collection of educational resources on applied ethics at all levels and across disciplines. At the moment the collection is mainly composed of open educational resources (OER) harvested from a few OER repositories, such as Oasis, OpenStax, and OER@AVU. Find other OER resources worldwide:

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  • Checklist for a trusted journal. International Journal of Educational Technology in Higher Education (ETHE)

    Universitat Oberta de Catalunya. Biblioteca; Santos-Hermosa, Gema; Milán Llorente, Neus (Universitat Oberta de Catalunya (UOC), 2020-06-04)
    Teaching material with a checklist for identifying a trusted journal, which belongs to the UOC Learning resource "Where to Publish. How to identify potential journals".
  • Establishing an online community of inquiry at the Distance Education Centre Victoria

    Jackson, Luke Conrad (2014-05-22)
    © 2012 Luke Conrad Jackson
  • Delineating usable interface characteristics of an online teaching and learning platform

    Karvelas, Voula (2014-11-24)
    Master of Information Technology in Education
  • An evaluation of an orientation to higher education studies program

    Webb, Janis K (2016-01-20)
    Thesis (M.Ed.)--University of Melbourne, Faculty of Education, 1997
  • Delineating usable interface characteristics of an online teaching and learning platform

    Karvelas, Voula (2014-11-24)
    Master of Information Technology in Education
  • An evaluation of an orientation to higher education studies program

    Webb, Janis K (2016-01-20)
    Thesis (M.Ed.)--University of Melbourne, Faculty of Education, 1997
  • Gestión, derecho sanitario y ética, septiembre 2009

    Universitat Oberta de Catalunya; Colom Masfret, Dolors; Corbella Duch, Josep; Sobremonte de Mendicuti, Emma; Villalobos Hidalgo, Julio (Universitat Oberta de Catalunya, 2016-05-10)
    Material docent de la Universitat Oberta de Catalunya.
  • A Surveyable Representation of Moral Vocabulary?

    De Mesel, Benjamin; 85917 (2013-05)
    status: published
  • Freedom and moral responsibility in Proclus, Tria opuscula

    Opsomer, Jan; 15972 (2015-03-19)
    status: published
  • Critical thinking in college freshmen: The impact of secondary and higher education

    Evens, Marie; 81263; Verburgh, An; 29395; Elen, Jan; 1489 (2015)
    Critical thinking (CT) helps students to confront a multitude of challenges that they will face in their careers and personal lives. Hence, it is an important task of higher education (HE) to promote students’ CT. However, students do not enter higher education as a blank slate. Background characteristics of students should be considered when developing instruction. The present study investigates the impact of students’ secondary education (SE), a background characteristic that has been shown to be related to several study-related variables in HE, on CT in the first year of HE. More precisely, the impact of the educational track in SE (academic, technical/artistic) is studied. Furthermore, it is investigated whether this relation differs in different types of HE. The CT of college freshmen is measured by the Scipio, an instrument consisting of both constructed response items and forced choice items. The results indicate that (1) the growth in CT during the first year of HE is on average small, (2) students with a background in academic SE have higher entrance performances and show more CT growth during the first year than students with other educational backgrounds, (3) students in professional bachelor programs grow more in CT during the first year of HE than students in academic bachelor programs, and (4) there is an interaction effect between educational track in SE and program type in HE (professional or academic) on CT growth and performance.
  • Selection and Adaptation into Higher Education A five-year panel study on the impact of higher education on the development of political trust

    Hooghe, Marc; 43550; Dassonneville, Ruth; 72478; Marien, Sofie; 55339 (LeuvenKU Leuven. Centre for Political Research, 2012-04)
    There is a strong ongoing debate about the impact of higher education experiences on political attitudes and behaviors. While some authors assume a direct socialization effect of the educational experience, others have argued that education should be seen as a mere proxy variable for socio-economic status and pre-adult socialization experiences. In this paper we use a five-year Belgian panel study (BPPS, 2006-2011, n= 1,596) that tracked respondents between the ages of 16 and 21. Using a hierarchical linear model of repeated measurements, we are able to demonstrate that differences between future students and non-students are already present and stable at the age of 16. Significant determinants were school track and educational goal. The inclusion of actual educational status in the model (at age 21), however, rendered the effect of educational goal not significant. The results suggest that students already during high school actively prepare for and acquire a value pattern that is congruent with their future status. Ultimately, however, this effect is dependent on the fact whether they actually enroll in college or not.
  • Vocational education and higher education in a globalized world: convergent and divergent European drifts

    Verhoeven, Jef; 3309 (2006)
    This paper wil contend that VET (vocational education and training) and HE in many European countries have certainly been put on the same track because of processes of globalisation and Europeanisation but that divergences in national VET and HE systems are undeniable. The reasons of these differences can be found in the political, economic, cultural, and technologica) differences that prevail across Europe. First, we will describe some processes that emerge together with globalisation, influence it, or are influenced by it. Second, we will analyse factors that stimulate convergence, like the EU, other intemational programmes and policy, the impact of neo-liberal values, changes of the labour market (demand for higher flexibility and other types of skills), technology (ICT), the educational systems and the place of VET in these systems (including openness to continuing vocational training), the curriculum and quality assurance systems, and so on. Third, we will show how VET and HE are still characterized by many divides in spite of the unifying influence of globalisation. We wilt present the cases of Finland and Portugal to illustrate this point.
  • Internationalization and commercialization of higher education in an era of globalization

    Verhoeven, Jef; 3309 (2004)
    Higher education is today facing another world than the one it lived in some thirty years ago. Indeed, our society is chracterized now more than ever by neo-liberalism and has become globalized, which will certainly affect the process of internationalization and commercialization of HE. The purpose of this paper is to reflect on these societal changes and to link these changes with HE and HE policy in Flanders in Belgium. In the first section, we will clarify some concepts (globalization, internationalization, neo-liberalism, and commercialization) and their meaning for HE. In the second section, we will question the consequences of internationalization and commercialization for the three main actors that determine HE policy and higher education institutions (HEI): the state, the academics, and the market. By way of conlusion, we will discuss some of the problems and the steps to be taken by policy makers and HEIs as a consequence of internationalization and globalization
  • Ethics of Science Communication

    Hartberg, Yasha (2020-04-08)
    This lecture explores the ethics of science communication with a special focus on avoiding conflicts of interest.
  • Shifting foundations of knowledge and their impact on e-learning strategies

    Truyen, Frederik; 18099 (2007-11-08)
    Using 4 example cases, we will show that expectations towards professional knowledge have changed in the information age. Information is not knowledge, yet the information society is strongly transforming our assessment of what we count as knowledge and its constraints. We will discuss how knowledge in several domains of human activity is tied to social constructs based on an underlying network. We will focus on this “Network of knowledge” and then assess the impact this should have on e-learning strategies. In particular, the future role of e-learning systems is discussed, looking beyond the current LCMS towards true Learning Networks. In conclusion, we shall stress our strong belief that an ethical dimension is essential to professional knowledge. We will argue that E-Learning strategies should take this into account.

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