Opal case study 40 campus content germanyDocument Transcript
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1. Mandatory - A brief summary of the institution to be used as a case study
About 500 words please on a description of the institution, its OER history
CampusContent is an interdisciplinary initiative to create, share, improve and
make available digital content for teaching and learning. The project aims at
developing communities around topics in which content can be shared. It is
sponsored by the German national research funding organisation DFG.
It is not only an initiative of ONE university but it is addressing “academic
expert communities” in German speaking HE. This is interesting because it
does not want to bring on board all HE organisations but rather wants to
work bottom up by convincing the teachers and professors.
The gist from an educational point of view is the creation of a didactic
taxonomy. In the process both items of information and didactic scenarios
are to be merged into settings compatible to IMS Learning Design.
Its contents are numerous elaborate animations from the areas of statistics,
software engineering and information technology. From the material,
learning objects can be created (based on didactic scenarios), which may also
be linked to educational objectives. Such a system is especially advantageous
if the material – and its additional didactic information – can be easily
integrated into existing learning management systems such as Moodle, thus
being reusable. The educational objectives linked to the learning objects may
be listed similar to a Table of Contents, offering to the student a novel,
target-oriented approach to the content. The initiative pursues the following
• Development of an effective model of exchange and organization for
reuse of digital learning material
• Development of an inducement-centered model for supply,
maintenance and exchange of digital learning material
• Creation and establishing of a web-community
• Development of technological means to enhance the offered model’s
• Inclusion of external national and international experts for continuous
monitoring and controlling of the process of scientific research
• Inclusion of learning technologies developed by other communities
• Development of methods for quality assurance
• Development of a Remix-License
• Measures of public relations
• Involvement in standardization efforts and boards
• Setting up networks by connecting persons and institutions favoring
the idea of content reuse
2. Quality – OER/OEP
How does the institution approach quality in OER? Is there any current
indication of a quality concept or process? Does the institution perceive
quality from the perspective of the quality of open educational resources or
the quality of open educational practice? How does the institution show
quality through OEP versus quality of OEP? What methods, concepts and
practices are used to enhance the quality of OEP?
Quality assurance is provided by, in part, multi-level reviews. Experts review
the materials, learners can annotate
How can OER/OEP innovate educational practices? What current innovative
practices are there in the institution? Please do not regard innovation from
just a technology perspective!
Campus Content is an initiative which stretches over many universities. The
portal offers not only a repository but also a possibility to exchange ideas and
experiences for teaching. Teachers can create and upload content and
establish their own teaching content area which they then can share with
others. Subject matter communities can be established and can be used to
exchange and discuss topics around a certain subject. Learners have access to
their own learning area with their favourite contents. Educational institutions
can use their own portal area. The initiative is innovative because it stretches
to pedagogy and not only aims to build access. A taxonomy for re-usable
learning object from the pedagogical point of view has been developed.
What are the current OER/OEP policy arrangements at institutional and
national level across Europe/the World?
Participating organisations have to agree with the campus Content rules,
however there are no explicit policy recommendations from the initiative for
What actors are involved in OER/OEP? Is there any evidence to show that
OER actors do not always promote OEP but “only” access to OER?
• Teachers / experts upload
• Learners use
• Organisations can join
• Communities can be build around subject matter topics
What OER/OEP initiatives can be evidenced? Is there any evidence to show
that OER initiatives do not always promote OEP but “only” access to OER?
This is a clear case of OEP – however, the project is too new to show evidence
of barriers and success factors.
7. Open Educational Practices
Can you identify some case studies/ descriptions which form the illustrative
base for a more general model of OEP?
• This initiative promotes OEP
• It is stretching to pedagogy and innovative teaching practice
• It is including community building around practice of sharing
8. Tools and Repositories
What tools and repositories are being used to deliver OER/OEP? For example
Are there any other special tools for OER/OEP? e.g. Cloudworks, in
which practices can be discussed and validated?
Are there any tools for Visualisation? e.g CompendiumLD
Are there any tools for Argumentation? e.g. Cohere
The initiative includes:
• Pedagogical design methods
• A network of annotated content
• Codified teaching experiences
• Communities of subject matter experts
• Technical tools for creating, sharing and learning
Can you identify any strategies for organisations to use OER/OEP? Can you
identify any business models that promote OER/OEP?
Access and usage.
10. Current barriers and enablers
What are the barriers to the use of OER/OEP? Is there any evidence to how
these barriers have been overcome? What are the enablers to the use of OER/
Too new to say what works and what does not work.