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OER Quality and Practices
1. OPEN EDUCATIONAL RESOURCES
OPEN EDUCATIONAL PRACTICES
Die Qualitätsfrage….
OER Festival, Berlin, 1. März 2016
Prof. Dr. Ulf-Daniel Ehlers
Baden Wurttemberg Cooperative State
University
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6. The career of an idea...
Where does that leave us?
• The traditional model: Exclusively for few
chosen.
• The modern (massification) model:
Standard model for masses.
• The post-modern model: Individualised and
diversified HE (Rip and Mix Approach/
Patchwork)
7. Thinking about Consequences
Modern
(Massification) Education
Model
Postmodern
Adult Learning 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 certifiation needs
Expert led/ Prof. led knowledge transfer Students are peers
Exam driven/ Certification bound Learning experience in the foreground
Certifiation of knowledge/ achievements Assessment of competences
Institution bound De-institutionalised
Institution‘s reputation determines value Experience + practice value gain importance
Clear timebound structure of degrees Flexibilisation
Disciplins are structure giving Inter-disciplinary/ trans-disciplinary
Disciplin oriented: canon of methods and
knowledge
Problem oriented
Academic status, traditions, clothing Individualised
Differentiation against „non-higher education“ Continuum through ed.-sectors + levels
9. Open Content/
Open Access
(wissenschaftliche
Publikationen)
- 2001 Budapest
Open Access Initiative
- 2003 Berlin
Declaration on Open
Access to Knowledge in
the Sciences and
Humanities
Open
Bewegungen
OER
(Open Educational Resources)
- 2001 OpenCourseWare-
Initiative des M.I.T.
- 2002 „Forum on the Impact
of Open Courseware for
Higher Education in
Developing Countries“ der
UNESCO (Begriffsbildung)
- Finanzierung von OER-
Aktivitäten: Hewlett & Mellon
Foundation
- 2007 Cape Town
Open Education Declaration
- 2012 UNESCO World
Conference
Open Source
- 1983 Anouncement
of the GNU Project
(General Public
Licence)
- free access to
Source Code
- cooperative
development method
- spezific community
- result: software
10. Use vs. Availability
• Although OER are available uptake
of usage is slow
• Need to move from a resource
based strategy to a practice based
strategy
• Support educational actors in their
use
• Develop easy to use tools to help
actors in implementation
11. Phase 1: OER
Accessibility &
Availability
Make
availab
le
(Repos
itories)
Produc
-tion,
(Re)Us
e
(Re)Mi
x
12. Phase 2: OEP
• Builds on OER
• Goes beyond access into open learning
architectures
• Focus: learning as construction + sharing
• Quality improvement through external
validation
• Change of educational cultures
• OER as value proposition for Institutions
13. OER and OEP: Provocation?
In OER we focus on
knowledge
In OEP we focus on
Learning
19. Needs of learners wishing to have
formal, transferable recognition of
their knowledge & skills in OER not
addressed so far
Full potential of OERs not reached
30. The OEP Guideline
• Step 1: Positioning your Organization in
the OEP Trajectory
• Step 2: Creating a Vision of Openness
and a Strategy for OEP in an
Organization
• Step 3: Implementing and Promoting
OEP
31.
32. Storytelling
• Nun zu Ihren/ Euren Erfahrungen
• Berichte der Teilnehmer zu OEP – in 3er Gruppen… mit
den Nachbar/innen…