I saw the slidecase on “Academic output as collateral damage” (Weller, 2011) and drew out the following
LITTLE OER
|
Benefits |
Drawbacks |
|
Cost-effective |
Sustainability |
|
Good for Novice as well as veterans |
Quality Assurance |
|
More distribution channels |
Non-specialists |
|
Free or low-cost |
Plagiarism |
|
Requires low storage |
Less security |
|
Less time consuming |
|
|
Open filter |
|
|
High reuse potential |
|
BIG OER
|
Benefits |
Drawbacks |
|
Expand network to the larger communities (widening participation) |
Security Issues |
|
Varieties of resources |
Require dedicated domain |
|
Quality Assurance |
More human resources and cost |
|
Mostly Funded |
Need expertise in Open source |
|
Time-consuming |
Sustainability |
I am very much in favour of the concept of little and big OER. I would call it micro and macro OER. Little OER, in particular, opens up a forum for the institutions, learners and practitioners to share their practices as well as resources to others Example, I teach MS students in a university. I prepare weekly presentations, which are shared with the course learners only. But if I share these teaching resources online to others (with CC of course) it would help many teachers and learners to gain knowledge, and to use the same resources to prepare improvised or contextual resources. This micro chain can gradually create linkages to form a macro level work.
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Always good to hear your practical teaching experiences Munir. I'm learning more each week about Open Educational Resources, Creative Commons and such. There appears to be a lot of resources out there that would be useful in my teaching practices that I have not yet been taking advantage of.