Open educational resources (OER) and open educational practices (OEP) have evolved over time. Originally focused on making resources openly available (Phase 1), there is now a push to support users in implementing OER through practices (Phase 2) to improve quality and learning. OEP moves beyond access by promoting open learning architectures, external validation, and changes to educational culture. Proper governance structures and guidelines can help institutions progress along the trajectory towards more established and embedded OEP.

1. OPEN EDUCATIONAL RESOURCES
OPEN EDUCATIONAL PRACTICES
Die Qualitätsfrage….
OER Festival, Berlin, 1. März 2016
Prof. Dr. Ulf-Daniel Ehlers
Baden Wurttemberg Cooperative State
University

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3. Anno 1088
http://isdsbologna2013.org/blog/location/bologna/#!prettyPhoto-205/0/
Exclusively
for the chosen few...

4. Anno 1965
http://www.rd.ruhr-uni-bochum.de/imperia/md/images/rd/plasma/news/luftbild_rub_s__dwest.jpg
Industrialisation,
Massification,
Standardisation

5. Anno 2014
http://web.mit.edu/jsaa/www/photos/stata.jpg
Postmodern,
Individualised,
Disaggregated

6. The career of an idea...
Where does that leave us?
• The traditional model: Exclusively for few
chosen.
• The modern (massification) model:
Standard model for masses.
• The post-modern model: Individualised and
diversified HE (Rip and Mix Approach/
Patchwork)

7. Thinking about Consequences
Modern
(Massification) Education
Model
Postmodern
Adult Learning Model
Defined degrees Short and patchwork study cycles
Study in a degree framework Study according needs and interest
Curriculum is oriented to professions No clear curriculum, but certifiation needs
Expert led/ Prof. led knowledge transfer Students are peers
Exam driven/ Certification bound Learning experience in the foreground
Certifiation of knowledge/ achievements Assessment of competences
Institution bound De-institutionalised
Institution‘s reputation determines value Experience + practice value gain importance
Clear timebound structure of degrees Flexibilisation
Disciplins are structure giving Inter-disciplinary/ trans-disciplinary
Disciplin oriented: canon of methods and
knowledge
Problem oriented
Academic status, traditions, clothing Individualised
Differentiation against „non-higher education“ Continuum through ed.-sectors + levels

8. http://www.flickr.com/photos/mamk/587941395/
The OER story
Phase 1:
Open it!
Phase 2:
Improve quality

9. Open Content/
Open Access
(wissenschaftliche
Publikationen)
- 2001 Budapest
Open Access Initiative
- 2003 Berlin
Declaration on Open
Access to Knowledge in
the Sciences and
Humanities
Open
Bewegungen
OER
(Open Educational Resources)
- 2001 OpenCourseWare-
Initiative des M.I.T.
- 2002 „Forum on the Impact
of Open Courseware for
Higher Education in
Developing Countries“ der
UNESCO (Begriffsbildung)
- Finanzierung von OER-
Aktivitäten: Hewlett & Mellon
Foundation
- 2007 Cape Town
Open Education Declaration
- 2012 UNESCO World
Conference
Open Source
- 1983 Anouncement
of the GNU Project
(General Public
Licence)
- free access to
Source Code
- cooperative
development method
- spezific community
- result: software

10. Use vs. Availability
• Although OER are available uptake
of usage is slow
• Need to move from a resource
based strategy to a practice based
strategy
• Support educational actors in their
use
• Develop easy to use tools to help
actors in implementation

11. Phase 1: OER
Accessibility &
Availability
Make
availab
le
(Repos
itories)
Produc
-tion,
(Re)Us
e
(Re)Mi
x

12. Phase 2: OEP
• Builds on OER
• Goes beyond access into open learning
architectures
• Focus: learning as construction + sharing
• Quality improvement through external
validation
• Change of educational cultures
• OER as value proposition for Institutions

13. OER and OEP: Provocation?
In OER we focus on
knowledge
In OEP we focus on
Learning

14. Open Educational Pratices
• Learning Resources
• Pedagogies
• Learning paths
• Learning Contexts (allow
autonomy)
• Learning Opportunties
• Objectives, Goals and
Aims (LLL agenda)
• Co-Creation of knowlegde

17. Provision
Learning
Resources
Assessment
Certification
of LO
«Traditional» Educational Provision

18. Provision
Learning
Resources
Assessment Certification
of LO
OER-based Educational Provision
«Unbundled»
edX + PearsonUnis Unis

19. Needs of learners wishing to have
formal, transferable recognition of
their knowledge & skills in OER not
addressed so far
Full potential of OERs not reached

21. OER «Traditional»
«Award credits to your own students»

22. OER «Erasmus»
«Use procedures as in your student
exchange programmes»

23. «OER Recognition of Prior Learning (RPL)»
«U1 assessment and/or recognition follows the
procedure as awarding credits based on
informal learning»

24. Open Education Practice

25. OEP Diffusion

28. OEP Governance Community
Policy Makers
Leaders of Educational
Institutions
Educational Professionals
Learners

29. Evolutionary Approach
Not yet
started
Early
stages/
awarenes
s
Establishe
d
Embedde
d/
advanced

30. The OEP Guideline
• Step 1: Positioning your Organization in
the OEP Trajectory
• Step 2: Creating a Vision of Openness
and a Strategy for OEP in an
Organization
• Step 3: Implementing and Promoting
OEP

32. Storytelling
• Nun zu Ihren/ Euren Erfahrungen
• Berichte der Teilnehmer zu OEP – in 3er Gruppen… mit
den Nachbar/innen…

33. Thank you for
your attention!