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

1. Determining
Quality
of
OER
in
Open
Educa7on
State
of
the
Art
Review
Prof.
Dr.
Ulf-­‐Daniel
Ehlers
Duale
Hochschule
Baden-­‐Wür9emberg
European
Founda?on
for
Quality
in
E-­‐Learning

2. 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

3. Anno
1088
Exclusively
for
the
chosen
few...
h2p://isdsbologna2013.org/blog/loca6on/bologna/#!pre2yPhoto-­‐205/0/

4. Anno
1965
Industrialisa7on,
Massifica7on,
Standardisa7on
h2p://www.rd.ruhr-­‐uni-­‐bochum.de/imperia/md/images/rd/plasma/news/luPbild_rub_s__dwest.jpg

5. Anno
2004
Postmodern,
Individualised,
Disaggregated
h2p://web.mit.edu/jsaa/www/photos/stata.jpg

6. 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)

7. 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?

8. What
are
the
needs
of
the
21st
century
student?
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
The
Vision
of
Open
Educa7on

9. The
Quality
Quest…
But...
Will learning improve
because (OE)resources
are available?

10. 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

11. h2p://www.flickr.com/photos/mamk/587941395/
Resource
view
Quality
Phase
1:
Open
it!
The
OER
story
Phase
2:
Improve
quality
The
on
The
Prac5ce
view
on
Quality

12. The
(OE)Resource
View
on
Quality
A
vision
to
be
overcome??

13. The
(OE)Prac6ce
View
on
Quality
www.oer-­‐quality.org

14. The
(OE)Prac6ce
View
on
Quality
www.oer-­‐quality.org

16. www.efquel.org
www.efquel.org/projects

17. h2p://is.jrc.ec.europa.eu/pages/EAP/documents/201405JRC88304.pdf

18. WIKIS
in
educa6on?
(Peer-­‐Produc6on)
www.efquel.org/projects

19. Open
Learning
Cultures
in
educa6on?
www.efquel.org/projects

20. 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. 21
Recogini6on
of
open
learning?
www.efquel.org/projects

22. The
MOOC
Quality
Project
12
weeks,
12
experts,
12
posts,
12.000
Readers,
>150
comments
mooc.efquel.org

23. Thank
you
for
your
a2en6on!
ehlers@dhbw.de
European
Founda6on
for
Quality
in
E-­‐
Learning
www.efquel.org
Duale
Hochschule
Baden-­‐Wür2emberg
www.dhbw.de