Big OERs are institutional and developed by a project team with clear structure. The production value is high and therefore the materials designed are taken and used in their form with no change. They are seen as good teaching material that can be used in its’ primary form.
Little OERs are developed by independent educationalists and may be in the form or a resource or alternatively as a podcast, blog or article to name a few. As detailed in Weller’s slide-cast they can be seen as ‘invitation to participate’. Many will take the concept and idea but then revise to meet their learning and teaching need. This may be partly due to the lower production value and be seen as work in progress that encourages collaboration to further develop and enhance material.
Key strengths - Big OERs:
Good quality/high production value
Seen as accurate and good teaching material
Control and structure offers material that works well for core information
Weaknesses - Big OERs:
Low contribution and development of the existing resource – it remains as it is
May meet the original teaching aim but may not meet future teaching aims and the lack of revision of the original material could impact on its sustainability
Key Strengths - Little OERs
Sharing of information globally by independent academics offers a diverse view and presentation style
Encourages others to use the idea and adapt to meet specific needs so has the ongoing ability to adapt to the environment and task so supports sustainability
In a world where ‘half-life’ has reduced from 10 years to 18 months (I.e. half of what we will know in 18 months we do not know now) could indicate that there will be the need for resources and teaching objects that can evolve with this ever quicker changing world and knowledge as otherwise they could become inaccurate or irrelevant
Lots of little contents makes up a large database of knowledge and allows for a large spread of information needs
Can use resources to develop that do not need high technological knowledge or access
Weaknesses - Small OERs:
Lower production value and budget means that to meet the needs of learning aims there is the need for time to revise material to meet that need
Need to ensure a suitable outlet of the resource as it could become hidden and viewed very little if ever. Weller explained that he uses his twitter and blog to ensure that his slide-casts are viewed by those who would be interested in it. This is a key issue for Small OERs in ensuring the product reaches its target audience.
Ultimately, there is a sustainable model for both Big and Small OERs to work collaboratively. Big OERs can approach and cover subject matter that is less likely to change frequently and present in high quality. Small OERs can cover a broad subject knowledge by contributions made by many whose specialism it is and this will ensure teaching resources are up to date and relevant.
Big and Small OERs - Sustainability and Benefits
Big OERs are institutional and developed by a project team with clear structure. The production value is high and therefore the materials designed are taken and used in their form with no change. They are seen as good teaching material that can be used in its’ primary form.
Little OERs are developed by independent educationalists and may be in the form or a resource or alternatively as a podcast, blog or article to name a few. As detailed in Weller’s slide-cast they can be seen as ‘invitation to participate’. Many will take the concept and idea but then revise to meet their learning and teaching need. This may be partly due to the lower production value and be seen as work in progress that encourages collaboration to further develop and enhance material.
Key strengths - Big OERs:
Weaknesses - Big OERs:
Key Strengths - Little OERs
Weaknesses - Small OERs:
Ultimately, there is a sustainable model for both Big and Small OERs to work collaboratively. Big OERs can approach and cover subject matter that is less likely to change frequently and present in high quality. Small OERs can cover a broad subject knowledge by contributions made by many whose specialism it is and this will ensure teaching resources are up to date and relevant.
References:
Weller (2011a), Academic output as collateral damage (slidecast).
http://www.slideshare.net/mweller/academic-output-as-collateral-damage