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Determining the Quality of Open Educational Resources - A State of the Art Review
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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)
www.efquel.org/projects
www.efquel.org/projects
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?
www.efquel.org/projects
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
Duale Hochschule Baden-‐Wür2emberg
www.dhbw.de
Thank you for your a2en6on!
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