The document discusses COER13, a MOOC on Open Educational Resources (OER) held in 2013. It was organized by 8 partners from different institutions and aimed to promote OER in Germany. The MOOC used a connectivist model with online videos, readings and discussion forums. Over 1,000 people registered and many engaged through blog posts and tweets. While the MOOC helped raise awareness of OER, its impact was difficult to measure and it also raised issues around accreditation within the lead institution. Overall, the document assessed that COER13 advanced the OER cause in Germany but that more research is needed to fully understand its impact.

1. COER13 – A MOOC on Open Educational Resources
as Change Agent?
Patricia Arnold
Munich University of Applied Sciences, Germany
Online Educa 2013, Berlin
Partially funded by

2. Agenda
1. Open Educational Resources in Germany – Setting the Scene
2. Introducing “COER13” – A MOOC on OER
3. Implementation - How did “COER13” Evolve?
4. “COER13” as Change Agent ?– A Critical Assessment
5. Conclusions
ONLINE EDUCA 2013
Patricia Arnold, arnold@hm.edu
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3. What are Open Educational Resources? I
h
“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)
 Open Access
 Reuse
 Open Licence
 Revise
 Open Format
 Remix
 Open Software
 Redistribute
Source: OER Logo 2012 CC-BY J. Mello
UNESCO 2002
ONLINE EDUCA 2013
Patricia Arnold, arnold@hm.edu
UNESCO 2012
Paris OER Declaration
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4. What are Open Educational Resources? II
Source: OECD 2007
ONLINE EDUCA 2013
Patricia Arnold, arnold@hm.edu
Slide 4

5. What are Open Educational Resources? III
Source:
SURF
2012, 4
ONLINE EDUCA 2013
Patricia Arnold, arnold@hm.edu
Slide 5

6. Slow uptake of OER in Germany
 OER uptake in Germany is lagging behind
(Ebner & Schön 2011, Arnold 2012),
 Many controversial issues: copyright, business
cases, etc.
 OECD Survey 2011 (Hylen et al. 2012)
 “Germany was the only country [out of 28] who
responded that the OER issue is not expected
to become a policy priority in the near future”.
ONLINE EDUCA 2013
Patricia Arnold, arnold@hm.edu
Slide 6

7. OER – or to believe impossible things?


“I daresay you haven’t had much practice,” said
the Queen. “When I was your age I always did it
for half-an-hour a day. Why, sometimes I’ve
believed as many as six impossible things
before breakfast.”

Source: OER Logo 2012 CC-BY J. Mello
“One can’t believe impossible things.”
Lewis Carroll, Alice’s Adventures in
Wonderland
(Inspired by: http://www.21stcenturyschools.com/what_is_21st_century_education.htm)
From the video: What is"COER13" and who runs it with what sort of ideas (in German)
http://www.youtube.com/watch?feature=player_embedded&v=xqfAohcsSec#!
ONLINE EDUCA 2013
Patricia Arnold, arnold@hm.edu
Slide 7

8. #COER13: A MOOC on OER April – June 2013
http://www.coer13.de
/
ONLINE EDUCA 2013
Patricia Arnold, arnold@hm.edu
Slide 8

9. 8 partners with diverse organizational affiliations –
dedicated to the OER cause
• E-teaching.org
• TU Graz, L3T
• University Tübingen
• Munich University of
Applied Sciences
• OER Services
• BIMS e.V, L3T
Patricia Arnold
Martin Ebner
Johannes
Moskaliuk
Markus
Schmidt
Simone Haug
Sandra Schön
Andreas Link
Anne Thillosen
The team of convenors of COER13

10. COER13 – to realize the impossible PROGRAM
•
•
•
•
•
•
•
Starting Week: What are OER?
Unit 1: Looking for and finding OER
Unit 2: Producing OER oneself
Unit 3: OER Use cases
Unit 4: Business plans & financing OER
Unit 5: OER at schools and in higher education
Closing Week: Looking back & what‘s next?

11. COER13 – educational design
•
Community-oriented MOOC (cMOOC) i.e.
participants‘ contributions were considered to
be an integral part of the course
•
Free and open, i.e. no prerequisites for
participating / run entirely online
•
Variety of communication channels: website,
newsletter, forum – twitter, blogs –
aggregated via #COER13 – emerging social
network groups

12. COER13 – structure
• Structured course with 1-2 online events
per unit
• Instructional videos or presentations &
reading material for each unit

13. COER13 – assessment
• One practical assignment per unit
• Assessment via online badges on two
levels (hOERer, wOERker)

14. COER13 – in numbers
•
•
1090 registered participants (15% students)
Instructional videos/ 10 registered Online-Events
•
•
673 forum postings / 316 Blog posts / 2.247 Tweets from 336 people
105 participants in emergent Facebook COER13-group / COER13 discussion in OER
Google+ group
•
•
612 new tags at edutags
OER-Wiki, 2 OER apps, several presentations, posters, summaries
•
As of 04.09.2013 - Details unter http://prezi.com/52xrza0rsgfw/coer13/#share_embed

15. COER13 – participation online events

16. COER13 – participants’ background
Professional Background
COER13 – participants
Number
%
Higher ed lecturer
83
21%
teacher
89
22%
Support staff
91
23%
students
61
15%
Professional development/ adult education
80
20%
Corporate staff
31
7%
freelance
72
18%
pupils
1
0,26%
retired
8
2%
N = 426 | n = 391 | sys-missing = 35

17. COER13 – in Zahlen
• From 89 participants striving for an
online badge 56 actually obtained
badges:
• 29 hOERer / 27 wOERker

18. COER13 as change agent? Critical Assessment I
A Challenges and Effects within one Institution
(Munich University of Applied Sciences MUAS)

Issues of mandate:
 Is a MOOC on OER mandated by a project to improve the overall teaching
quality of MUAS with digital media?
 Is a joint venture of many different players, inside and outside of HE, mandated?
 Is an open target group mandated?

Issues of public relations:


What is the official status of such an informal co-operation by experts in the field
without contractual basis?
Issues of accreditation:
 How to give students credit in ECTS * for successful participation?
 *ECTS = European Credit Transfer System
ONLINE EDUCA 2013
Patricia Arnold, arnold@hm.edu
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19. COER13 as change agent? Critical Assessment II
A Challenges and Effects within one institution (MUAS; cont.)

Raised awareness:
 COER13 obtained much attention within the university (management, PR
division, faculty boards etc. –due to MOOC “me too-effect”?)

Increased student choices:


COER13 was accredited for within a scheme of study offerings across programs
– ECTS for an informal learning opportunity -> increased student choices!
Enhanced information material on OER:
 COER13 website is used as a comprehensive learning/promotion site on OER
within the university (in German)
ONLINE EDUCA 2013
Patricia Arnold, arnold@hm.edu
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20. COER13 as change agent? Critical Assessment II
B Promoting the OER cause

Comprehensive learning resource on OER:
 COER13 website is still used and referred to frequently after the end of the
course – acts as OER on OER (in German)

many other OERs came into existence:

Participants created many other OERs in their fields, often tagged with
“edutags”, and linked to the COER13 website

OER wiki with suggestions and recommendations on strategies & policies

A variety of summarizing posters and graphics, openly licensed

2 smart phone apps for choosing the most adequate open license
ONLINE EDUCA 2013
Patricia Arnold, arnold@hm.edu
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21. Conclusions

COER13 advanced the OER
cause in Germany

To measure impact further
research needed

Cheating Sheet on OER
“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!
Didderen & Verjans (2012, 15)
ONLINE EDUCA 2013
Patricia Arnold, arnold@hm.edu
Slide 21

22. Thank you very much…
…..for your attention!
Contact:
Partially funded by
Prof. Dr. Patricia Arnold
Munich University of Applied Sciences
arnold@hm.edu
http://patriciaarnold.wikispaces.com/
ONLINE EDUCA 2013
Patricia Arnold, arnold@hm.edu
Slide 22

23. References

Hylén, J. et al. (2012), “Open Educational Resources: Analysis of Responses to the OECD Country
Questionnaire”, OECD Education Working Papers , No. 76, OECD Publishing.
http://dx.doi.org/10.1787/5k990rjhvtlv-en

Arnold, P. (2012). “Open Educational Resources: The Way to Go, or ‘Mission Impossible’ in (German)
Higher Education?” In: Stillman, L.; Denision, T.; Sabiescu, A. & Memarovic, N. (Eds.): CIRN 2012
Community Informatics Conference: “Ideals meet Reality”. Monash: CD-ROM.

Brown, J. S. & Adler, Richard P. (2008). “Minds on Fire: Open Education, the Long Tail and Learning 2.0”.
In: Educause Review, Vol. 43, Nr. 1, 16-32.

Daniel, J. (2012). “Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility”. In
Journal of Interactive Media in Education, 3. http://www-jime.open.ac.uk/jime/article/viewArticle/201218/html (2013-09-01).

Ebner, M. & Schön, S. (2011). “Offene Bildungsressourcen: Frei zugänglich und einsetzbar”. In K. Wilbers
& A. Hohenstein (Eds.). Handbuch E-Learning. Expertenwissen aus Wissenschaft und Praxis – Strategien,
Instrumente, Fallstudien. (Nr. 7-15). Köln: Deutscher Wirtschaftsdienst (Wolters Kluwer Deutschland), 39.
Erg.-Lfg. Oktober 2011, 1-14.

Geser, G. (Ed.) (2007). Open educational Practices and Resources. OLCOS Roadmap 2012. Salzburg:
Salzburg Research/EduMedia Group. http://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf (2012-1001)

COER13 website:www.coer13.de

Slides based partially COER13 slides BY COER123 Team and prezi-presentation by Markus Schmidt ( CC
BY)
ONLINE EDUCA 2013
Patricia Arnold, arnold@hm.edu
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