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    Status Quo of Status Quo of Presentation Transcript

    • 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, FernUniversität 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)
      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
    • 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
      • “ There’s 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
      02.11.10 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…
      02.11.10 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!