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Determining the Quality of Open Educational Resources - A State of the Art Review

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Determining the Quality of Open Educational Resources - A State of the Art Review

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Determining the Quality of Open Educational Resources - A State of the Art Review

  1. 1. Determining Quality of OER in Open Educa7on State of the Art Review Prof. Dr. Ulf-­‐Daniel Ehlers Duale Hochschule Baden-­‐Wür9emberg European Founda?on for Quality in E-­‐Learning
  2. 2. Some picks from current cha2er... The Subs6tu6on Model • Open Educa6on will subs6tute tradi6onal higher educa6on The Enrichment Model • Open Educa6on is used to enrich tradi6onal higher educa6on The Lifelong Learning Model • Open Educa6on will be used to offer lifelong learning opportuni6es
  3. 3. Anno 1088 Exclusively for the chosen few... h2p://isdsbologna2013.org/blog/loca6on/bologna/#!pre2yPhoto-­‐205/0/
  4. 4. Anno 1965 Industrialisa7on, Massifica7on, Standardisa7on h2p://www.rd.ruhr-­‐uni-­‐bochum.de/imperia/md/images/rd/plasma/news/luPbild_rub_s__dwest.jpg
  5. 5. Anno 2004 Postmodern, Individualised, Disaggregated h2p://web.mit.edu/jsaa/www/photos/stata.jpg
  6. 6. First conclusion: Where does that leave us? • The tradi6onal model: Exclusively for few chosen. • The modern (massifica6on) model: Standard model for masses. • The post-­‐modern model: Individualised and diversified HE (Rip and Mix Approach/ Patchwork)
  7. 7. Is OER Quality really the ques6on? ...or is it a ques6on of HE systems change? How can HEI cater for the Quality Needs of the 21st Century Learners? Can OERs help?
  8. 8. What are the needs of the 21st century student? Modern (Massifica7on ) HE Model Postmodern HE 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 cer6fia6on needs Expert led/ Prof. led knowledge transfer Students are peers Exam driven/ Cer6fica6on bound Learning experience in the foreground Cer6fia6on of knowledge/ achievements Assessment of competences Ins6tu6on bound De-­‐ins6tu6onalised Ins6tu6on‘s reputa6on determines value Experience + prac6ce value gain importance Clear 6mebound structure of degrees Flexibilisa6on Disciplins are structure giving Inter-­‐disciplinary/ trans-­‐disciplinary Disciplin oriented: canon of methods and knowledge Problem oriented Academic status, tradi6ons, clothing individualised Differen6a6on against „non-­‐higher educa6on“ Con6nuum through ed.-­‐sectors + levels The Vision of Open Educa7on
  9. 9. The Quality Quest… But... Will learning improve because (OE)resources are available?
  10. 10. The (open) Quality Quest We more and more come to realise... • It is not about OER Quality – it is about (higher) educa6on quality • It is not about resources – it is about prac6ces
  11. 11. h2p://www.flickr.com/photos/mamk/587941395/ Resource view Quality Phase 1: Open it! The OER story Phase 2: Improve quality The on The Prac5ce view on Quality
  12. 12. The (OE)Resource View on Quality A vision to be overcome??
  13. 13. The (OE)Prac6ce View on Quality www.oer-­‐quality.org
  14. 14. The (OE)Prac6ce View on Quality www.oer-­‐quality.org
  15. 15. www.efquel.org www.efquel.org/projects
  16. 16. h2p://is.jrc.ec.europa.eu/pages/EAP/documents/201405JRC88304.pdf
  17. 17. WIKIS in educa6on? (Peer-­‐Produc6on) www.efquel.org/projects
  18. 18. Open Learning Cultures in educa6on? www.efquel.org/projects
  19. 19. Quality in Open Learning More and more we become to realise, that quality in educa?on in general, but specifically in open learning becomes a federated responsibility.
  20. 20. 21 Recogini6on of open learning? www.efquel.org/projects
  21. 21. The MOOC Quality Project 12 weeks, 12 experts, 12 posts, 12.000 Readers, >150 comments mooc.efquel.org
  22. 22. Thank you for your a2en6on! ehlers@dhbw.de European Founda6on for Quality in E-­‐ Learning www.efquel.org Duale Hochschule Baden-­‐Wür2emberg www.dhbw.de

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