This document discusses quality improvement of open educational resources (OER) in higher education. It begins by defining OER and noting that OER allow stakeholders to interact, collaborate, and create and use freely available materials. The document then discusses challenges around OER use, such as developing open educational practices and cultures of sharing. It also examines the roles of students, teachers, universities, and degrees may change with increased OER use. Finally, it suggests areas for benchmarking OER use, such as identifying best practices and communities of practice.

1. Quality improvement of the use of OER
in higher education - challenges and
consequences
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

2. We are …
Ebba Ossiannilsson
Lund University
ebba.ossiannilsson@ced.lu.
se
Alastair Creelman
Linnaeus University
alastair.creelman@lnu.se
Lokal_Profil CC-BY-SA-2.5 www.creativecommons.org/licenses/by-sa/2.5 via Wikimedia Commons
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

3. Kanwar, Balasubramanian and Umar (2010)
defines OER as:
”The phenomenon of OER is an empowerment
process, facilitated by technology in which
various types of stakeholders are able to
interact, collaborate, create and use materials
and pedagogic practices, that are freely
available, for enhancing access, reducing
costs and improving the quality of education
and learning at all levels”.
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

4. Wikimedia
Commons
iTunes U
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

5. Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

6. Extended learning environments
Stretched learning (Kroksmark, 2011)
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

7. Open educational practices
and cultures
• Sharing as default
• National policies
meet grassroots
enthusiasm
CC Some rights reserved by Shahram Sharif
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

8. Culture of sharing
We don’t compete
with content
Context is king
Sharing facilitates
new teacher role
cc. sonyaf.blogg.se
Some rights reserved by HikingArtist.com
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9. CC by krissen. 5213463465_ebb19ed107.jpg
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

10. Changing roles
The role of the student
The role of the teacher
The role of the university
The role of the course
The role of
degree/cerification
Some rights reserved by enda_001
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

11. "The greatest danger in times of
turbulence is not the turbulence. It is to act
with yesterday's logic." - Peter Drucker
Steve Wheeler, University of Plymouth, 2011
Rethinking international university
education and beyond
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND
http://pixdaus.com

12. Quality
Networking, collaboration, connectivism,
building bridges
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

13. Personalised learning means
ensuring that individual
differences are acknowledged
Steve Wheeler, University of Plymouth, 2011
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

14. Rethinking international university education and beyond
Learn anything, anywhere…if you know how
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15. Steve Wheeler, University of Plymouth, 2011
The future of
learning is Open
http://www.flickr.com/photos/42232541@N04/4267059
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND
618/

16. STAKEHOLDERS
Governments,
Higher educational providers
Teaching staff
Student bodies
Quality assurance/accreditation bodies
and academic recognition bodies
(UNESCO-COL 2011a p.13).
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

17. Benchmarking
Self evaluation for quality enhancement
benchmark-careers.com
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

18. Benchmarking is an exemplar-driven teleological process
operating within an organization [sic] with the objective of
intentionally changing an existing state of affairs into
a superior state of affairs. (Moriarty, 2008, p. 30).
ifi.se …the ´locus´ of benchmarking lies
between the current and desirable
states of affairs and contributes to the
transformation processes that realise
these improvements. (Moriarty and
Smallman, 2009, p. 484)
...is a technique, method, process, activity,
incentive, or reward which conventional wisdom
citybenchmarkingdata.com
regards as more effective at delivering a particular
outcome than any other technique, method,
process, etc. when applied to a particular condition
or circumstance
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

19. Benchmarking
E.P.M. Smoyer, L.A. Taplin, and R.S. Berns, ...
art-si.org
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

20. Benchmarking of OER
to identify success factors for the
use and reuse of OER
how social aspects really work
and how they contribute to the
success of OER activity generally.
identify communities of practice
identify stakeholders
identify approaches in the use of
OER
develop best practice and
cultivate cultures in the use of OER
identify the process towards OEP
and OEC
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

21. Future of learning in 2020-2030
Learning objectives will focus on
competences rather than knowledge
Learning will be more tailored to the
needs of individuals
Learning will be more active and
Technologies will be an integral part of
connected to real life.
learning and life
Teachers will become lifelong learners
themselves Education needs to change to respond
to the needs of the economy and
society
ICT are creating and impacting change
in learning, but more knowledge is
needed.
Teachers need to be encouraged to be
part of implementing the change
Organizational change is required to
Ala-Mutka, Redecker, Punie, Ferrari, Cachia and Centeno
allow and encourage innovation in (2011). IPTS.
education. http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=3679
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

22. Key competences 2025/2030
• The present eight Key competences 2006 to be reached 2010.
…and the future
• Environment; nature, sustainability
• Problem-solving; analysing,
critizing, KISS
• Identity; self confindence,
self-esteem, keep independece
• Flexibility to change,
openess to change, adapting to change,
stress management (IPTS, 2010)
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

23. The door is
open …
Practice
Culture
Business models
Etc.
Bild: Wikimedia Commons, Push the button, CC BY SA
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

24. LUND UNIVERSITY
LINNEAUS UNIVERSITY
DO IT YOURSELF UNIVIERSITY
OER UNIVERSITY etc….
…and/or
THE BADGE MOVEMENT
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND

25. Assessment
Teacher’s role
Examination
University’s role
Student’s role IPR
Publication
Policies and
strategies Collaborative Informal
learning learning ??????
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Lund University/Ossiannilsson

26. Ebba Ossiannilsson, Lund University, SE
Footprints
W:www.lu.se,
www.oulu.fi
E:Ebba.Ossiannilsson@ced.lu.se
E:Ebba.Ossiannilsson@oulu.fi
FB:Ebba Ossiannilsson
T:@EbbaOssian
Phone: +4670995448
S:http://www.slideshare.net/Ebba
Ossiann
Lund University/Ossiannilsson /LU_EADTU_ESKISEHIR;TURKEY2011/ CC BY-NC-ND