My Reflection Session 2 Learning Resources and Technologies

 A community of users can use and adapt Open Educational Resources (OER) for non-commercial purposes. They are usually freely available on the Web. Students can use them directly, but teachers and educational institutions use them to develop courses. Open Educational Resources include lecture notes, readings, simulations, experiments, and demonstrations, and teacher guides.

However, the idea dates back to the 1980s, when academics began sharing digital content (Lane & McAndrew, 2010). Because restricting access was difficult (or impossible) in the early Web, many academics made their online content freely available. Institution-wide virtual managed learning environments replaced individual lecturer and department websites (e.g., the proprietary BlackBoard system or the free software Moodle system).

However, the Massachusetts Institute of Technology (MIT) launched its Open Course Ware initiative in 2001, intending to permanently archive all course materials on the open Web (Abelson, 2007). On average, over 200 universities offered over 2500 open access courses by 2007. (Wiley, 2007). According to Weller (2011), OERs range from "big" to "little." The "big" are found in formal educational portals with specific teaching objectives. The "little" can be made using third-party sites and services like YouTube, Slide Share, and Academia.edu.

We don't know how staff and students search for information and evaluate educational resources related to their disciplines.
  • How do various stakeholder groups, from "big" formal providers to "little" individual providers, view OERs?
  • Why is academic-related information is accessed using a general-purpose search engine? where anyone's opinion is shared?
  • Should we recommend Wikipedia as an OER or avoid it?
  •  Do different disciplines use OERs in different ways?
  • To what extent do frontline educators believe OERs are the most efficient way to prepare material, and to what extent do managers insist on their use based on the unproven assumption that they will be less expensive than traditional methods?


Reference:

Adams, Andrew, et al. "Use of open educational resources in higher education." (2013): E149-E150.

Weller, M. (2011). The digital scholar. London: Bloomsbury Academic. 

Lane, A. & McAndrew, P. (2010). Are open educational resources systematic or systemic change agents for teaching practice? British Journal of Educational Technology, 41, 6, 952–962.

Wiley, D. (2007). Open educational resources: on the sustainability of OER initiatives in higher education. Paper commissioned by the OECD’s Centre for Educational Research and Innovation (CERI) for the project on Open Educational Resources, Retrieved August 22, 2012, from http://www.oecd.org/edu/ceri/ 38645447.pdf

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