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An der H-BRS, einer Hochschule für Angewandte Wissenschaften mit ca. 9.000 Studierenden, wurde die OER-Kultur bewusst als Teil der Strategie zur Digitalisierung der Lehre in drei Schritten etabliert: (1) Gemeinsame Strategiebildung als Teil eines partizipativ erarbeiteten Hochschulentwicklungsplans: Verankerung von OER in der Digitalisierungsstrategie. (2) Basierend auf der Vernetzung der Expertinnen und Experten erfolgreiche Einwerbung von OER-Projekten, die exemplarisch vorgestellt werden. (3) Dauerhafte strategische Verankerung, basierend auf kontinuierlicher interner und externer Netzwerkarbeit, Etablierung von digitalen Austauschplattformen für die Lehrenden, Transfer des OER-Gedankens (Kooperation, Austausch, Mehrfachnutzen) auf die Hochschuldidaktik sowie regelmäßige Ausschreibungen von Fördermaßnahmen.
One idea behind Open Educational Resources (OERs) is opening up the access to learning resources for stakeholders who were not the originally targeted users. Even though making educational resources available for the public already is a remarkable achievement, their usefulness often is limited to a very particular context because of unclear or missing appropriateness regarding other contexts. In this paper, contextual appropriateness is investigated as a special quality criterion for OERs. We will introduce barriers against the use of OERs and demands from the educational community that need to be addressed in order to overcome such barriers. We will show that the hitherto implemented quality standards for Technology Enhanced Learning do not yet fully support such particular demands and discuss which additional steps are required for the context of OERs. We conclude with an outlook and recommendations that can open up the full potential of OERs.
In an explorative study, we investigated on German schoolteachers how they use, reuse, produce and manage Open Educational Resources. The main questions in this research have been, what their motivators and barriers are in their use of Open Educational Resources, what others can learn from their Open Educational Practices, and what we can do to raise the dissemination level of OER in schools.