Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Opal case study 40 campus content germany


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

Opal case study 40 campus content germany

  1. 1. Template Sections for completion: Case Study Title: CampusContent Case Study Country: Germany Type of organisation described by the case study, address of organisation, hyperlink to organisation, hyperlink to case study source: HE 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. CampusContent is an interdisciplinary initiative to create, share, improve and make available digital content for teaching and learning. The project aims at developing communities around topics in which content can be shared. It is sponsored by the German national research funding organisation DFG. It is not only an initiative of ONE university but it is addressing “academic expert communities” in German speaking HE. This is interesting because it does not want to bring on board all HE organisations but rather wants to work bottom up by convincing the teachers and professors. The gist from an educational point of view is the creation of a didactic taxonomy. In the process both items of information and didactic scenarios are to be merged into settings compatible to IMS Learning Design. Its contents are numerous elaborate animations from the areas of statistics, software engineering and information technology. From the material, learning objects can be created (based on didactic scenarios), which may also be linked to educational objectives. Such a system is especially advantageous if the material – and its additional didactic information – can be easily integrated into existing learning management systems such as Moodle, thus being reusable. The educational objectives linked to the learning objects may be listed similar to a Table of Contents, offering to the student a novel, target-oriented approach to the content. The initiative pursues the following objectives:
  2. 2. • Development of an effective model of exchange and organization for reuse of digital learning material • Development of an inducement-centered model for supply, maintenance and exchange of digital learning material • Creation and establishing of a web-community • Development of technological means to enhance the offered model’s acceptance • Inclusion of external national and international experts for continuous monitoring and controlling of the process of scientific research • Inclusion of learning technologies developed by other communities (e.g. CampusSource) • Development of methods for quality assurance • Development of a Remix-License • Measures of public relations • Involvement in standardization efforts and boards • Setting up networks by connecting persons and institutions favoring the idea of content reuse 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? Quality assurance is provided by, in part, multi-level reviews. Experts review the materials, learners can annotate 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! Campus Content is an initiative which stretches over many universities. The portal offers not only a repository but also a possibility to exchange ideas and experiences for teaching. Teachers can create and upload content and establish their own teaching content area which they then can share with
  3. 3. others. Subject matter communities can be established and can be used to exchange and discuss topics around a certain subject. Learners have access to their own learning area with their favourite contents. Educational institutions can use their own portal area. The initiative is innovative because it stretches to pedagogy and not only aims to build access. A taxonomy for re-usable learning object from the pedagogical point of view has been developed. 4. Policy What are the current OER/OEP policy arrangements at institutional and national level across Europe/the World? Participating organisations have to agree with the campus Content rules, however there are no explicit policy recommendations from the initiative for new organisations. 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 / experts upload • Learners use • Organisations can join • Communities can be build around subject matter topics 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? This is a clear case of OEP – however, the project is too new to show evidence of barriers and success factors. 7. Open Educational Practices Can you identify some case studies/ descriptions which form the illustrative base for a more general model of OEP? • This initiative promotes OEP • It is stretching to pedagogy and innovative teaching practice • It is including community building around practice of sharing 8. Tools and Repositories What tools and repositories are being used to deliver OER/OEP? For example GLOW, Connexions 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 The initiative includes:
  4. 4. • Pedagogical design methods • A network of annotated content • Codified teaching experiences • Communities of subject matter experts • Technical tools for creating, sharing and learning 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 usage. 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? Too new to say what works and what does not work.