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19.03.2014 | Fachbereich Humanwissenschaften | Allgemeine Pädagogik und Medienpädagogik | Prof. Dr. Petra Grell | 1
OER und MOOC-Initiativen
im internationalen Vergleich
Keynote auf dem Fachforum E-Learning: Bildung
für Alle? Offene Lernressourcen an Hochschulen.
Darmstadt 19.03.2013
FotoStuttgarterStadtbibliothekFlickrCC-by-nc-saSchub@
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 2
OER and their impact …
„The potential for open educational resources
(OER) to transform the global educational
landscape is immense.
OER have emerged as one of the most powerful
resources to transverse the global education
landscape (along with the World Wide Web and
the Internet) in the past century.“
(Olcott 2012, p. 283)
Don Olcott Jr. (2012) OER perspectives: emerging issues for universities, Distance Education, 33:2, 283-290,
DOI: 10.1080/01587919.2012.700561; OER Global Logo CC by Jonathas Mello
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 3
OER Aktivitäten – OECD Country
Questionnaire
„Thus, only one country out of 28 does
not expect OER issues to be a policy
priority in the near future.“
(Hylén et al. 2012, p. 9)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD
Education Working Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 4
OER Aktivitäten – OECD Country
Questionnaire
„Germany has raised a number of
fundamental objections to the idea of OER.“
„Germany was the only country who responded
that the OER issue is not expected to become
a policy priority in the near future.
(Hylén et al. 2012, p. 7 & p.9)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working
Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 5
OER – Opportunities (OECD Country
Questionnaire 2012)
„There are technological, economic, social, and
legal drivers behind the expansion of the OER
movement. (...) But, most importantly, there is
a strong sense in different parts of the
educational community that OER offers a
major opportunity to promote the notion
of sharing knowledge as a public good.“
(Hylén et al. 2012, p. 18)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working
Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 6
OER Benefits – OECD Country Questionnaire 2012
(Hylén et al. 2012, p. 12f.)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working
Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en
•  Open and flexible learning
opportunities
•  Increased efficiency and quality of
learning resources
•  Cost-efficiency of OER
•  The innovative potential of OER
•  Systemic transformative capacity
(Hylén et al. 2012, p. 18f.)
„Countries attach a high importance to the cited benefits of OER. OER offers open and flexible
learning opportunities. Almost equally appreciated is the cost efficiency of OER as well as the
possibility of increased quality in learning resources and the increased flexibility that OER can
offer.“ (Hylén et al 2012, p. 16)
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 7
OER Benefits – OECD Country Questionnaire 2012
•  Open and flexible learning
opportunities
•  Increased efficiency and quality of
learning resources
•  Cost-efficiency of OER
•  The innovative potential of OER
•  Systemic transformative capacity
(Hylén et al. 2012, p. 18f.)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working
Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en
o  Offenheit und flexible
Lernmöglichkeiten
o  Verbesserte Effizienz und
Qualität der Lernressourcen
o  Kosteneinsparung
o  Innovatives Potenzial
o  Transformative Kraft
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 8
OER Benefits – OECD Country Questionnaire 2012
•  Open and flexible learning
opportunities
•  Increased efficiency and quality of
learning resources
•  Cost-efficiency of OER
•  The innovative potential of OER
•  Systemic transformative capacity
(Hylén et al. 2012, p. 18f.)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working
Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en
o  Offenheit und flexible
Lernmöglichkeiten
o  Verbesserte Effizienz und
Qualität der Lernressourcen
o  Kosteneinsparung
o  Innovatives Potenzial
o  Transformative Kraft
1990 ...
E-Learning Versprechungen:
„Jederzeit und überall lernen!“
„E-Learning spart Zeit und Geld!“
„E-Learning ermöglicht effizientes Lernen“
„E-Learning steigert den Lernerfolg!“
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 9
Gesellschaft für Medien in der
Wissenschaft(GMW)(D-A-CH)
2010 – GMW signs Cape Town Open Education Declaration
2008 – GMW signs Berlin Declaration on Open Access to
Knowledge in the Sciences and Humanities
Publishing hybrid: Books are sold, Online (pdf) open/gratis
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 10
Debate on OER – “Sorry, you do not
have access to this article.“
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 11
„Authors are responsible for making or arranging the
payment themselves but they can rely on institutions and
funders who take on the fees in various ways: ...“
http://www.springer.com/open+access/open+access+funding?SGWID=0-1759613-0-0-0
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 12
Eine Recherche im internationalen
Kontext
Search Everything:
“OER” AND “higher education”
>> 593 Results
Publication Date:
From: Jan/2012 To: Dez/2013
>> 44 Results
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 13
Uptake and reuse in formal contexts
„However, despite the rhetoric about new
social and participatory media generally and
OER specifically, the reality is that their
uptake and reuse in formal educational
contexts has been disappointing. “
(Conole 2012, p. 131)
Gráinne Conole (2012) Fostering social inclusion through open educational resources (OER), Distance Education, 33:2, 131-134,
DOI: 10.1080/01587919.2012.700563
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 14
Wer profitiert?
„Furthermore, the ever increasing
technologically rich learning
environment in which today’s learners
and teachers are immersed is raising
issues in terms of social exclusion; the
technological divide might be narrower
but it is deeper – those not
connected or not using these new
technologies are being left behind
at an alarming rate.“ (Conole 2012, p.
131)
Gráinne Conole (2012) Fostering social inclusion through open educational resources (OER), Distance Education, 33:2, 131-134,
DOI: 10.1080/01587919.2012.700563
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 15
Bereitstellen digitaler Inhalte
„Germany has raised a number of
fundamental objections to the idea of OER.
They question whether a lack of digital
content prevents learning, particularly
in the case of people with low
qualifications, and whether well-
educated people will benefit the most
from OER.“
(Hylén et al. 2012, p. 7)
Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working
Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 16
Bildungsschere
„As with participation in adult learning more
generally, educational Internet use was
structured by age, occupational class and
educational engagement.”
(Patrick White & Neil Selwyn 2012)
Patrick White & Neil Selwyn (2012) Learning online? Educational Internet use and participation in adult learning, 2002 to
2010, Educational Review, 64:4, 451-469
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 17
Massive Open Online Course (MOOC)
https://moocfellowship.org
„Nothing has more potential to lift
more people out of poverty (...).
Nothing has more potential to
unlock a billion more brains to
solve the world’s biggest
problems. And nothing has more
potential to enable us to reimagine
higher education than the massive
open online course, or MOOC,
platforms“ (Thomas Friedman, New York
Times, Jan 26, 2013)
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 18
http://de.slideshare.net/SHofhues/viel-spuk-um-moocs
http://de.slideshare.net/jrobes/moocs-in-der-
hochschullehre-hintergrnde-klrungen-und-ausblicke-auf-
einen-neuen-elearning-trend
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 19
Schulmeister 2012, 2013
Schulmeister, R. (Hrsg.): MOOCs. Massive Open Online Courses. Offene Bildung oder Geschäftsmodell? Münster 2013.
Online: http://www.waxmann.com/fileadmin/media/zusatztexte/2960Volltext.pdf
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 20
Schulmeister 2012, 2013
Schulmeister, R. (Hrsg.): MOOCs. Massive Open Online Courses. Offene Bildung oder Geschäftsmodell? Münster 2013.
Online: http://www.waxmann.com/fileadmin/media/zusatztexte/2960Volltext.pdf
„Nach den ständigen Klagen über die
Massenvorlesungen in den Universitäten
sind die MOOCs eine freche Kampfansage
an die Hochschullehre“ (S. 10)
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 21
Schulmeister 2012, 2013
Schulmeister, R. (Hrsg.): MOOCs. Massive Open Online Courses. Offene Bildung oder Geschäftsmodell? Münster 2013.
Online: http://www.waxmann.com/fileadmin/media/zusatztexte/2960Volltext.pdf
„MOOCs sind weder moderne Lehre, noch folgen
sie einem aktuellen lerntheoretischen Ansatz, sie
sind didaktisch antiquiert und sie sind nicht
einmal gutes E-Learning.
Das technisch-didaktische Modell der MOOCs ist
so simpel, dass jeder E-Learning-Profi es als
altmodische Massensendung bezeichnen müsste,
als Broadcast-Methode, denn im Grunde wird die
Entwicklung des Radios oder Fernsehens
wiederholt mit der Variation, die durch den
computerunterstützten Unterricht eingeführt
wurde, angereichert durch das automatische
Feedback per Multiple-Choice. “ (S. 37)
•  hohe Abbrecherquoten
•  keine seriösen Prüfungsmodelle
•  Geschäftsmodell
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 22
Teilnehmer/innen
Hochqualifizierte Teilnehmende
Hohe Abbruchquote
Schulmeister, R. (Hrsg.): MOOCs. Massive Open Online Courses. Offene Bildung oder Geschäftsmodell? Münster 2013.
Online: http://www.waxmann.com/fileadmin/media/zusatztexte/2960Volltext.pdf
Belanger, Y. & Thornton, J. (Duke University) (2012): http://dukespace.lib.duke.edu/dspace/bitstream/handle/
10161/6216/Duke_Bioelectricity_MOOC_Fall2012.pdf
0,5%
11.000 1.000
2,4%
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 23
LMU München aktiv auf coursera
https://www.coursera.org/lmu
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 24
OpenLearnWare – TU Darmstadt
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 25
OpenLearnWare – TU Darmstadt
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 26
OpenLearnWare – TU Darmstadt
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 27
http://www.openeducationeuropa.eu
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 28
Creating OER – Collaboration of 250 people
Martin Ebner & Schön Sandra (2013, Hrsg.).
Lehrbuch für Lernen und Lehren mit Technologien.
2. Aufl. Berlin: epubli
URL:http://l3t.eu.
http://l3t.eu/homepage/das-buch/ebook-2013
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 29
Creating OER – Collaboration of 250 people
Martin Ebner & Schön Sandra (2013, Hrsg.).
Lehrbuch für Lernen und Lehren mit Technologien.
Berlin: epubli
URL:http://l3t.eu.
Reviewer – Reader/Editor – Illustrator –
Art Editor – Co-Worker – Supporter
Authors
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 30
TU Graz (Austria)
http://oer.tugraz.at/index.php/Hauptseite
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 31
Schoolbook
http://www.schulbuch-o-mat.de
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 32
Critiques
„The critiques outlined in this paper are
motivated by a concern for the ways in
which learners are being framed by the
promotion of OER.“
(Knox 2013, p. 2)
Knox, J. (2013) : Five critiques of the open educational resources movement, In: Teaching in Higher Education,
DOI: 10.1080/13562517.2013.774354
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 33
Knox’s Critiques on OER
1.  An under-theorisation of the notions of ‘openness’ and
‘freedom’ [Offenheit und Freiheit werden theoriearm
gefasst]
2.  The rejection and privileging of institutional structure
[Ablehnung und Beibehaltung institutioneller Strukturen]
3.  No place for pedagogy [Pädagogik hat dort nichts zu
suchen]
4.  Assumptions of autonomy and self-direction [Annahmen
über Autonomie und Selbstbestimmung]
5.  Alignment with the needs of capital (theoretical
framework: Foucault’s governmentality)
Knox, J. (2013) : Five critiques of the open educational resources movement, In: Teaching in Higher Education,
DOI: 10.1080/13562517.2013.774354
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 34
So many perspectives …
The didactic and instructional questions of OER
in the field of Higher Education, based on a
growing amount of accessible academic
perspectives and instructional material, tend to
be neglected.
Fotos at the Chinese pavillion
at 70th Biennale Venice 2013
Copyright by the artist
Keine Bildrechte
Keine Bildrechte
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 35
Technik-geprägte Überhöhungen
stoßen gelegentlich eingefahrene
Debatten über das Lehren und
Lernen in Institutionen an.
Insofern ...
FotoFlickrCC-by-nc-sarandomcuriosity
19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 36
p.grell@apaed.tu-darmstadt.de

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Bildung für Alle? OER und MOOC Initiativen im internationalen Vergleich.

  • 1. 19.03.2014 | Fachbereich Humanwissenschaften | Allgemeine Pädagogik und Medienpädagogik | Prof. Dr. Petra Grell | 1 OER und MOOC-Initiativen im internationalen Vergleich Keynote auf dem Fachforum E-Learning: Bildung für Alle? Offene Lernressourcen an Hochschulen. Darmstadt 19.03.2013 FotoStuttgarterStadtbibliothekFlickrCC-by-nc-saSchub@
  • 2. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 2 OER and their impact … „The potential for open educational resources (OER) to transform the global educational landscape is immense. OER have emerged as one of the most powerful resources to transverse the global education landscape (along with the World Wide Web and the Internet) in the past century.“ (Olcott 2012, p. 283) Don Olcott Jr. (2012) OER perspectives: emerging issues for universities, Distance Education, 33:2, 283-290, DOI: 10.1080/01587919.2012.700561; OER Global Logo CC by Jonathas Mello
  • 3. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 3 OER Aktivitäten – OECD Country Questionnaire „Thus, only one country out of 28 does not expect OER issues to be a policy priority in the near future.“ (Hylén et al. 2012, p. 9) Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en
  • 4. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 4 OER Aktivitäten – OECD Country Questionnaire „Germany has raised a number of fundamental objections to the idea of OER.“ „Germany was the only country who responded that the OER issue is not expected to become a policy priority in the near future. (Hylén et al. 2012, p. 7 & p.9) Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en
  • 5. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 5 OER – Opportunities (OECD Country Questionnaire 2012) „There are technological, economic, social, and legal drivers behind the expansion of the OER movement. (...) But, most importantly, there is a strong sense in different parts of the educational community that OER offers a major opportunity to promote the notion of sharing knowledge as a public good.“ (Hylén et al. 2012, p. 18) Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en
  • 6. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 6 OER Benefits – OECD Country Questionnaire 2012 (Hylén et al. 2012, p. 12f.) Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en •  Open and flexible learning opportunities •  Increased efficiency and quality of learning resources •  Cost-efficiency of OER •  The innovative potential of OER •  Systemic transformative capacity (Hylén et al. 2012, p. 18f.) „Countries attach a high importance to the cited benefits of OER. OER offers open and flexible learning opportunities. Almost equally appreciated is the cost efficiency of OER as well as the possibility of increased quality in learning resources and the increased flexibility that OER can offer.“ (Hylén et al 2012, p. 16)
  • 7. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 7 OER Benefits – OECD Country Questionnaire 2012 •  Open and flexible learning opportunities •  Increased efficiency and quality of learning resources •  Cost-efficiency of OER •  The innovative potential of OER •  Systemic transformative capacity (Hylén et al. 2012, p. 18f.) Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en o  Offenheit und flexible Lernmöglichkeiten o  Verbesserte Effizienz und Qualität der Lernressourcen o  Kosteneinsparung o  Innovatives Potenzial o  Transformative Kraft
  • 8. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 8 OER Benefits – OECD Country Questionnaire 2012 •  Open and flexible learning opportunities •  Increased efficiency and quality of learning resources •  Cost-efficiency of OER •  The innovative potential of OER •  Systemic transformative capacity (Hylén et al. 2012, p. 18f.) Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en o  Offenheit und flexible Lernmöglichkeiten o  Verbesserte Effizienz und Qualität der Lernressourcen o  Kosteneinsparung o  Innovatives Potenzial o  Transformative Kraft 1990 ... E-Learning Versprechungen: „Jederzeit und überall lernen!“ „E-Learning spart Zeit und Geld!“ „E-Learning ermöglicht effizientes Lernen“ „E-Learning steigert den Lernerfolg!“
  • 9. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 9 Gesellschaft für Medien in der Wissenschaft(GMW)(D-A-CH) 2010 – GMW signs Cape Town Open Education Declaration 2008 – GMW signs Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities Publishing hybrid: Books are sold, Online (pdf) open/gratis
  • 10. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 10 Debate on OER – “Sorry, you do not have access to this article.“
  • 11. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 11 „Authors are responsible for making or arranging the payment themselves but they can rely on institutions and funders who take on the fees in various ways: ...“ http://www.springer.com/open+access/open+access+funding?SGWID=0-1759613-0-0-0
  • 12. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 12 Eine Recherche im internationalen Kontext Search Everything: “OER” AND “higher education” >> 593 Results Publication Date: From: Jan/2012 To: Dez/2013 >> 44 Results
  • 13. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 13 Uptake and reuse in formal contexts „However, despite the rhetoric about new social and participatory media generally and OER specifically, the reality is that their uptake and reuse in formal educational contexts has been disappointing. “ (Conole 2012, p. 131) Gráinne Conole (2012) Fostering social inclusion through open educational resources (OER), Distance Education, 33:2, 131-134, DOI: 10.1080/01587919.2012.700563
  • 14. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 14 Wer profitiert? „Furthermore, the ever increasing technologically rich learning environment in which today’s learners and teachers are immersed is raising issues in terms of social exclusion; the technological divide might be narrower but it is deeper – those not connected or not using these new technologies are being left behind at an alarming rate.“ (Conole 2012, p. 131) Gráinne Conole (2012) Fostering social inclusion through open educational resources (OER), Distance Education, 33:2, 131-134, DOI: 10.1080/01587919.2012.700563
  • 15. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 15 Bereitstellen digitaler Inhalte „Germany has raised a number of fundamental objections to the idea of OER. They question whether a lack of digital content prevents learning, particularly in the case of people with low qualifications, and whether well- educated people will benefit the most from OER.“ (Hylén et al. 2012, p. 7) Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country Questionnaire”, OECD Education Working Papers, No. 76, OECD Publishing. http://dx.doi.org/10.1787/5k990rjhvtlv-en
  • 16. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 16 Bildungsschere „As with participation in adult learning more generally, educational Internet use was structured by age, occupational class and educational engagement.” (Patrick White & Neil Selwyn 2012) Patrick White & Neil Selwyn (2012) Learning online? Educational Internet use and participation in adult learning, 2002 to 2010, Educational Review, 64:4, 451-469
  • 17. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 17 Massive Open Online Course (MOOC) https://moocfellowship.org „Nothing has more potential to lift more people out of poverty (...). Nothing has more potential to unlock a billion more brains to solve the world’s biggest problems. And nothing has more potential to enable us to reimagine higher education than the massive open online course, or MOOC, platforms“ (Thomas Friedman, New York Times, Jan 26, 2013)
  • 18. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 18 http://de.slideshare.net/SHofhues/viel-spuk-um-moocs http://de.slideshare.net/jrobes/moocs-in-der- hochschullehre-hintergrnde-klrungen-und-ausblicke-auf- einen-neuen-elearning-trend
  • 19. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 19 Schulmeister 2012, 2013 Schulmeister, R. (Hrsg.): MOOCs. Massive Open Online Courses. Offene Bildung oder Geschäftsmodell? Münster 2013. Online: http://www.waxmann.com/fileadmin/media/zusatztexte/2960Volltext.pdf
  • 20. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 20 Schulmeister 2012, 2013 Schulmeister, R. (Hrsg.): MOOCs. Massive Open Online Courses. Offene Bildung oder Geschäftsmodell? Münster 2013. Online: http://www.waxmann.com/fileadmin/media/zusatztexte/2960Volltext.pdf „Nach den ständigen Klagen über die Massenvorlesungen in den Universitäten sind die MOOCs eine freche Kampfansage an die Hochschullehre“ (S. 10)
  • 21. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 21 Schulmeister 2012, 2013 Schulmeister, R. (Hrsg.): MOOCs. Massive Open Online Courses. Offene Bildung oder Geschäftsmodell? Münster 2013. Online: http://www.waxmann.com/fileadmin/media/zusatztexte/2960Volltext.pdf „MOOCs sind weder moderne Lehre, noch folgen sie einem aktuellen lerntheoretischen Ansatz, sie sind didaktisch antiquiert und sie sind nicht einmal gutes E-Learning. Das technisch-didaktische Modell der MOOCs ist so simpel, dass jeder E-Learning-Profi es als altmodische Massensendung bezeichnen müsste, als Broadcast-Methode, denn im Grunde wird die Entwicklung des Radios oder Fernsehens wiederholt mit der Variation, die durch den computerunterstützten Unterricht eingeführt wurde, angereichert durch das automatische Feedback per Multiple-Choice. “ (S. 37) •  hohe Abbrecherquoten •  keine seriösen Prüfungsmodelle •  Geschäftsmodell
  • 22. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 22 Teilnehmer/innen Hochqualifizierte Teilnehmende Hohe Abbruchquote Schulmeister, R. (Hrsg.): MOOCs. Massive Open Online Courses. Offene Bildung oder Geschäftsmodell? Münster 2013. Online: http://www.waxmann.com/fileadmin/media/zusatztexte/2960Volltext.pdf Belanger, Y. & Thornton, J. (Duke University) (2012): http://dukespace.lib.duke.edu/dspace/bitstream/handle/ 10161/6216/Duke_Bioelectricity_MOOC_Fall2012.pdf 0,5% 11.000 1.000 2,4%
  • 23. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 23 LMU München aktiv auf coursera https://www.coursera.org/lmu
  • 24. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 24 OpenLearnWare – TU Darmstadt
  • 25. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 25 OpenLearnWare – TU Darmstadt
  • 26. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 26 OpenLearnWare – TU Darmstadt
  • 27. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 27 http://www.openeducationeuropa.eu
  • 28. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 28 Creating OER – Collaboration of 250 people Martin Ebner & Schön Sandra (2013, Hrsg.). Lehrbuch für Lernen und Lehren mit Technologien. 2. Aufl. Berlin: epubli URL:http://l3t.eu. http://l3t.eu/homepage/das-buch/ebook-2013
  • 29. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 29 Creating OER – Collaboration of 250 people Martin Ebner & Schön Sandra (2013, Hrsg.). Lehrbuch für Lernen und Lehren mit Technologien. Berlin: epubli URL:http://l3t.eu. Reviewer – Reader/Editor – Illustrator – Art Editor – Co-Worker – Supporter Authors
  • 30. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 30 TU Graz (Austria) http://oer.tugraz.at/index.php/Hauptseite
  • 31. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 31 Schoolbook http://www.schulbuch-o-mat.de
  • 32. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 32 Critiques „The critiques outlined in this paper are motivated by a concern for the ways in which learners are being framed by the promotion of OER.“ (Knox 2013, p. 2) Knox, J. (2013) : Five critiques of the open educational resources movement, In: Teaching in Higher Education, DOI: 10.1080/13562517.2013.774354
  • 33. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 33 Knox’s Critiques on OER 1.  An under-theorisation of the notions of ‘openness’ and ‘freedom’ [Offenheit und Freiheit werden theoriearm gefasst] 2.  The rejection and privileging of institutional structure [Ablehnung und Beibehaltung institutioneller Strukturen] 3.  No place for pedagogy [Pädagogik hat dort nichts zu suchen] 4.  Assumptions of autonomy and self-direction [Annahmen über Autonomie und Selbstbestimmung] 5.  Alignment with the needs of capital (theoretical framework: Foucault’s governmentality) Knox, J. (2013) : Five critiques of the open educational resources movement, In: Teaching in Higher Education, DOI: 10.1080/13562517.2013.774354
  • 34. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 34 So many perspectives … The didactic and instructional questions of OER in the field of Higher Education, based on a growing amount of accessible academic perspectives and instructional material, tend to be neglected. Fotos at the Chinese pavillion at 70th Biennale Venice 2013 Copyright by the artist Keine Bildrechte Keine Bildrechte
  • 35. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 35 Technik-geprägte Überhöhungen stoßen gelegentlich eingefahrene Debatten über das Lehren und Lernen in Institutionen an. Insofern ... FotoFlickrCC-by-nc-sarandomcuriosity
  • 36. 19.03.2014 | Faculty of Human Sciences | General Education & Media Education | Prof. Dr. Petra Grell | 36 p.grell@apaed.tu-darmstadt.de