Status Quo of
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This document summarizes the results of a Delphi study conducted with 12 experts on open educational resources (OER) in German-speaking countries. The study identified several challenges to adopting OER, including a lack of awareness, low availability of OER materials, and uncertainty around copyright issues. However, the experts also saw potential benefits to OER in supporting active learning and preventing a "digital divide." While adoption of OER is not widespread currently, the experts felt progress was being made through ongoing definition and discussion of OER, and that the future of OER remains unforeseeable but could be positively influenced by institutional commitments to OER.
Status Quo of
- 1. Department of Instructional Technology & Media InnovativeOpenEducationalInnovativeOpenEducational ResourcesinEuropeanHigherResourcesinEuropeanHigher Education–Education– StatusquoandFutureDirectionsStatusquoandFutureDirections MarkusDeimannMarkusDeimann TheoBastiaensTheoBastiaens Kees-JanvanDorpKees-JanvanDorp
- 2. Faculty of Cultural and Social Sciences Agenda § OER and impact on teaching and learning § Challenges of OER § Status quo in German-speaking countries § Delphi-Method § Delphi-Study § Participants § Results § Discussion 29.01.15 Department of Instructional Technology
- 3. Faculty of Cultural and Social Sciences Open Educational Resources § Free access to open content; provided free of charge § Content is liberally licensed for re-use in educational activities; free from restrictions to modify, combine and repurpose § For educational systems/tools software is used for which the source code is available § Currently Second Generation of Projects such as “Open Educational Resources in Higher Education (OER HE)” with29.01.15 Department of Instructional Technology
- 4. Faculty of Cultural and Social Sciences Team-based development of OER in Higher Education § How can other teams be pursuaded to utilize OER? § Connecting factor: How to create a win-win-situation? § Approach: ● Literature review ● Semi-structured qualatative interviews ● Questionnaires § Model that identifies success factors § Inspires future teams
- 5. Faculty of Cultural and Social Sciences Organisation § Partner networks: ● Humanities: OUNL, OUUK, FernUniversität in Hagen ● MedNet: § Associcate networks: SwitchCollection § Regular meetings and workshops
- 6. Faculty of Cultural and Social Sciences Challenges of OER § Little awareness of the idea of OER in Germany (Zauchner et al., 2008) § Little reputation of adopting OER for teachers (Angster & Uphoff, 2009) However, these are rather assumptions which are not based upon empirical data § On the other side, there are surveys (OECD: Giving knowledge for free, 2007) that revealed different challenges § However, the focus was on the29.01.15 Department of Instructional Technology
- 7. Faculty of Cultural and Social Sciences Delphi-Method § Aims at developing a consensus among a group of experts § Essential element is anonymity of participants when giving opinions § The Delphi can then alleviates problems § Appropriate for research areas that are not quite investigated29.01.15 Department of Instructional Technology Michelangelo's rendering of the Delphic Sibyl (http://en.wikipedia.org/wiki/Delphic_Sibyl) The theatre, seen from above (http://en.wikipedia.org/wiki/Delphi)
- 8. Faculty of Cultural and Social Sciences Delphi-Study § Criteria for selecting experts § Documented experiences with OER (traceable) § Worked with OER practically and/or scientifically § Different backgrounds (e.g. sociology, computer science) § Panel of 12 Experts from German-speaking countries with an average experiences of ten years with E-Learning § Two rounds: (1) Qualitative interviews discussing six theses on OER 29.01.15 Department of Instructional Technology
- 9. Faculty of Cultural and Social Sciences Results § Definition and perception of OER is elaborated and differentiates between distinct aspects § OER is perceived as a buzz- word; however it has not yet been incorporated into Higher Education (Paradox) 29.01.15 Department of Instructional Technology Hurdl e Example N Cultu ral Academic teaching not based on sharing; “Not invented here”; strong focus on research at the expanse of teaching 1 0 OER- specifi c Low degree of awareness; missing initiatives (as opposed to Open Access); too little OER materials 8 Legal Uncertainty: What can I 4
- 10. Faculty of Cultural and Social Sciences Results (III): Visions of OER § Visions are tricky: Future of OER is judged as unforeseeable § OER will simmer at the same (low) level § There will be more OER available § Utility of OER will emerge § There might be a commitment of institutions to publish their materials as OER (e.g. Federal Centre for Political Education) 29.01.15 Department of Instructional Technology
- 11. Faculty of Cultural and Social Sciences Results IV: Conclusion § OER-movement is not declining but there will be no area-wide presence § “There’s still a lot to be done”: we are now in the phase of detail work § OER can support active communication and participation in the digital society (prevent Digital Divide) § The general public and Higher Education can greatly benefit from OER § Very pleased by the positive response29.01.15 Department of Instructional Technology
- 12. Faculty of Cultural and Social Sciences Discussion § Elaborated conception of OER shared by the experts § Hurdles and challenges have been emphasized early during the interviews § Specific academic culture in German-speaking countries § Some promising strategies have been identified § Experts attach great importance to OER § It is our own responsibility how the future of OER will look like… 29.01.15 Department of Instructional Technology
- 13. Faculty of Cultural and Social Sciences Future steps § Expand the panel (international experts) § Stakeholder workshop in Leuven February 2011: Showcases and disucssion § Identify potential participants at OpenEd § Establish OER-Network
- 14. Faculty of Cultural and Social Sciences 29.01.15 Department of Instructional Technology Thank you very much for your attenti