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

Prof. Dr. Ulf-‐Daniel Ehlers Duale Hochschule Baden-‐Wür9emberg

European Founda?on for Quality in E-‐Learning

Determining Quality of OER in Open Educa7on State of the Art Review

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

Anno 1088

h2p://isdsbologna2013.org/blog/loca6on/bologna/#!pre2yPhoto-‐205/0/

Exclusively for the chosen few...

Anno 1965

h2p://www.rd.ruhr-‐uni-‐bochum.de/imperia/md/images/rd/plasma/news/luPbild_rub_s__dwest.jpg

Industrialisa7on, Massifica7on, Standardisa7on

Anno 2004

h2p://web.mit.edu/jsaa/www/photos/stata.jpg

Postmodern, Individualised, Disaggregated

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)

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?

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

What are the needs of the 21st century student?

The Vision of Open Educa7on

The Quality Quest…

But... Will learning improve

because (OE)resources are available?

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

h2p://www.flickr.com/photos/mamk/587941395/

The OER story

Phase 1: Open it!

Phase 2: Improve quality

The Resource

view on Quality

The Prac5ce view on Quality

The (OE)Resource View on Quality

A vision to be overcome??

www.oer-‐quality.org

The (OE)Prac6ce View on Quality

www.oer-‐quality.org

The (OE)Prac6ce View on Quality

www.efquel.org

www.efquel.org/projects

h2p://is.jrc.ec.europa.eu/pages/EAP/docum

ents/201405JRC88304.pdf

WIKIS in educa6on? (Peer-‐Produc6on)



Open Learning Cultures in educa6on?

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.

21

Recogini6on of open learning?


The MOOC Quality Project

12 weeks, 12 experts, 12 posts, 12.000 Readers, >150 comments m

ooc.efquel.org

European Founda6on

for Quality in E-‐Learning

www.efquel.org

[email protected]

Duale Hochschule Baden-‐Wür2emberg

www.dhbw.de

Thank you for your a2en6on!