Innovative Open Educational Resources in European Higher Education –  Status quo and Future Directions Markus Deimann Theo...
Agenda <ul><li>OER and impact on teaching and learning
Challenges of OER
Status quo in German-speaking countries
Delphi-Method
Delphi-Study </li></ul><ul><ul><li>Participants
Results </li></ul><li>Discussion </li></ul>02.11.10 Department of Instructional Technology & Media
Open Educational Resources  <ul><li>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 Co...
Goal: To extend the achievements on OER as initially launched under the William and Flora Hewlett Foundation Grants
Work package on Team-Based Development  </li></ul>02.11.10 Department of Instructional Technology & Media
Team-based development of OER in Higher Education <ul><li>How can other teams be pursuaded to utilize OER?
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Innovative Open Educational Resources in European Higher Education – Status quo and Future Directions

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

  1. 1. Innovative Open Educational Resources in European Higher Education – Status quo and Future Directions Markus Deimann Theo Bastiaens Kees-Jan van Dorp
  2. 2. Agenda <ul><li>OER and impact on teaching and learning
  3. 3. Challenges of OER
  4. 4. Status quo in German-speaking countries
  5. 5. Delphi-Method
  6. 6. Delphi-Study </li></ul><ul><ul><li>Participants
  7. 7. Results </li></ul><li>Discussion </li></ul>02.11.10 Department of Instructional Technology & Media
  8. 8. Open Educational Resources <ul><li>Free access to open content; provided free of charge
  9. 9. Content is liberally licensed for re-use in educational activities; free from restrictions to modify, combine and repurpose
  10. 10. For educational systems/tools software is used for which the source code is available
  11. 11. Currently Second Generation of Projects such as “Open Educational Resources in Higher Education (OER HE)” with EADTU as Coordinator
  12. 12. Goal: To extend the achievements on OER as initially launched under the William and Flora Hewlett Foundation Grants
  13. 13. Work package on Team-Based Development </li></ul>02.11.10 Department of Instructional Technology & Media
  14. 14. Team-based development of OER in Higher Education <ul><li>How can other teams be pursuaded to utilize OER?
  15. 15. Connecting factor: How to create a win-win-situation?
  16. 16. Approach: </li><ul><li>Literature review
  17. 17. Semi-structured qualatative interviews
  18. 18. Questionnaires </li></ul><li>Model that identifies success factors
  19. 19. Inspires future teams </li></ul>
  20. 20. Organisation <ul><li>Partner networks: </li><ul><li>Humanities: OUNL, OUUK, FernUniversität in Hagen
  21. 21. MedNet: </li></ul><li>Associcate networks: SwitchCollection
  22. 22. Regular meetings and workshops </li></ul>
  23. 23. Challenges of OER <ul><li>Little awareness of the idea of OER in Germany (Zauchner et al., 2008) </li></ul><ul><li>Little reputation of adopting OER for teachers (Angster & Uphoff, 2009)
  24. 24. However , these are rather assumptions which are not based upon empirical data
  25. 25. On the other side, there are surveys (OECD: Giving knowledge for free, 2007) that revealed different challenges
  26. 26. However , the focus was on the macro-level not on the individual </li></ul><ul><li>Therefore, a study was conducted to focus on the micro-level in German-speaking countries </li></ul>02.11.10 Department of Instructional Technology & Media
  27. 27. Delphi-Method <ul><li>Aims at developing a consensus among a group of experts
  28. 28. Essential element is anonymity of participants when giving opinions
  29. 29. The Delphi can then alleviates problems
  30. 30. Appropriate for research areas that are not quite investigated
  31. 31. Provide solutions for challenges </li></ul>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. 32. Delphi-Study <ul><li>Criteria for selecting experts </li></ul><ul><ul><li>Documented experiences with OER (traceable)
  33. 33. Worked with OER practically and/or scientifically
  34. 34. Different backgrounds (e.g. sociology, computer science) </li></ul><li>Panel of 12 Experts from German-speaking countries with an average experiences of ten years with E-Learning
  35. 35. Two rounds: </li></ul>(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. 36. Results <ul><li>Definition and perception of OER is elaborated and differentiates between distinct aspects
  37. 37. OER is perceived as a buzz-word; however it has not yet been incorporated into Higher Education (Paradox) </li></ul>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. 38. Results (III): Visions of OER <ul><li>Visions are tricky: Future of OER is judged as unforeseeable
  39. 39. OER will simmer at the same (low) level
  40. 40. There will be more OER available
  41. 41. Utility of OER will emerge
  42. 42. There might be a commitment of institutions to publish their materials as OER (e.g. Federal Centre for Political Education) </li></ul>02.11.10 Department of Instructional Technology & Media
  43. 43. Results IV: Conclusion <ul><li>OER-movement is not declining but there will be no area-wide presence
  44. 44. “ There’s still a lot to be done”: we are now in the phase of detail work
  45. 45. OER can support active communication and participation in the digital society (prevent Digital Divide)
  46. 46. The general public and Higher Education can greatly benefit from OER
  47. 47. Very pleased by the positive response
  48. 48. Promising for the future </li></ul>02.11.10 Department of Instructional Technology & Media
  49. 49. Discussion <ul><li>Elaborated conception of OER shared by the experts
  50. 50. Hurdles and challenges have been emphasized early during the interviews
  51. 51. Specific academic culture in German-speaking countries
  52. 52. Some promising strategies have been identified
  53. 53. Experts attach great importance to OER
  54. 54. It is our own responsibility how the future of OER will look like… </li></ul>02.11.10 Department of Instructional Technology & Media
  55. 55. Future steps <ul><li>Expand the panel (international experts)
  56. 56. Stakeholder workshop in Leuven February 2011: Showcases and disucssion
  57. 57. Identify potential participants at OpenEd
  58. 58. Establish OER-Network </li></ul>
  59. 59. 02.11.10 Department of Instructional Technology & Media Thank you very much for your attention!
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