Opal case study 46 educa next austria

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Opal case study 46 educa next austria

  1. 1. Template Sections for completion: Case Study Title: EducaNext Case Study Country: Austria Type of organisation described by the case study, address of organisation, hyperlink to organisation, hyperlink to case study source: HE http://www.educanext.org 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. EducaNext, developed by Vienna University of Economics and Business, is a portal service to enable exchange of electronic learning resources on academic level. It is available to every member and researcher in the academic world (registration is necessary for utilization). The catalogue provides the option to search for content by categories, additionally there is an unrestricted search box. Major innovations of EducaNext are: • Support of exchange processes of scientific resources while maintaining rights of intellectual property • Community of more than one thousand European academic teachers • Supply of Open Content Licenses • User friendly software tool including open interfaces to learning management systems and e-content networks • Multi-level, cost-efficient approach to Quality assurance of learning content The goal of the EducaNext portal is to contribute to academies’ improvement and completion of teaching content. By means of the portal, the operating institutions provide a higher quality in learning opportunities while simultaneously lowering preparatory efforts for courses. EducaNext creates
  2. 2. new means for academies’ cooperation with their strategic partners. In addition, the web-based distributive channel for scientific resources is an effective medium to raise an institution’s public level of awareness. The portal offers the following options: • Exchange of content such as electronic lecture notes and textbooks, recorded lectures and presentations, case-studies, collections of questions etc • Supply of and access to trans-institutional events such as guest- lectures or joint courses • Communication with members of respective research communities • Channel of distribution and promotion for teaching material and research papers • Collaborative environment for projects in content-development Quality assurance of content is carried out by the portal’s community. Users can comment on published content or even run a complete course evaluation. Experience up to this point shows that EducaNext is used predominantly to provide resources such as tutorials, lecture notes, transparencies and case-studies. These are being used amongst others as promotional means for textbooks. Rarely are there complete courses in the portal as very often copyright issues would have to be solved, mostly causing an un-accomplishable amount of extra effort. Especially scientists such as assistant professors make use of EducaNext in order to establish themselves in the community. 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 of content is carried out by the portal’s community. Users can comment on published content or even run a complete course evaluation. 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 of exchange with other users by so-called communities. Experts on several topics are brought together within these communities.
  3. 3. 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? 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? 7. Open Educational Practices Can you identify some case studies/ descriptions which form the illustrative base for a more general model of OEP? 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 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?

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