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OERs and the University (2011)
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OERs and the University (2011)

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Openness means different things, and poses substantial challenges to...

Openness means different things, and poses substantial challenges to
the education system and to publicly funded institutions. The biggest
of these perhaps is the increasingly polarised internal struggle faced
by institutions as HEIs are expected to be open, transparent, and
accessible, and at the same time requires them to be protective of
their constituency and engage in competitive battles with peer
institutions, private education providers, and the wider economy at
large.

The question arises, whether the concepts of a highly competitive
global knowledge economy and those of global openness are mutually
exclusive or whether institutions can balance these in their favour
and for the benefit of wider society.

The presentation highlights some of the issues that lie beneath the
surface, leading to tensions in and around the education system. It
will also touch upon the search for OER business models that are
compatible with the demands put to institutions and that can secure
their longer term future.

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    OERs and the University (2011) OERs and the University (2011) Presentation Transcript

    • OERs and the UniversityInstitutional Aspects of OpennessWolfgang Greller, Open University of the Netherlands
    • The Meaning of Openness
      The concept of „open“ is not new: e.g. public libraries, open universities
      Now: Open Source, Open Access, Open Data, Open Educational Resources, Open Course Ware, Open Assessment, Open Networks, Open Online Courses (MOOC), Open Standards...
      Open =
      Free of charges
      Free to edit
      Free to distribute/share
      But: different for each concept!
    • Demands on HEIs
      Competitiveness
      Income Generation
      Privacy Protection
      Openness
      Transparency
      Accessible
      Open ethos: Publicly funded research should be publicly available! Funding bodies insist on free availability of education and research products. This leads to dispute with publishing industry.
    • Drivers/ Reasons for OERs
      Ethical (= myth)
      Funding (= unsustainable)
      Marketing/Branding (e.g. tasters)
      Sustainability of content (internal openness)
      Standardisation of process (internal)
      Innovative business models
      Engine for change (surfaces systemic ‘soft’ issues)
      OER engagement adds a range of additional needs: IPR, de-contextualisation, presentational and media design (quality standards), learning design for ‘strangers’, curation and long-term access issues = COST!
      Need to move from OER subsistence to sustainability
    • Where OERs are
      Cloud
      Institution repository
      Managed
      (Web1.0)
      Federated repositories and collections
      Informally shared
      (Web2.0)
      Most OERs are personally shared items, not institutionally organised or managed
      Knowledge increasingly located/stored outside institutions (open scholarship)
    • OER use
      Institutional use of open content is still rather limited
      GIVERS
      TAKERS
    • Licence Compatibility
      Barriers and hesitations on licence issues in „official“ use of OERs
    • Learning Networks
      Learning Networks are fed by OERs. Institutions still largely content providers.
      Intangible (O)ERs
      Advice
      Community
      Open Assessments
      Expertise
      Participation
      Tangible OERs
      OCW
      Lesson plans
      Video/audio lectures
      Simulations
      Shift
      Learning Resources
      Human Resources
      Move from OER to Open Practice (content ► process | delivery ► collaboration)
      Move from repository to eco-system
    • Process
      University courses are linear
      OERs don’t make a course!
      LiveBinders.com
      OERGlue.com
      OER organisers
    • Open University of the Netherlands
      OpenU
      Shift
      Business Case
      Business Model
      Make your case for OERs in the institution
      Build your business on OERs
    • Open University of the Netherlands
      Old business model: people buy courses: Bachelor, Master, PhD
      Drivers for OER business model:
      • Target new customer groups (professional learners)
      • Generate new revenue streams (from services surrounding OERs)
      • Widen participation (in Dutch context)
      • Creating lifelong learning trajectory for learners
    • New Business Model
      BUSINESS
      CUSTOMER
      1: marketing, awareness
      Layer 1: (free/open)
      OER content, course teasers, scientific articles
      2: targeted marketing
      Layer 2: (registered)
      personalised services (pdp), tests, community
      BA, MA, PhD
      3: targeted support
      Layer 3: (subscription)
      pedag. process, support, services, tools, cohorts
      4: traditional course business
      Layer 4: (fee based)
      examination, accreditation
    • Benefits:
      Low threshold entry to HE and professional learners
      Attracting new learners (e.g. for short term commitment)
      Customer loyalty
      Living up to Open University name and mission
      New Business Model
    • Summary
      To make OERs sustainable institutions need:
      • Clarity of ownership of content and process (author vs. employer)
      • Clear licencing policies
      • Building internal quality processes
      • Clear business model (marketing driver is not enough)
      • Clear distribution model (e.g. app store model)
      • Increased use of third party content in course curricula