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Transcript of Status Quo of
Folie 1
Innovative Open Educational Resources in European Higher
Education
Status quo and Future Directions
Markus Deimann
Theo Bastiaens
Kees-Jan van Dorp
Agenda
OER and impact on teaching and learning
Challenges of OER
Status quo in German-speaking countries
Delphi-Method
Delphi-Study
Participants
Results
Discussion
02.11.10
Department of Instructional Technology & Media
Open Educational Resources
Free access to open content; provided free of charge
Content is liberally licensed for re-use in educational activities; free from restrictions to modify, combine and repurpose
For educational systems/tools software is used for which the source code is available
Currently Second Generation of Projects such as Open Educational Resources in Higher Education (OER HE) with EADTU as Coordinator
Goal: To extend the achievements on OER as initially launched under the William and Flora Hewlett Foundation Grants
Work package on Team-Based Development
02.11.10
Department of Instructional Technology & Media
Team-based development of OER in Higher Education
How can other teams be pursuaded to utilize OER?
Connecting factor: How to create a win-win-situation?
Approach: Literature review
Semi-structured qualatative interviews
Questionnaires
Model that identifies success factors
Inspires future teams
Organisation
Partner networks: Humanities: OUNL, OUUK, FernUniversitt in Hagen
MedNet:
Associcate networks: SwitchCollection
Regular meetings and workshops
Challenges of OER
Little awareness of the idea of OER in Germany (Zauchner et al., 2008)
Little reputation of adopting OER for teachers (Angster & Uphoff, 2009)However, these are rather assumptions which are not based upon empirical data
On the other side, there are surveys (OECD: Giving knowledge for free, 2007) that revealed different challenges
However, the focus was on the macro-level not on the individual
Therefore, a study was conducted to focus on the micro-level in German-speaking countries
02.11.10
Department of Instructional Technology & Media
Delphi-Method
Aims at developing a consensus among a group of experts
Essential element is anonymity of participants when giving opinions
The Delphi can then alleviates problems
Appropriate for research areas that are not quite investigated
Provide solutions for challenges
02.11.10
Department of Instructional Technology & Media
Michelangelo's rendering of the Delphic Sibyl (http://en.wikipedia.org/wiki/Delphic_Sibyl)
The theatre, seen from above (http://en.wikipedia.org/wiki/Delphi)
Delphi-Study
Criteria for selecting experts
Documented experiences with OER (traceable)
Worked with OER practically and/or scientifically
Different backgrounds (e.g. sociology, computer science)
Panel of 12 Experts from German-speaking countries with an average experiences of ten years with E-Learning
Two rounds:
(1) Qualitative interviews discussing six theses on OER(2) Quantitative survey with questions extracted from the interviews
02.11.10
Department of Instructional Technology & Media
Results
Definition and perception of OER is elaborated and differentiates between distinct aspects
OER is perceived as a buzz-word; however it has not yet been incorporated into Higher Education (Paradox)
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Department of Instructional Technology & Media
HurdleExampleN
CulturalAcademic teaching not based on sharing; Not invented here; strong focus on research at the expanse of teaching10
OER-specificLow degree of awareness; missing initiatives (as opposed to Open Access); too little OER materials 8
LegalUncertainty: What can I use? How can I use it?4
Technical Insufficient usability of OER; search engine for OER is missing4
Results (III): Visions of OER
Visions are tricky: Future of OER is judged as unforeseeable
OER will simmer at the same (low) level
There will be more OER available
Utility of OER will emerge
There might be a commitment of institutions to publish their materials as OER (e.g. Federal Centre for Political Education)
02.11.10
Department of Instructional Technology & Media
Results IV: Conclusion
OER-movement is not declining but there will be no area-wide presence
Theres still a lot to be done: we are now in the phase of detail work
OER can support active communication and participation in the digital society (prevent Digital Divide)
The general public and Higher Education can greatly benefit from OER
Very pleased by the positive response
Promising for the future
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Department of Instructional Technology & Media
Discussion
Elaborated conception of OER shared by the experts
Hurdles and challenges have been emphasized early during the interviews
Specific academic culture in German-speaking countries
Some promising strategies have been identified
Experts attach great importance to OER
It is our own responsibility how the future of OER will look like
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Department of Instructional Technology & Media
Future steps
Expand the panel (international experts)
Stakeholder workshop in Leuven February 2011: Showcases and disucssion
Identify potential participants at OpenEd
Establish OER-Network
02.11.10
Department of Instructional Technology & Media
Thank you very much for your attention!
02.11.10
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Department of Instructional Technology & Media
Faculty of Cultural and Social Sciences
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