Big OER - Major institutional project in open education such MIT's Open CourseWare.
Little OER - Smaller individual outputs produced as a by-product of everyday work.
Benefits | Drawbacks | |
---|---|---|
Big OER |
|
|
Little OER |
|
|
Big OER - Major institutional project in open education such MIT's Open CourseWare.
Little OER - Smaller individual outputs produced as a by-product of everyday work.
Benefits | Drawbacks | |
---|---|---|
Big OER |
|
|
Little OER |
|
|
3 key issues relating to Open Education Resources are:
Financial Sustainability
Many of the current projects concerning OER's have been funded by foundations such as the Williams and Flora Hewlett Foundation (Atkins et al, 2007). However, as Smith and Casserly (2006) highlight these "foundations are unlikely to maintain their support over long peroids of time".
The question is then raised as to how these types of projects can finance themselves in the long term and what the incentives will be to organisations to create and maintain them.
Some possible business models that have been suggested include:
Intellectual Property
The majority of existing education content is released under traditional all rights reserved copyright laws where "any piece of work not affirmatively released from copyright by its creator is automatically copyrighted upon production" (Smith and Casserley, 2006). This directly restricts reuse and adaption of OER material unless they are specifically licenced for such use. In particular, it requires institutions to "scrub material to be sure that materials licensed for use in their formal community" are not released to the general public when materials are made open (Atkins et al, 2007).
Some solutions to this issue that have been applied are:
This is, however, a complex issue that will require further investigation.
Student Support
Removing the "human teacher makes [OER c] different from the normal course delivered in a classroom or at a distance" (Smith and Casserly, 2006). As such any course following this model would require "tools to guide and support" learners.
Some solutions that have been proposed or used for this include:
Other possibilities may also arise as pedagogies develop alongside OER.
References
Atkins, D.E., Brown-Seely, J. & Hammond, A.L., (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities. Report to The William and Flora Hewlett Foundation.
Burbules, N. C. (2006) "Self-Educating Communities: Collaboration and Learning Throughout the Internet," in Learning in Places: The Informal Education Reader, Zvi Bekerman, Nicholas C. Burbules, and Diana Silberman-Keller, eds. (New York: Peter Lang, 2006), pp. 273–284.
Smith, M.S. & Casserly, C.M., 2006. The promise of open educational resources. Change: The Magazine of Higher Learning, 38(5), 8–17.
This blog might contain posts that are only visible to logged-in users, or where only logged-in users can comment. If you have an account on the system, please log in for full access.