloud technologies include:

• it is not necessary to have your own powerful

computers (this is relevant for solving the problem

of providing educational institutions with modern

computers);

• the problem of using unlicensed software is

solved (this is relevant for solving the problem of

insufﬁcient funding for the payment of licensed

software);

• mobility of resource use (open possibility to work

from any suitable point of the network if the nec-

essary communication channel is available);

• the possibility of joint work on documents (which

is relevant for solving the problem of organizing

collective work on joint projects at a distance).

The disadvantages of using cloud technologies in

educational activities are:

• dependence on Internet connection (stability of

broadband access is critical for collaboration on

documents);

• not every cloud application provides the ability to

save the results in a user-friendly form on the de-

sired media (the difference between data formats

in cloud applications and desktop software ver-

sions sometimes requires data reformatting and

loss of original quality);

• there is a risk that the service provider will stop

providing cloud services (such problems occur

quite often when using free services).

Moreover, if the advantages of using cloud tech-

nology services in full must be use, then to overcome

the shortcomings must be prepared as follows: a) have

an alternative source of Internet connection; b) use

open data formats; c) keep backup copies of your own

data. The concept and phenomenon of joint activities

are actively study by psychology and pedagogy. In the

process of studying such a concept as “joint activity”,

attention should be pay to two aspects: 1) substan-

tive activity; 2) the process of building relationships

between people involved in activities and communi-

cation. The main “unit” of the analysis of joint ac-

tivities and its collective subject is the interaction of

participants in joint activities.

At the heart of the dynamic concept of joint activ-

ities is a conceptual “triangle”, which combines three

areas:

1) subject-oriented interaction (interaction aimed at

changing the subject of joint activities),

2) subject-oriented interaction (interaction aimed at

changing the characteristics of the individual sub-

ject of joint activities),

3) organizational-oriented interaction (interaction

that changes the ways and style of performing ac-

tivities).

Much attention is paid to the impact of joint ac-

tivities on intellectual development, the formation of

social intelligence and social competence of the sub-

ject of education. For all the development of the con-

cept of “joint activities”, the organization of such ac-

tivities in terms of development of technical means

that speciﬁcally support and strengthen the joint na-

ture of activities is not considered. In this context, the

concept of “joint network activity” is a further devel-

opment of the concept of “joint activity”, including

special network tools.

Joint networking requires its design based on the

following conditions:

• the availability of new pedagogically sound tech-

nical means of joint activities on the Internet,

which open up opportunities to expand the range

of programs, objects, data and communications;

• the availability of new organizational forms and

scenarios of educational network activities, fo-

cused on the creation of a social network by par-

ticipants in joint activities.

3 RESEARCH RESULTS

Educational pedagogical practice as a type of practi-

cal activity of students aimed at solving various peda-

gogical problems should be considere. The speciﬁcity

of this activity is that it identiﬁes with the professional

Cloud Technologies for the Creation of Open Educational Resources by Future and Practicing Teachers

257

activities of teachers. At the same time, educational

pedagogical practice is a form of professional training

in a higher education institution, the purpose of which

is:

• to deepen and consolidate the theoretical knowl-

edge that the student received at the university,

and learn to apply this knowledge in practice in

educational work with students;

• to equip students with the ability to observe and

analyze the educational work carried out at school

with students;

• to prepare students for lessons with the use of

methods that enhance the cognitive activity of stu-

dents;

• to develop and consolidate in students a love for

the teaching profession, to encourage the desire to

study advanced pedagogical experience and im-

prove their pedagogical skills.

Epidemiological limitations and widespread use

of distance learning make adjustments in the process

of practical training of future teachers. Until now, it

was a good practice to gather from time to time in

a higher education institution and discuss with class-

mates and methodologist’s problematic issues of edu-

cational practice, share experiences, adjust their theo-

retical knowledge and more. Today requires commu-

nication and common tasks at a distance. To solve this

problem, it is necessary to use information and com-

munication technologies and means of joint activities.

The best solution to this problem is the widespread

use of cloud technology. This is quite effective for the

preservation of accumulated data and for communi-

cation between participants in educational activities.

Using cloud technologies, we get the opportunity to

establish communication and joint activities to work

in groups.

Based on the above provisions on joint activities,

the beneﬁts of using cloud technologies and the need

to develop and create open electronic educational re-

sources (Velychko et al., 2022a,b), a program of ed-

ucational pedagogical practice for future teachers of

mathematics, physics and computer science was de-

veloping. The peculiarity of the program is that the

creation of electronic educational resources to the

obligatory results of educational pedagogical practice

has been add. The subject of electronic educational

resources was limited to the topics of training ses-

sions conducted by trainees. The following two re-

quirements applied to e-learning resources, the ﬁrst

of which is collective resource development. The sec-

ond requirement was to publish the developed elec-

tronic educational resource under an open license, ie

the ﬁnal product must be an open electronic resource.

Tasks offered to students of educational programs

014 Secondary education (mathematics), (physics),

(computer science) of the Faculty of Physics and

Mathematics of Donbas State Pedagogical University.

These students underwent training and production

practice in general secondary education institutions

of Donetsk, Kharkiv, Luhansk and Dnipropetrovsk

regions provided for three areas of activity: the cre-

ation of joint electronic educational resources, infor-

mation visualization, and online organizational plat-

forms. Consider what tools to perform the tasks have

been analyzing.

The use of presentations, even in dynamic sys-

tems, does not provide an opportunity to engage stu-

dents in active learning. Quite different opportuni-

ties are providing by whiteboards, thanks to which in

the online learning format the participant of the ed-

ucational process takes part in discussing problems,

solving problems, etc. We selected and offered 10

cloud services to create training material for the train-

ing session (table 1). Before conducting the classes,

the trainees had to get acquainted with the proposed

list, explore the functions and capabilities of each of

these cloud facilities and create training materials for

the class. For comparison, the trainees prepared the

teaching material in the form of a presentation and

demonstrated it to the students, while the students per-

formed the tasks on paper. After the lesson, students

were interviewe. It was found out which of the pro-

posed options the students liked the most. The survey

of the class showed that 70.0% of the surveyed stu-

dents out of 374 who took part in the survey preferred

the lesson where the “white board” was use.

The systems presented in table 2 were studied to

visualize information and create interactive content.

Visibility is one of the beneﬁts of electronic educa-

tional resources. The development and creation, even

of static, e-learning resources is one of the tasks of

e-learning. The limited space available for inspec-

tion requires the use of scrolling presentation tech-

nologies. Accordingly, the method of their applica-

tion should change, in contrast to the fact that stu-

dents see a large paper poster. The constant use of

the same templates, design styles, etc. in educational

activities leads to a loss of visual interest in educa-

tional material. Using a variety of design styles, fonts,

icons, etc. increases students’ visual activity. Each of

the proposed systems has its own unique design style.

Even having created infographics in different cloud

services based on common data, we get fundamen-

tally different digital products.

Practitioners faced the problem of downloading

created digital objects to their own device. At the

same time, their integration into other objects created

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

258

Table 1: Whiteboard cloud services.

Name Free usage Localization Download object Embedding in systems

Padlet.com freemium Yes/Partly No Yes

Linoit.com free No No Yes

Idroo.com free No Yes Yes

Miro.com freemium No Yes Yes

Whiteboardfox.com freemium No No Yes

Jamboard.google.com free Yes Yes Yes

NoteBookCast.com free No No Yes

Conceptboard.com freemium No No Yes

Groupboard.com freemium No No Yes

Classroomscreen.com freemium No No Yes

by cloud technology applications took place without

hindrance. This problem arose because the cloud

technology services we considered, at the beginning

of its establishment, most of them offered their re-

sources free. Increasing their popularity, most cloud

services have moved to the ﬁnancial model “Free -

Premium” (Freemium), where some services on a free

basis and some on a commercial basis are provide. As

a rule, on a commercial basis, offer to upload your

own data to the user’s device. However, for each of

the applications, we were able to obtain a digital ob-

ject created by us on our own computing device by

third-party methods.

The created means of visual presentation of data

during the training activities of trainees were use. In

addition, the interns invited students to create their

own posters, charts, graphs, illustrations, etc. in com-

puter science classes and outside classroom. 362 stu-

dents took part in this study, of which 235 students

(about 65%) liked to create digital content of this type.

The students included such categories as “beautiful”,

“visual”, and “useful”. Students who were dissatis-

ﬁed with this work used terms such as “not clear”,

“difﬁcult”, “I have no artistic ﬂair”. The answers

of dissatisﬁed students have no meaningful basis. It

should be noted this fact. Such answers are a weak

justiﬁcation for their unwillingness to use the pro-

posed cloud services. We did not study the reasons

for such reluctance on the part of students.

We also asked the students: “What is the main

thing in the cloud service to create data visualization

in your opinion?”. The obtained answers for clarity

are presented in ﬁgure 1 in the form of a diagram. The

largest number of students (32.6%) spoke about “un-

derstandable language” used in the cloud service in-

terface. Despite the availability of cloud online trans-

lation services, the English-language interface caused

difﬁculties when using the application. In second

place (28.2%) is the option that corresponds to the

ability to conveniently work with the service on mo-

bile devices, or even as a separate application. Today,

the number of users via mobile systems exceeds the

number of users via a desktop computer system, so

this ﬁgure is extremely important. In third position

was the design criterion (23.5%). Moreover, although

the systems that were proposed were directly relate to

graphic design, the ergonomics of these systems still

need to be improved. In last place was the criterion

of “available examples of work” (15.7%). In our un-

derstanding, this criterion indicates a lack of creative

thinking and corresponds to the task according to the

template. The fact that the smallest number of stu-

dents are ready to do tasks on the model gives hope,

because the capabilities of the systems are sufﬁcient

for creativity and creative presentation of information.

Figure 1: Results of a student survey on the use of cloud

services.

The task of creating shared electronic resources

was to analyze existing cloud services to create pre-

sentations and text documents. For this purpose, it

was proposing to use ofﬁce applications of cloud ser-

vices, which are presented in table 3. Unlike the

previous comparison tables, we analyzed the advan-

tages and disadvantages that were collected accord-

ing to the subjective judgments of the trainees. It

was in these applications that they tried to create elec-

tronic educational resources, which then had to be-

Cloud Technologies for the Creation of Open Educational Resources by Future and Practicing Teachers

259

Table 2: Whiteboard cloud services.

Name Free usage Localization Download object Embedding in systems

Easel.ly Free No Yes (wiles) Yes

Infogram.com Freemium No Yes (wiles) Yes

Canva.com Freemium Yes Yes Yes

Crello.com Free Yes Yes Yes

Genial.ly Freemium No Yes (wiles) Yes

Chartblocks.com Free No Yes Yes

Piktochart.com Freemium No Yes (wiles) Yes

Venngage.com Freemium Yes Yes Yes

Vizzlo.com Freemium No Yes (wiles) Yes

Adioma.com Freemium No Yes Yes

come open educational resources. It should be note

that the trainees were already familiar with Google

Docs and Ofﬁce Online. Nevertheless, Zoho Ofﬁce

Suite and ONLYOFFICE turned out to be extremely

interesting and useful for students. Interns are inter-

ested in both the new built-in design styles and the

new functionality provided by cloud services. It was

in these ofﬁce applications that interns tried to create

electronic educational resources. Tasks for creating

open educational resources were propose for groups

of three students and the selected topics were similar

in content.

After the end of pedagogical practice, a survey of

interns was conduct on the joint creation of open edu-

cational resources. They were ask the following ques-

tions:

A. Your attitude to open digital content (Positive /

Negative)?

B. Do you have previously had experience of us-

ing open educational resources during pedagog-

ical practice (Yes / No)?

C. Have you used digital resources before despite not

having this action with a license agreement (Yes /

No)?

D. Are you ready to create open educational re-

sources (Yes / No)?

E. How do you feel about the joint development of

e-learning resources (Positive / Negative)?

F. Is it appropriate to use unlicensed software to de-

velop open educational resources (Yes / No)?

88 students of the Faculty of Physics and Mathe-

matics of Donbas State Pedagogical University took

part in the survey. The term of the experiment is two

years. The results of the survey are presents in ﬁg-

ure 2. Questions A-C were relating to the use of open

educational resources, and questions D-F were relat-

ing to their development. The question of the research

was to ﬁnd out: are students who use open educa-

tional resources ready to develop them? Comparisons

of responses between the two groups (A-C) and (D-

F) were performed using the Mann-Whitney U test.

The results of calculations U

emp

= 18, U

0,1

= 3.0,

0,05

= 7.0 indicate the absence of signiﬁcant differ-

ences between groups. Therefore, students who are

ready to use open educational resources are ready to

develop them.

The analysis of the answers shows that there is a

not very pleasant aspect, which is highlighted in ques-

tions C and F. Students do not pay much attention to

the issue of licensing a digital product, and it does not

matter whether it is an electronic educational resource

or software. It should be note, that the surveys con-

ducted in 2019 on free access to software showed an

even worse attitude to the licensing of software.

The following resources were proposed to address

the identiﬁed issues regarding the licensing purity of

digital content, including electronic educational re-

sources, open educational resources, joint develop-

ment of electronic educational resources, licensing of

electronic content, etc:

• open mass online courses “Prometheus: AI101”

(https://prometheus.org.ua);

• course of review lectures “Open licenses. Creative

Commons Initiative”;

• elective subjects of wide choice for students “Data

Visualization” and “Infographics in Education”;

• advanced training courses for research and teach-

ing staff of Donbas State Pedagogical University

“Information and communication technologies in

education”;

• certiﬁcate training courses for teachers “Informa-

tion and communication technologies in educa-

tion”;

• modernization of the content of academic disci-

plines.

The ﬁnal results of the proposed resources are

open and need further study. This is because each

of the proposed resources for students of different

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

260

Table 3: Cloud ofﬁce applications.

Name Advantages Disadvantages

Google Docs

(docs.google.com)

Free and no signiﬁcant restrictions; Con-

venient, non-distracting design; Well-

thought-out collaboration in the cloud; In-

tegration with Google services regular in-

novations; Templates gallery

Occasionally there are failures; There is

no possibility to personalize the workspace

(branding).

Zoho Ofﬁce Suite

(zoho.com)

Extensive list of additional applications;

Interesting features in the paid version;

Free version available; Convenient work

with projects thanks to Workspaces.

Lack of localized documentation and incom-

plete localization of applications; The mobile

version only works in read mode Numerous

disadvantages of Zoho Sheet.

Ofﬁce Online (of-

ﬁce.microsoft.com

/online/)

Excellent compatibility with MS Ofﬁce

formats; Responsive, stable touch interface

and convenient Ribbon tape; Close inte-

gration with Ofﬁce 365 and Microsoft ser-

vices.

Working with documents needs to be re-

viewed; A small selection of import and ex-

port formats, limited by proprietary licenses;

No automatic saving, inconvenient version

control; Functional “gaps” in Excel; Fuzzy

commenting system.

ONLYOFFICE

(onlyofﬁce.com)

User-friendly interface; Import documents

from other services.

No spell check; Quite high rates for individual

use of the service; There are no full screen and

compact modes; Documentation in English;

Weak functionality of Spreadsheet Editor and

Presentation Editor.

Yes / Positive No / Negative

A 66 22

B 65 23

C 53 35

D 45 43

E 75 13

Figure 2: The results of the survey on the joint creation of open educational resources.

courses is designed. By the way, practicing teachers

and educators are ready to continue working in this di-

rection in order to create an environment to promote

e-learning and create resources for e-learning. The

ideas of open education, which are embodies in the

process of development and implementation of open

educational resources, only when the content of edu-

cation and information of society will have a common

basis, will be spread. Such a process is necessary to

create a useful public good.

4 CONCLUSIONS

Open educational resources are a product of the digi-

tal world, which has great potential for further achiev-

ing UNESCO’s goals in the ﬁeld of education. They

help countries, institutions and teachers to share qual-

ity education and materials free of charge. They give

teachers a new challenge to integrate digital technol-

ogy into their courses and programs, and enable stu-

dents to access quality content ofﬂine. They are an in-

centive for teachers, students and institutions to work

together to create original learning material. The cre-

ation of open educational resources by future teach-

ers during pedagogical practice provides an oppor-

tunity not only to get a great practice of creating e-

learning tools. They allow implementing in practice

the acquired theoretical knowledge of the theory of

learning, methods of teaching specialized subjects, a

creative vision of solving urgent problems of learn-

ing. The conducted experiment revealed the poten-

tial of such a practical activity as the creation of open

electronic educational resources. Improving interac-

tion between participants of educational activities by

means of information and communication technolo-

gies. Launching the process of creating digital educa-

tional content of a new type.

Strategic policies need to involve OER in educa-

tion systems at the state level to be developed, en-

couraging educational institutions to make full use

Cloud Technologies for the Creation of Open Educational Resources by Future and Practicing Teachers

261

of these developments to achieve global development

goals. Prospective areas of research are the study of

the quality of created open electronic educational re-

sources and their classiﬁcation.

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