The document discusses developing a reference model for open educational resources (OER) to help address issues teachers face in finding and using OER. It proposes a two-phase model that provides basic information to get teachers started using OER as well as more advanced resources for various aspects of OER. Key aspects of OER discussed include licenses, quality, pedagogy, sustainability, and finding, implementing and producing OER. Issues that remain to be addressed include who will provide the information and maintain the reference model, who will own it, and how copyrights will be handled.

1. A Reference Model for OER
Robert Schuwer
Pierre Gorissen

2. 2
Not here today: Bert Frissen

3. 3
Agenda
• Why?
• What is available?
• What are we looking for?
• What can this look like?
• Which issues remain?

4. 4
Why?
• Observation:
• Massive information on OER available
• Teacher is not aware
– Cannot find it
– Too difficult

5. Voettekst 5
Problem
• Adoption OER is slowed down:
– Teacher is key
– Experiences no support
– Dropping off
http://cricket2007.deviantart.com/art/I-support-you-209794621

6. Voettekst 6
What is already available?
• A lot!
• What is missing?
• Inspiration

7. 7
Wiki-Educator
http://wikieducator.org/UNESCO_OER_Toolkit_Draft

8. 8
JISC OER Toolkit
https://openeducationalresources.pbworks.com/w/page/24836480/Home

9. 9
OER Africa toolkits
http://www.oerafrica.org/understanding-oer/oer-toolkits

10. 10
OER Africa: Agshare
http://agsharetoolkit.com/qa/stage-3/

11. 11
Open Michigan
http://open.umich.edu/

12. 12
A Basic Guide to OER
http://www.col.org/resources/publications/Pages/detail.aspx?PID=357

13. 13
Open Education Consortium Toolkit
http://www.oeconsortium.org/resources/toolkits/

14. 14
Dutch SIG Open Education
https://www.surfspace.nl/sig/5-open-education/50-kennismaking/

15. Penn State Research Guides on MOOC
15
http://www.libraries.psu.edu/psul/researchguides/MOOC.html

16. Voettekst 16
What are we looking for?
• Lessons learned from examples:
– Addressing either OER or MOOC or…
– Openness is addressed separately
– Hard to search
– No or basic distinction in level of knowledge
– Project or institution based
– Maintenance!

17. 17
Two phases
• Phase 1: get going
• Phase 2: information needed
• Support for both phases
• Match supply and demand
– Content
– Level
• Version 1: focus on reuse

18. 18
Demand and supply
• Level of knowledge needed
– Per OER aspect
• Level of knowledge present
• Refer to human expert available

19. Voettekst 19
OER aspects
• Licenses / copyrights
• Quality
• Pedagogy / didactics
• Cultural aspects
• Sustainability
• Finding OER
• Implementation approach
• Platforms and systems
• Labeling / metadata
• Accessibility
• Production of OER
• Professionalization

20. 20
What could this look like?

21. 21
What could this look like?

22. 22
What could this look like?

23. 23
Which issues remain?
• Who provides the information?
• Maintenance?
• Owner?
– Community?
– Consortium?
• Copyright crucial!
• Website?

24. 24
Thank you!
p.gorissen@fontys.nl r.schuwer@fontys.nl

25. 25