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Innovative Open Educational Resources in European Higher Education – Status quo and Future Directions

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  • 1. Innovative Open Educational Resources in European Higher Education – Status quo and Future Directions Markus Deimann Theo Bastiaens Kees-Jan van Dorp
  • 2. Agenda
    • OER and impact on teaching and learning
    • 3. Challenges of OER
    • 4. Status quo in German-speaking countries
    • 5. Delphi-Method
    • 6. Delphi-Study
      • Participants
      • 7. Results
    • Discussion
    02.11.10 Department of Instructional Technology & Media
  • 8. Open Educational Resources
    • Free access to open content; provided free of charge
    • 9. Content is liberally licensed for re-use in educational activities; free from restrictions to modify, combine and repurpose
    • 10. For educational systems/tools software is used for which the source code is available
    • 11. Currently Second Generation of Projects such as “Open Educational Resources in Higher Education (OER HE)” with EADTU as Coordinator
    • 12. Goal: To extend the achievements on OER as initially launched under the William and Flora Hewlett Foundation Grants
    • 13. Work package on Team-Based Development
    02.11.10 Department of Instructional Technology & Media
  • 14. Team-based development of OER in Higher Education
    • How can other teams be pursuaded to utilize OER?
    • 15. Connecting factor: How to create a win-win-situation?
    • 16. Approach:
      • Literature review
      • 17. Semi-structured qualatative interviews
      • 18. Questionnaires
    • Model that identifies success factors
    • 19. Inspires future teams
  • 20. Organisation
    • Partner networks:
      • Humanities: OUNL, OUUK, FernUniversität in Hagen
      • 21. MedNet:
    • Associcate networks: SwitchCollection
    • 22. Regular meetings and workshops
  • 23. 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)
    • 24. However , these are rather assumptions which are not based upon empirical data
    • 25. On the other side, there are surveys (OECD: Giving knowledge for free, 2007) that revealed different challenges
    • 26. 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
  • 27. Delphi-Method
    • Aims at developing a consensus among a group of experts
    • 28. Essential element is anonymity of participants when giving opinions
    • 29. The Delphi can then alleviates problems
    • 30. Appropriate for research areas that are not quite investigated
    • 31. 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)
  • 32. Delphi-Study
    • Criteria for selecting experts
      • Documented experiences with OER (traceable)
      • 33. Worked with OER practically and/or scientifically
      • 34. 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
    • 35. 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
  • 36. Results
    • Definition and perception of OER is elaborated and differentiates between distinct aspects
    • 37. OER is perceived as a buzz-word; however it has not yet been incorporated into Higher Education (Paradox)
    02.11.10 Department of Instructional Technology & Media Hurdle Example N Cultural Academic teaching not based on sharing; “Not invented here”; strong focus on research at the expanse of teaching 10 OER-specific Low degree of awareness; missing initiatives (as opposed to Open Access); too little OER materials 8 Legal Uncertainty: What can I use? How can I use it? 4 Technical Insufficient usability of OER; search engine for OER is missing 4
  • 38. Results (III): Visions of OER
    • Visions are tricky: Future of OER is judged as unforeseeable
    • 39. OER will simmer at the same (low) level
    • 40. There will be more OER available
    • 41. Utility of OER will emerge
    • 42. 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
  • 43. Results IV: Conclusion
    • OER-movement is not declining but there will be no area-wide presence
    • 44. “ There’s still a lot to be done”: we are now in the phase of detail work
    • 45. OER can support active communication and participation in the digital society (prevent Digital Divide)
    • 46. The general public and Higher Education can greatly benefit from OER
    • 47. Very pleased by the positive response
    • 48. Promising for the future
    02.11.10 Department of Instructional Technology & Media
  • 49. Discussion
    • Elaborated conception of OER shared by the experts
    • 50. Hurdles and challenges have been emphasized early during the interviews
    • 51. Specific academic culture in German-speaking countries
    • 52. Some promising strategies have been identified
    • 53. Experts attach great importance to OER
    • 54. It is our own responsibility how the future of OER will look like…
    02.11.10 Department of Instructional Technology & Media
  • 55. Future steps
    • Expand the panel (international experts)
    • 56. Stakeholder workshop in Leuven February 2011: Showcases and disucssion
    • 57. Identify potential participants at OpenEd
    • 58. Establish OER-Network
  • 59. 02.11.10 Department of Instructional Technology & Media Thank you very much for your attention!