Open Educational Resources: The Way to Go, or “Mission Impossible” in (German) Higher Education? Patricia Arnold Munich University of Applied Sciences, Germany CIRN 2012 Community Informatics Conference: 'Ideals meet Reality', Monash Centre, Prato Italy 7-9 Nov. 2012
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Open Educational Resources: The Way to Go, or “Mission Impossible” in (German) Higher Education? Patricia Arnold Munich University of Applied Sciences, Germany CIRN 2012 Community Informatics Conference: 'Ideals meet Reality', Monash Centre, Prato Italy 7-9 Nov. 2012
“the open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes” (UNESCO 2002, 26)).
“digitized materials offered freely and openly for educators, students and self-learners to use and re-use for teaching, learning and research” (Hylen 2006, 1)
No or low barriers in terms of costs, technologies or copyrights
„open“ refers to 4 Rs: reuse, revise, remix, redistribute
apply alternative licensing such as e.g. Creative Commons Licences)
OPAL-Study 2011: “Beyond OER: Shifting Focus from Resources to Practices”
“practices which support the production, use and reuse of high quality Open Educational Resources (OER) through institutional policies, which promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning path” (OPAL 2011, 12).
Including innovative educational designs, e.g. Massive Open Online Courses MOOC (learner centered, peer learning, collaborative learning)
OER: Backstage – Drivers & Impediments Drivers Conviction knowledge as a public
good Better leveraging of public funding Reach new target groups Reducing costs of content creation Internal quality assurance Experimenting with educational
innovative
Include international perspective Gain access to high-quality
Braun 2008 / Deimann & Bastiaens 2010 Deeply uprooted practice not to employ teaching material other than that
is self-produced (not-invented here) Lacking materials that match cultural context and competence level Language barrier Too few good practice examples Legal issues: little knowledge of alternative licensing Technical issues: few easy to use repositories and sharing tools
Federalist educational system -> even more difficult to devise a national
strategy
Less competiveness between universities
UNESCO 2009, OLCOS(Geser) 2007, SIG OER 2012, OECD (Hylen) 2006, OPAL 2011
Top-down elements: national and organizational strategies, incentive systems
Bottom-up approaches: more good practice examples
Promote alternative licensing, e.g. Creative Commons
Further research questions: how to design incentive systems?, how to build communities around OER-repositories?, actual student use of OER in German speaking higher education?
Didderen & Verjans (2012, 15) “The key question here is whether our higher education institutions and individual instructors can afford to adopt a ‘wait-and-see’ attitude in the light of these [OER and OEP] movements. Asking that question in fact amounts to answering it!
„Die Edupunks kommen!“ , ZEIT-Interview mit Ayad al Ani, europe wirtschaftshochscule Berlin, 14.06.2012, 69): neue Formen des selbst bestimmten, vernetzten Studierens mit OER Materilalien wie MOOCS (Massive Open Online Courses), iTunes U
-> Edupunk‘s guide to a D.I.Y credential“ (http://edupunksguide.org /)
Ende 2011 MOOC mit Stanford Professor Thrun zu Künstlicher Intelligenz mit mehr als 160 000 Studierenden, zurzeit läuft deutschsprachiger MOOC zu „Trends im E-Teaching“ http://opco12.de/ mit mehr als 1000 TN
UNESCO 2012 World Open Educational Resources (OER) Congress startet am 20.06.2012 in Paris
Der Begriff “Open Educational Resources” feiert in diesem Jahr 10jährigen Geburtstag