<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362022000100032</article-id>
<article-id pub-id-type="doi">10.1590/s0104-403620210002903341</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Crowd-based Open Online Education as an alternative to the Covid-19 educational crisis]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação online aberta e massiva como alternativa à crise educacional da Covid-19]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación en línea abierta masiva como alternativa a la crisis educativa de Covid-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chiappe]]></surname>
<given-names><![CDATA[Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wills]]></surname>
<given-names><![CDATA[Alejandro Emilio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>30</volume>
<numero>114</numero>
<fpage>32</fpage>
<lpage>51</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362022000100032&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362022000100032&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362022000100032&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The suspension of face-to-face classes in universities and schools derived from the current health crisis related to Covid-19 has prompted a process of migration of academic activities to virtual environments. This has revealed a general lack of understanding in both the family and academic environments regarding the relationship between distance and virtual Education, generating tensions between families and educational institutions. This article presents some theoretical insights about Open Educational Practices (OEP) from an emerging perspective by revising their connections with Distance Education and E-learning. The current international discussion on OEP is mainly focused on technological integration and expanding free access to knowledge, while today&#8217;s inter-connected world requires more flexibility, sharing, collaborative feedback and autonomy in learning. A fresh perspective on Open Educational Practices based on the participation of students in crowd-based collaborative learning communities is proposed as an alternative to face in-house confinement context challenges.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A suspensão das aulas presenciais em universidades em escolas derivada da atual crise de saúde relacionada à Covid-19 gerou um processo de migração das atividades acadêmicas para ambientes virtuais. Isso revelou uma falta de compreensão geral tanto no ambiente familiar quanto acadêmico sobre a relação entre Educação a distância e virtual, gerando tensões entre famílias e instituições de ensino. Esse artigo apresenta alguns insights teóricos sobre as Práticas Educacionais Abertas (OEP) a partir de uma perspectiva emergente, revisando suas conexões com a Educação a Distância e E-learning. A discussão internacional atual sobre OEP está focada principalmente na integração tecnológica e na expansão do acesso gratuito ao conhecimento, enquanto o mundo interconectado de hoje requer mais flexibilidade, compartilhamento, feedback colaborativo e autonomia na aprendizagem. Uma nova perspectiva sobre as práticas educacionais abertas com base na participação de alunos em comunidades de aprendizagem colaborativa baseadas em multidão é proposta como uma alternativa para enfrentar os desafios do contexto de confinamento interno.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La suspensión de las clases presenciales en universidades y escuelas derivada de la actual crisis de salud relacionada con Covid-19 ha impulsado un proceso de migración de las actividades académicas a entornos virtuales. Esto ha revelado un desconocimiento generalizado tanto en el ámbito familiar como académico sobre la relación entre Educación a distancia y virtual, generando tensiones entre familias e instituciones educativas. Este artículo presenta algunas ideas teóricas sobre las prácticas educativas abiertas (OEP, por sus siglas en inglés) desde una perspectiva emergente al revisar sus conexiones con la educación a distancia y el e-learning. La discusión internacional actual sobre OEP se centra principalmente en la integración tecnológica y la expansión del acceso libre al conocimiento, mientras que el mundo interconectado de hoy requiere más flexibilidad, intercambio, retroalimentación colaborativa y autonomía en el aprendizaje. Se propone una nueva perspectiva de las OEP basada en la participación de los estudiantes en comunidades de aprendizaje colaborativo masivas como una alternativa para enfrentar los desafíos del contexto de confinamiento interno.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Open Educational Practices]]></kwd>
<kwd lng="en"><![CDATA[Collaboration]]></kwd>
<kwd lng="en"><![CDATA[E-Learning]]></kwd>
<kwd lng="en"><![CDATA[Communities of Learning]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Educacionais Abertas]]></kwd>
<kwd lng="pt"><![CDATA[Colaboração]]></kwd>
<kwd lng="pt"><![CDATA[E-learning]]></kwd>
<kwd lng="pt"><![CDATA[Comunidades de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="es"><![CDATA[Prácticas Educativas Abiertas]]></kwd>
<kwd lng="es"><![CDATA[Colaboración]]></kwd>
<kwd lng="es"><![CDATA[E-Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Comunidades de Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación a Distancia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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