The presentation looks at three related EU-financed research projects in which EFQUEL has been participating, all linked to the topic of quality of Open Educational Resources. The topics dealt with are: - quality of user-generated content - mainstreaming open educational practices - recognising learning done through open educational resource-modules

1. Building Trust in Open Educational Resources Some Initiatives from Europe Anthony F. Camilleri The Second International Conference on e-Learning. Belgrade, Serbia. 29.09.2011

3. Three Projects on OER

4. CONCEDE

5. Objectives

6. Quality Framework

7. OPAL

8. Objectives

9. Open Educational Practices

10. Supporting Tools

11. OERTest

12. Objectives

13. Scenarios

14. Process Model

15. ConclusionIn this world... you get what you pay for Karl Vonnegut, in Cat‘s Cradle (1963)

17. Three Projects on OER

18. CONCEDE

19. Objectives

20. Quality Framework

21. OPAL

22. Objectives

23. Open Educational Practices

24. Supporting Tools

25. OERTest

26. Objectives

27. Scenarios

28. Process Model

29. ConclusionBuilding Trust in OER... 16 5 years of research partner institutions €1,2 mill <4500 Overall budget man days of work

31. Three Projects on OER

32. CONCEDE

33. Objectives

34. Quality Framework

35. OPAL

36. Objectives

37. Open Educational Practices

38. Supporting Tools

39. OERTest

40. Objectives

41. Scenarios

42. Process Model

43. ConclusionThree interlinked projects

44. ensuring quality of user-generated content www.concede.cc

46. Three Projects on OER

47. CONCEDE

48. Objectives

49. Quality Framework

50. OPAL

51. Objectives

52. Open Educational Practices

53. Supporting Tools

54. OERTest

55. Objectives

56. Scenarios

57. Process Model

59. Create a quality framework

60. Pilot the Quality Framework

62. Three Projects on OER

63. CONCEDE

64. Objectives

65. Quality Framework

66. OPAL

67. Objectives

68. Open Educational Practices

69. Supporting Tools

70. OERTest

71. Objectives

72. Scenarios

73. Process Model

74. ConclusionHow to trust? 60% of educators surveyed sceptical

76. Three Projects on OER

77. CONCEDE

78. Objectives

79. Quality Framework

80. OPAL

81. Objectives

82. Open Educational Practices

83. Supporting Tools

84. OERTest

85. Objectives

86. Scenarios

87. Process Model

88. ConclusionConcede Quality Framework

90. Three Projects on OER

91. CONCEDE

92. Objectives

93. Quality Framework

94. OPAL

95. Objectives

96. Open Educational Practices

97. Supporting Tools

98. OERTest

99. Objectives

100. Scenarios

101. Process Model

102. ConclusionConcede Quality Framework

104. Three Projects on OER

105. CONCEDE

106. Objectives

107. Quality Framework

108. OPAL

109. Objectives

110. Open Educational Practices

111. Supporting Tools

112. OERTest

113. Objectives

114. Scenarios

115. Process Model

116. ConclusionConcede Quality Framework

118. Three Projects on OER

119. CONCEDE

120. Objectives

121. Quality Framework

122. OPAL

123. Objectives

124. Open Educational Practices

125. Supporting Tools

126. OERTest

127. Objectives

128. Scenarios

129. Process Model

130. ConclusionConcede Quality Framework

132. Three Projects on OER

133. CONCEDE

134. Objectives

135. Quality Framework

136. OPAL

137. Objectives

138. Open Educational Practices

139. Supporting Tools

140. OERTest

141. Objectives

142. Scenarios

143. Process Model

144. ConclusionConcede Quality Framework

145. promoting adoption of open educational practices www.oer-quality.org

147. Three Projects on OER

148. CONCEDE

149. Objectives

150. Quality Framework

151. OPAL

152. Objectives

153. Open Educational Practices

154. Supporting Tools

155. OERTest

156. Objectives

157. Scenarios

158. Process Model

160. Foster the uptake of OER in institutions

161. Support educational actors in their use

163. Three Projects on OER

164. CONCEDE

165. Objectives

166. Quality Framework

167. OPAL

168. Objectives

169. Open Educational Practices

170. Supporting Tools

171. OERTest

172. Objectives

173. Scenarios

174. Process Model

175. ConclusionMoving from OER...

177. Three Projects on OER

178. CONCEDE

179. Objectives

180. Quality Framework

181. OPAL

182. Objectives

183. Open Educational Practices

184. Supporting Tools

185. OERTest

186. Objectives

187. Scenarios

188. Process Model

190. Goes beyond access into open learningarchitectures

191. Focus: learning as construction + sharing

192. Quality improvement through external validation

193. Change of educational cultures

195. Three Projects on OER

196. CONCEDE

197. Objectives

198. Quality Framework

199. OPAL

200. Objectives

201. Open Educational Practices

202. Supporting Tools

203. OERTest

204. Objectives

205. Scenarios

206. Process Model

207. ConclusionA Maturity Model for OEP

209. Three Projects on OER

210. CONCEDE

211. Objectives

212. Quality Framework

213. OPAL

214. Objectives

215. Open Educational Practices

216. Supporting Tools

217. OERTest

218. Objectives

219. Scenarios

220. Process Model

221. ConclusionSupporting Tools Best Practice Clearinghouse OEP Register

223. Three Projects on OER

224. CONCEDE

225. Objectives

226. Quality Framework

227. OPAL

228. Objectives

229. Open Educational Practices

230. Supporting Tools

231. OERTest

232. Objectives

233. Scenarios

234. Process Model

237. Three Projects on OER

238. CONCEDE

239. Objectives

240. Quality Framework

241. OPAL

242. Objectives

243. Open Educational Practices

244. Supporting Tools

245. OERTest

246. Objectives

247. Scenarios

248. Process Model

250. Pilot Guidelines

251. Conduct Feasibility Study

252. Network InstitutionsCombines principles of OER with those of distance learning

254. Three Projects on OER

255. CONCEDE

256. Objectives

257. Quality Framework

258. OPAL

259. Objectives

260. Open Educational Practices

261. Supporting Tools

262. OERTest

263. Objectives

264. Scenarios

265. Process Model

266. ConclusionUsage Scenarios for OER-Modules

268. Three Projects on OER

269. CONCEDE

270. Objectives

271. Quality Framework

272. OPAL

273. Objectives

274. Open Educational Practices

275. Supporting Tools

276. OERTest

277. Objectives

278. Scenarios

279. Process Model

280. ConclusionUsage Scenarios for OER-Modules

282. Three Projects on OER

283. CONCEDE

284. Objectives

285. Quality Framework

286. OPAL

287. Objectives

288. Open Educational Practices

289. Supporting Tools

290. OERTest

291. Objectives

292. Scenarios

293. Process Model

294. ConclusionOERTest Process Model

296. Three Projects on OER

297. CONCEDE

298. Objectives

299. Quality Framework

300. OPAL

301. Objectives

302. Open Educational Practices

303. Supporting Tools

304. OERTest

305. Objectives

306. Scenarios

307. Process Model

308. ConclusionProcess Model Descriptors

309. Conclusions

311. Three Projects on OER

312. CONCEDE

313. Objectives

314. Quality Framework

315. OPAL

316. Objectives

317. Open Educational Practices

318. Supporting Tools

319. OERTest

320. Objectives

321. Scenarios

322. Process Model

323. ConclusionChanging the Question What can I do with high quality OER? How can I trust OER?

325. Three Projects on OER

326. CONCEDE

327. Objectives

328. Quality Framework

329. OPAL

330. Objectives

331. Open Educational Practices

332. Supporting Tools

333. OERTest

334. Objectives

335. Scenarios

336. Process Model

338. Bring high quality education to 1€-per-day countries

339. Improve focus on acquisition of transversal competences

340. Accelerate the process of knowledge creation

342. Three Projects on OER

343. CONCEDE

344. Objectives

345. Quality Framework

346. OPAL

347. Objectives

348. Open Educational Practices

349. Supporting Tools

350. OERTest

351. Objectives

352. Scenarios

353. Process Model

354. ConclusionThe real price of every thing is the toil and trouble of acquiring it Adam Smith, inThe Wealth of Nations (1776)

355. „Building Trust in Open Educational Resources: Some Initiatives from Europe“ HvalaThank- you for your attention Feedback is welcome! Anthony F. Camilleri anthony@camilleri.com Released under a Creative Commons Attribution ShareAlike3.0 Belgium License You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. Presentation delivered at Second International Confernce on e-Learning, Belgrade, Serbia. 29.09.2011 www.dlweb.kg.ac.rs www.efquel.org