1. Template Sections for completion:
Case Study Title:
Akleon
Case Study Country:
Germany
Type of organisation described by the case study, address of organisation,
hyperlink to organisation, hyperlink to case study source:
HE
http://www.akleon.de
Case Study Contributed by:
Ulf Ehlers
Sections 1-10
1. Mandatory - A brief summary of the institution to be used as a case study
About 500 words please on a description of the institution, its OER history
and approach.
AKLEON is a result of the project META-AKAD, which had the goal to provide
users with a uniform access to a broad variety of teaching and learning
material available on the web. The service is being used by teachers, who can
include the provided material in their courses, as well as learners, who are
being provided with material for their private studies. The project created an
innovative pilot-service by developing and launching appropriate
technological means and setting up functioning organizational structures. It
thus enables efficient use of electronic resources for teaching purposes, as
well as fast, broad access to documents available on the internet, tailored to
the respective user’s demands. This novel user-service was created
exemplary for the subjects Math, Physics, German studies, Psychology and
Biology; however, it was designed with the option to expand it to all
disciplines. Three search functions exist:
• Simple search (full-text-search)
• Advanced search (full-text search in combination with specific search
for meta data)
• Search by classification data
Means of evaluation are planned, though not yet implemented. The project’s
main points of focus are:
• Collection of material
• Bibliothecal classification

2. • Quality inspection and rating of documents
• Data management system
• Web-based access to meta data collection
2. Quality – OER/OEP
How does the institution approach quality in OER? Is there any current
indication of a quality concept or process? Does the institution perceive
quality from the perspective of the quality of open educational resources or
the quality of open educational practice? How does the institution show
quality through OEP versus quality of OEP? What methods, concepts and
practices are used to enhance the quality of OEP?
Means of evaluation are planned, though not yet implemented. The focus is
on building access (a collection of web-links).
3. Innovation
How can OER/OEP innovate educational practices? What current innovative
practices are there in the institution? Please do not regard innovation from
just a technology perspective!
Option to upload/suggest learning material. The service is being used by
teachers, who can include the provided material in their courses, as well as
learners, who are being provided with material for their private studies.
4. Policy
What are the current OER/OEP policy arrangements at institutional and
national level across Europe/the World?
5. Actors
What actors are involved in OER/OEP? Is there any evidence to show that
OER actors do not always promote OEP but “only” access to OER?
• Teachers
• Learners
6. Initiatives
What OER/OEP initiatives can be evidenced? Is there any evidence to show
that OER initiatives do not always promote OEP but “only” access to OER?
Not in this case- only access.
7. Open Educational Practices
Can you identify some case studies/ descriptions which form the illustrative
base for a more general model of OEP?
Not from this case.
8. Tools and Repositories
What tools and repositories are being used to deliver OER/OEP? For example
GLOW, Connexions

3. Are there any other special tools for OER/OEP? e.g. Cloudworks, in
which practices can be discussed and validated?
Are there any tools for Visualisation? e.g CompendiumLD
Are there any tools for Argumentation? e.g. Cohere
AKLEON is a repository.
9. Strategies
Can you identify any strategies for organisations to use OER/OEP? Can you
identify any business models that promote OER/OEP?
Access and Exchange.
10. Current barriers and enablers
What are the barriers to the use of OER/OEP? Is there any evidence to how
these barriers have been overcome? What are the enablers to the use of OER/
OEP?