<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802021000100101</article-id>
<article-id pub-id-type="doi">10.32870/ap.v13n1.1921</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Recursos educativos abiertos en comunidades virtuales docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Open Educational Resources in virtual teaching communities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Recio Mayorga]]></surname>
<given-names><![CDATA[Joaquín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez-Esteban]]></surname>
<given-names><![CDATA[Prudencia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suárez-Guerrero]]></surname>
<given-names><![CDATA[Cristóbal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,aff1  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Extremadura Facultad de Educación Departamento Ciencias de la Educación]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat de València Departamento Didáctica y Organización Escolar ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>101</fpage>
<lpage>117</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802021000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802021000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802021000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los modelos formativos ligados a la teoría del conectivismo son cada vez más flexibles, abiertos y participativos. Bajo esta tendencia, se han expandido ideas como las comunidades virtuales docentes (CVD) y los recursos educativos abiertos (REA), que plantean oportunidades educativas en línea. El presente trabajo buscó conocer y analizar los usos y las potencialidades que tienen los recursos educativos de libre acceso en una CVD; además, se examinó el significado que los miembros de esa comunidad dan a los REA. Para esto, se recurrió a un procedimiento cualitativo de investigación que permitió la elaboración y la validación interjueces de dos instrumentos de recolección de datos: una entrevista y una guía de indicadores de análisis que, mediante la observación participante, permitió evaluar y analizar los REA compartidos en una CVD, que se caracteriza por los procesos de intercambio y trabajo colaborativo entre docentes. Dentro de los principales hallazgos se observó que las CVD tienen mayor presencia en la formación del profesorado, donde se constató el impulso y la expansión de los REA. Se evidencia la importancia general de investigar el ámbito de la educación flexible y abierta, y de forma específica el potencial empleo de CVD, donde los REA tienen una especial relevancia en la formación docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Formative models related to the theory of connectivism are increasingly flexible, open and participatory. Under this trend, ideas such as virtual teaching communities (VCT) or Open Educational Resources (OER) have been Widespread, which lead us to talk about online educational opportunities. Accordingly, this work seeks and analyzes the uses and potentialities of educational resources of free access in a VCT, while examining the meaning that members of that community give to the OER. In addition, a qualitative research procedure endorsed the development and validation of data-collection instruments, such as an interview and an indicator guide to analyze and evaluate the OER shared in a VCT, through participant observation, which is characterized by exchange processes and collaborative work among teachers. Among the main findings, it is observed that virtual communities have a greater presence in teacher training, where the impulse and expansion of OER is verified. These facts highlight the importance of the research field of flexible and open education with technology and particularly, the potential use of VCT, where OER have a special relevance in teacher training.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comunidades virtuales]]></kwd>
<kwd lng="es"><![CDATA[educación abierta]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[recursos educativos abiertos]]></kwd>
<kwd lng="en"><![CDATA[Virtual communities]]></kwd>
<kwd lng="en"><![CDATA[open education]]></kwd>
<kwd lng="en"><![CDATA[faculty training]]></kwd>
<kwd lng="en"><![CDATA[open educational resources]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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