• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content

Loading…

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

Like this presentation? Why not share!

Status Quo of

on

  • 708 views

 

Statistics

Views

Total Views
708
Views on SlideShare
708
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as OpenOffice

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    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!