The document discusses quality considerations for open educational resources (OERs). It defines OERs and notes that quality is more related to the iterative process of collaboration and refinement rather than a static product. It examines factors like accuracy, technical production standards, accessibility, and fitness for purpose. Quality assurance of OERs can occur through self-assessment, internal institutional processes, community ratings and reviews, and individual evaluation. The document emphasizes that ensuring quality is a shared responsibility among content creators, educational institutions, and individual educators.

1. QUALITY IN OER BOLDIC OLRO 2014-10-13
Ebba Ossiannilsson, PhD Lund University, SE
Luleå Technical University, SE
Dalarna University, SE
Mid Sweden University, SE
SVERD
ITHU
OERSweden
NordicOER, Boldic, LangOER
Evaluator SEQUENT
Research Leader ICDE Quality Standard Study 2014
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http://www.slideshare.net/EbbaOssiann

2. UNESCO/COL
Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation.
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3. UNESCO/COL
COL-UNESCO 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
(Kanwar, Balasubramanian & Umar 2010)
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4. OER Paris Declaration (1)
awareness and use
enabling environments
strategies and policies
open licensing frameworks
sustainable development of quality
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5. OER Paris Declaration (2)
strategic alliances
variety of languages and cultural contexts
research
finding, retrieving and sharing
open licensing, public funds
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6. How open is open?
©
Copyright
Public domain
Creative Commons
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7. Expectations to OER
“OERs have the potential to solve the global education crisis and contribute to sustainable economic growth”
Sir John Daniel, former CEO for Commonwealth of Learning and David Killion, US ambassador to UNESCO said in Guardian in July 2012
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10. Product/Process (Mackintosh 2013)
“In education, quality is more about the process than a product. Most open developments start as a first draft -- the expression of an idea. Through repeated iterations and refinements, and collaboration from the [community] the quality of individual projects improve over time."
Image CC BY-SA Wayne Mackintosh (N.B. 'WE' = 'WikiEducator')
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11. HEA/JISC OERinfoKit QA will occur as a result of
Self-assessment (individuals and institutions release resources of highest quality possible)
Internal QA processes
(institutions to QA their own resources before release)
Rating systems (community- driven QA through ratings and comments within OER release platform)
Individual review (comments and suggestions made by individuals and institutions)
HEA/JISC InfoKit
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12. HEA/JISC OERinfoKit Quality-using the following lenses
Accuracy
Reputation of author/institution
Standard of technical production
Accessibility
Fitness for purpose
Trust
HEA/JISC InfoKit
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13. Pedagogical aspects HEA/JISC OERinfoKit
Learning and Teaching considerations
OER Use and Reuse
Stakeholders and benefits
Cultural considerations
HEA/JISC InfoKit
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14. Technical aspects HEA/JISC OERinfoKit
Technical
Hosting
Metadata and resourse description
Aggregation
Discoverability
Assessibility
Production
Models and workflow
HEA/JISC InfoKit
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15. Openess to learners
Digital openness
Learner centred
Independent learning
Media supported learning
Quality focus
Spectrum of diversity
OpenupEd label
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17. Open Education Network
http :// www . open - ed. net
the five Domains of Learning :
Cognitive : the aptitude, prior knowledge and skills necessary for performing
a task or test, and the content knowledge and reflective critical thinking skills to be learnt
Affective : the motivation, attitude and decision to initiate performance,
including the will to reduce own autonomy in order to achieve group tasks
Metacognitive : understanding how the task is performed, and the ability
to self-monitor, evaluate and plan own future learning, and willingness to help others to learn
Environment : the social or physical forum and virtual or augmented reality
in which learning occurs, including any group characteristics
Management : coping critically with massive amounts of information
to obtain appropriate material in a suitable quality for learning, and time management
Kawachi P (2014) FRSA

19. ..biggest challenge in innovation
is envisioning a new paradigm and
abandoning the old constructs
….growing disruption of higher
education’s traditional business
models, there is a steady move
towards ‘openness’ that is
driving innovation and has the
potential to create a new paradigm
in HE
…glocalisation
…time that we accept
this challenge and
recreate our institutions
for service in a networked,
lifelong learning context
…in the final analysis, responsibility for
assuring the quality of OER used in
teaching and learning environments will
reside with the institution, programme/
course coordinators, and individual
educators responsible for delivery of
education

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21. Caring is sharing, sharing is caring
•Footprints
•W:www.lu.se/ced
•E:Ebba.Ossiannilsson@ced.lu.se
•FB:Ebba Ossiannilsson
•T:@EbbaOssian
•Phone: +4670995448
•S:http://www.slideshare.net/
EbbaOssiann
•LinkedIn: Ebba Ossiannilsson
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