Innovative Open Educational Resources in European Higher Education – Status quo and Future Directions

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This document summarizes the results of a Delphi study conducted to understand challenges and visions for open educational resources (OER) in German-speaking higher education. The study involved interviews with 12 experts in OER who identified key hurdles such as low awareness of OER, a lack of initiatives, and uncertainty around usage rights. While experts felt that OER adoption would remain low, they also saw potential benefits if more materials became available. Overall, the experts were optimistic about OER's future role in supporting education and communication, but acknowledged that more work is still needed to realize its potential.

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Currently Second Generation of Projects such as “Open Educational Resources in Higher Education (OER HE)” with EADTU as Coordinator

Goal: To extend the achievements on OER as initially launched under the William and Flora Hewlett Foundation Grants

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This is a presentation of the LangMOOC project (Erasmus+) http://www.langmooc.com/ that took place at the EMMA Summer School, Ischia Italy on July 2015. http://project.europeanmoocs.eu/project/get-involved/summer-school/programme/ The aim of the project is to research the potential of MOOCS in Language Learning, to explore the pedagogical framework of Language MOOCs, to develop a toolkit for the creation and management of Language MOOCs and OERs and to test the use of OERs in language MOOCs in a pilot course. The LangMOOCs project focus is to step up support for language learning and promote multilingualism via the implementation of Massive Open Online Courses for Language Learning. One of the main outcomes of the project, the Language MOOCs toolkit, will include all the innovative methods and tools for the creation, management and evaluation of MOOCs and OERs for Language Learning. Most of the MOOCs are implemented and run by academic institutions. The LangMOOCs project also aims to non-academic institutions and language teacher and trainers.

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1. Innovative Open Educational Resources in European Higher Education – Status quo and Future Directions Markus Deimann Theo Bastiaens Kees-Jan van Dorp

3. Challenges of OER

4. Status quo in German-speaking countries

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9. Content is liberally licensed for re-use in educational activities; free from restrictions to modify, combine and repurpose

10. For educational systems/tools software is used for which the source code is available

11. Currently Second Generation of Projects such as “Open Educational Resources in Higher Education (OER HE)” with EADTU as Coordinator

12. Goal: To extend the achievements on OER as initially launched under the William and Flora Hewlett Foundation Grants

13. Work package on Team-Based Development 02.11.10 Department of Instructional Technology & Media

14.

15. Connecting factor: How to create a win-win-situation?

16.

17. Semi-structured qualatative interviews

18.

19. Inspires future teams

20.

21.

22. Regular meetings and workshops

23.

24. However , these are rather assumptions which are not based upon empirical data

25. On the other side, there are surveys (OECD: Giving knowledge for free, 2007) that revealed different challenges

26.

27.

28. Essential element is anonymity of participants when giving opinions

29. The Delphi can then alleviates problems

30. Appropriate for research areas that are not quite investigated

31. Provide solutions for challenges 02.11.10 Department of Instructional Technology & Media Michelangelo's rendering of the Delphic Sibyl (http://en.wikipedia.org/wiki/Delphic_Sibyl) The theatre, seen from above (http://en.wikipedia.org/wiki/Delphi)

32.

33. Worked with OER practically and/or scientifically

34.

35. Two rounds: (1) Qualitative interviews discussing six theses on OER (2) Quantitative survey with questions extracted from the interviews 02.11.10 Department of Instructional Technology & Media

36.

37. OER is perceived as a buzz-word; however it has not yet been incorporated into Higher Education (Paradox) 02.11.10 Department of Instructional Technology & Media Hurdle Example N Cultural Academic teaching not based on sharing; “Not invented here”; strong focus on research at the expanse of teaching 10 OER-specific Low degree of awareness; missing initiatives (as opposed to Open Access); too little OER materials 8 Legal Uncertainty: What can I use? How can I use it? 4 Technical Insufficient usability of OER; search engine for OER is missing 4

38.

39. OER will simmer at the same (low) level

40. There will be more OER available

41. Utility of OER will emerge

42. There might be a commitment of institutions to publish their materials as OER (e.g. Federal Centre for Political Education) 02.11.10 Department of Instructional Technology & Media

43.

44. “ There’s still a lot to be done”: we are now in the phase of detail work

45. OER can support active communication and participation in the digital society (prevent Digital Divide)

46. The general public and Higher Education can greatly benefit from OER

47. Very pleased by the positive response

48. Promising for the future 02.11.10 Department of Instructional Technology & Media

49.

50. Hurdles and challenges have been emphasized early during the interviews

51. Specific academic culture in German-speaking countries

52. Some promising strategies have been identified

53. Experts attach great importance to OER

54. It is our own responsibility how the future of OER will look like… 02.11.10 Department of Instructional Technology & Media

55.

56. Stakeholder workshop in Leuven February 2011: Showcases and disucssion

57. Identify potential participants at OpenEd

58. Establish OER-Network

59. 02.11.10 Department of Instructional Technology & Media Thank you very much for your attention!

Innovative Open Educational Resources in European Higher Education – Status quo and Future Directions

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