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Offene Bildungsressourcen: frei zugänglich und einsetzbar

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Offene Bildungsressourcen (engl. Open Educational Resources, kurz OER) sind frei zugängliche, nutzbare und häufig auch modifizierbare Online-Ressourcen für das Lernen und Lehren. Seit Anfang des 21. Jahrhunderts begann das Thema mit einer zunehmenden Zahl an Projekten, Berichten und Mitwirkenden immer bekannter zu werden. Zahlreiche Argumente, unter anderem bildungspolitische, didaktische wie auch wirtschaftliche, spre- chen dafür, sich an der Erstellung von OER zu beteiligen. In diesem Beitrag werden ausgewählte OER-Initiativen und -Projekte vorgestellt, die Potenziale von OER diskutiert und Motive für die Einführung von OER-Strategien an Hochschulen beschrieben. Zudem werden auch praktische Tipps zur Recherche, Erstellung und zum Austausch von OER gegeben. Der Beitrag schließt mit einem Abschnitt, der darauf hinweist, dass bei offenen Bildungsressourcen sich nicht nur der Vertriebsweg deutlich von traditionellen Lernobjekten (z. B. gedruckte Lehrbücher und Arbeitsmaterialien) unterscheidet, sondern dass auch weitere Prozesse einfach anders sind, u. a. das Qualitätsmanagement.
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Oene Bildungsressourcen:
frei zugänglich und einsetzbar

 !"#$ !!%
Schlagwrter
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Überblick
 !  
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()"" "*+,-
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-$. /"-
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".12""
-3-.
 $"!
-+ 4""
Inhaltsverzeichnis
'1/'
&-#/.#&
5+.,.$$.#%/6
6+789
:8-3;
<'=
1 Die Idee der oenen Bildungsressourcen
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  !"? 
3$1$!.-81N
N./""-"$.
," - -" -.C-- 
.  "$/"" E.#
E""#  .%"".+" 
.-  "$ 
"D -"C "1?FG
-"3/. !"
+ %-,#?#1"-$"
$%2- ("""!
F# -"G.-""C-
$ -1--
#""-C
1  +/.""
.-"2 
3$C"0#-$.#+
+-  4-

2 Ausgewählte OER-Ini&a&ven und -projekte
 - $#/.#+/"B"C-
-" 3$."
"+ ? /..0
3"2-#-+
-"%"
"C*  
>,/)E?@
1-#/.,
/)H,/)!-"/.FE?GE?-"!
0&==&"J%?-';==
J551 .:=C$?-"
,H-K,&==O!E?&==:  $E?#
J""--.J" 
3$ .E?B-"!1,/)"/.#
-.,A -3 
7"A$.!.1  E?#,
,?.C,
 -""  -
>.HJ@
1.H3JCJP ,/)"
+Q -B."E
" &==O!1"$"##+.?"
B0-B $ -1*-"D N 
" "".C 
 $ -LD.
&==O!1##+$"%"
"?#&=#)0.+ .
J"CR"E?#+##
+*-A"B$&==O-:6==.6:=
".:=%* O'==%"
.F%G/"<====D N.-
-
>?@
1+"?",-?#-""
"$0#!%-%-""
) -".#"-+"
.B"$ "% D 
$""C-?-
Q$--.
>1*,#?%"@
" -"+/."0$
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/.% "C"
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." ?---"#
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""J .," 12D+
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."G)&==9!
.E2*."C 
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4 OER in der Praxis: OER /nden, erstellen und teilen
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EE#,?"B$
-C
"F.G
#+#3 .? 
-"?&=''.""N!
% ?%.?-&==:
%"$,"$#!-
)%
0"$"" )
>-3.@
?,"$A-
  .A3" "$-#
),? ?.-1 
1""%.-- $$)7##
B""7"!. , ""
#1+1B#1!
""""-1"%2
/..+"""
. "* ..?# 
""7-.H !
> -.-@
""%#,?
"?  ."-"N
N%/".A-",
. 3$-A"-$)"
H  .-", . -
  
B$,33 .
$.-B$"C3E$
3 "J-%H"C
>?8  @
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1".3 
""C  "CD 
3- " 3""
.  " B"""% "#
"-.E.#E""#    1EE#  -
  "3!D ,
-".
& !9(::$;;$< =;$)*  >  !)$;. (
::$;;$$!?12'',2@,2AB
EE#  D .,-"1
."##D N".
5!8
/"-FHG!
,"F.G!
.D N,  
.C"$FG!
"" D -F""G!
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$ -" AD"$3NA
--.CC"2  ,$
$"-?8
C$""  " 

5 OER sind anders: Entwicklung und Vertrieb
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,".#"3"
F3G.""#3 .
-,"".?
2-- -814-
C"
" $4
4B"B.?2
#%,0"
.C4 J+"
+4 "D ""
#-1 .""B"
4"". 16M0HW&==<
&=''++8---#PH!
& !C(. ;!;+". (-=D122E*
--B .8-"2
 $"$ -
#/.#B.E1&==9!
C-J J""
 -#%.
,$.$ $ 
  "-.3 ""
1 -1AC"",A
" - 3?
L""/"/
. -C
--VB$"
"--"F"
)G5)85!-" "  
%H"?--"$DL"
- -!+.!
-##3%"-%C
&=''!
"
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6 Literatur
1M-(%K0""&==9!.-#
!,."8."ED-)
?"B0-B8
8NNNEN0-N"HNU&=.-U&=U&=U&=
U&=U&=U&=U&OU&;U&=,."Z='=;&==9!
,M%C#+ E&=''!##
%")L )"DML0!)
.H?7"%:5#<=
#1&=''!4"##3 
)J /%C%,0!$
")1"L"0D%&5:A&6&8
8NN5 N7N'=NN.-N9=N6'
LL&==9!+#E%"&='&% 
88NN---NN"N>&=''#=O#'5@
0HW(&==<!8E8
8NN---NN:N69N595:'=O:96&==;!
//+ND%E&=='!//+3/1#
B")/"0/3N/1% %H"':#A;
D."&=='+B8
8NN---NNNN.N.ZZ&=='='=;&==9!
)(!88NN---"NN#N-#"
H&==O!8
H/8+'=%"&==O8
8NN---NN"N"'<<9966&==;!
"%,H-%K,0&==O!E?8E
%/)/HK,%3J"0!)E.
.")HEJ-%&'5A
&&9E"8,/)+
,,[(&==O!8,.L.E
+,E.H-E8
8NN"NN "'7-&.H66&==;!
,JM,HLM++M%C%MD&=''!*#
/%C%,0!
$")1"L"0D%&65A
&6O88NN5 N7N'=NN.-N<&N6&
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E%(!E%)88NN---
+(!)4H/.88NN#PHN
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... Recognising the long-standing value of the 'openness' of educational formats (cf. Ebner & Schön, 2011) is also potentially useful. On the one hand, it is about Open Educational Resources, i.e. freely available and usable material. ...
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The report by EADTU's working group on Retention and Student Services addresses concerns over declining enrollments and high dropout rates in open and distance learning universities. It discusses historical and contemporary perspectives on student attrition, emphasising the need for universities to adapt to diverse learner needs. The report aims to identify factors contributing to early departure in online and distance learning and shares successful approaches adopted by EADTU members to enhance student support and retention. It is structured into three chapters covering reasons for retention issues, curriculum design, data usage, and lifecycle intervention points for student support.
... One of the many advantages of Open Educational Resources (OER) is that they can be used free of charge but can also be adapted and reused (e.g., Ebner & Schön 2011). Higher education institutions (HEIs) use OER in different ways (Schaffert, 2010); for about 15 years, countries (Hoosen & Butcher, 2012) as well as the first HEIs have been positioning themselves favourably towards OER for strategic and publicity reasons and developing and publishing dedicated OER strategies (dos Santos et al. 2017;e.g., University of Edinburgh, 2016). ...
Article
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The 2019 UNESCO recommendation on Open Educational Resources (OER) encourages member states to monitor policies and mechanisms in OER across the world. In higher education, there are many initiatives and policies around OER. This contribution gives insights into the current situation concerning OER policy documents that are of national or institutional relevance for public higher education institutions in Germany, Switzerland, and Austria. For each country, a different approach for identifying OER policy documents was chosen, dependent on the availability of documents and different dominant forms of documentation. Whereas digital documents available on the web were found as helpful sources for Germany, and performance agreements between the national ministry and individual universities were used for analysis in Austria, a survey amongst all universities was the chosen research approach in Switzerland to give an overview about potentially OER related policy documents. All these documents are now made available via the OER World Map. With this contribution, the authors also highlight the possibility of using the OER World Map as a powerful tool to collect and evaluate OER policy documents.
... If educators want to use educational resources which are free to re-use, modify and re-publish, the copyright worldwide limits this option. Since about 15 years, "open" or "free" licenses were introduced to regulate such usages of materials for learning and teaching [1]. Now, the term and concept of open educational resources (in short OER) is world-wide known and internationally recommended by UNESCO [2] and ...
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The focus of this research is to find and implement OER to be used in learning German as a foreign language levels A1 to B1 of the The Common European Framework of Reference for Languages (CEFR) standards and to implement in teaching at Universitas Negeri Malang (Indonesia). An overview of the OER will be given, which was categorized language learning level, themes, among others level and themes. From the implementation in university classes with about 19-21 years old, our interviews with five lecturers and their answers in an online questionnaire showed that the OER material in learning did provide many benefits for lecturers and students, including the variety of materials, the forms, and the economic aspect. However, the existing OER still have some downsides, like their suitability to the needs of lecturers and students, in terms of their themes, the technical requirements and levels of difficulty.
... Open Educational Resources (in short OER) are open licensed educational materials, content and formats (Schaffert & Geser, 2008;Ebner & Schön, 2011). International organisations such UNESCO and OECD as well national initiatives and strategy papers recommend their development: They are seen as a base for a more inclusive, open, sustainable education and world (UNESCO, 2019;Orr et al., 2015). ...
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The initiative "Open Education Austria Advanced'' develops infrastructures for open educational resources (OER) in higher education. One part is the development of certification procedures to point out OER competencies of teachers in higher education and OER activities at Austrian universities. We present the results of our research on existing OER certification procedures from the German and English-speaking world. We started by searching in the OER World Map and there listed OER policies of universities worldwide and then tried to find examples for existing OER certification for people and organisations. There are several examples for certifications of persons such as in MOOCs on OER, university training on OER or the Creative Commons certification itself. We found only a few references of (partly) OER certificates for organisations. The publication then describes ambitions towards openness of the OER movement regarding possible certification procedures, namely open development, open content, open assessment and open certificates.
... Offene Bildungsressourcen (Open Educational Resources, kurz OER) bekommen an Hochschulen in den letzten Jahren verstärkte Aufmerksamkeit. OER können kostenlos genutzt, angepasst und wiederverwendet werden können (Ebner & Schön, 2011). Sie werden zunehmen von Hochschulen genutzt, beispielsweise für neue Lernszenarien. ...
Technical Report
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Die Universität Graz und die TU Graz veröffentlichten im Jahr 2020 OER-Policys - Erschienen als: Schön, Sandra; Ebner, Martin & Kopp, Michael (2021). Systematische Förderung von offenen Bildungsressourcen an österreichischen Hochschulen mit OER-Policies. In: fnma Magazin 01/2021, Themenschwerpunkt zu "Chatbots in der (Hochschul-) Lehre”, S. 7-10, URL: https://www.fnma.at/content/download/2239/12258 DOI: 10.5281/zenodo.4688404
... Vorteile und Merkmale von Open Educational Resources (OER; Offene Bildungsressourcen) sind, dass sie kostenlos genutzt, angepasst und wiederverwendet werden können (Ebner & Schön, 2011). Universitäten nutzen offene Bildungsressourcen auf unterschiedliche Weise (Schaffert 2010). ...
Preprint
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Einreichung. Erschienen und zugänglich (CC BY-SA) als: Ebner, Martin & Schön, Sandra (2021). Offene Bildungsressourcen (OER) systematisch fördern – die OER-Policy der TU Graz. In: Hochschulforum Digitalisierung, Blogbeitrag vom 1.2.2021, URL: https://hochschulforumdigitalisierung.de/de/blog/offene-bildungsressourcen-foerdern-tu-graz
... "Open Educational Resources", kurz OER) ist, dass sie kostenfrei eingesetzt, aber auch angepasst und wiederverwendet werden können (u. a. Ebner & Schön 2011). Kurz: Dank OER muss das Rad nicht jedesmal neu erfunden werden. ...
Technical Report
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Hochschulen nutzen auf unterschiedliche Weise offene Bildungsressourcen (Schaffert 2010); seit etwa 15 Jahren positionieren sich Länder und erste Hochschulen aus strategischen Gründen für offene Bildungsressourcen und entwickeln und veröffentlichen dezidierte OER-Strategien (dos Santos et al. 2017, zum Beispiel University of Edinburgh 2016) . Wenn sich Hochschulen strategisch mit offenen Bildungsressourcen auseinandersetzen möchten, Richtlinien entwerfen und Prozesse etablieren möchten, die ihre Kompetenzen, Kapazitäten und Infrastrukturen rund um OER erhöhen, sind sie an Ressourcen, Methoden und Beispielen für die Entwicklung interessiert. In diesem Beitrag geben wir einen Überblick über vorhandene Materialien und Ressourcen zur Entwicklung einer OER-Policy im Hochschulsektor.
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The purpose of this paper is to provide an overview of approaches to and insights for impact assessment on open educational resources (OER) in higher education and building on this to sketch a framework for university focussed OER impact assessment. The authors describe the literature on impact assessment in the OER context and the existing contributions to OER impact assessment in higher education. Findings of the analysis are that there are few contributions on the effects of OER in general or of specific OER initiatives. Four contributions are presented in more detail. From these examples and the literature analysis, derivations, and challenges for OER impact assessment are drawn, such as the large diversity in OER purposes and the invisibility of the re-usage of OER. The contribution sketches a framework model for describing OER-relevant results, outcomes, and impact, and more specifically demonstrates how this can be done for exemplary OER-related objectives. This contribution is thus of relevance to funding bodies and institutions working in the context of higher education that wish to systematically evaluate and monitor statements about the effectiveness of OER activities according to the UNESCO (2019) OER recommendation.
Conference Paper
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Im Beitrag werden zunächst die österreichischen Strategien mit Bezug zu OER und den öffentlichen Universitäten sowie wichtige Initiativen beschrieben. Vor diesem Hintergrund wird die Auswertung der aktuellen Leistungsvereinbarungen der 22 öffentlichen Universitäten im Hinblick auf die Nennung von OER-Aktivitäten beschrieben. Damit wird aufgezeigt, dass 9 der 22 Universitäten konkrete OER-Vorhaben planen, drei weitere OER zumindest thematisieren. Zwei Universitäten haben bereits 2020 eine OER-Policy vorgelegt, weitere sind zeitnah zu erwarten. Die vorgelegte Beschreibung und Auswertung kann dabei als ein Beitrag zur in der UNESCO-Empfehlung zu OER (2019) gewünschten Entwicklung von Monitoring-Verfahren zu OER gesehen werden.
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Im vorliegenden Artikel wird aufgezeigt, wie der Ansatz von Citizen Science, also der Einbindung von nicht-wissenschaftlichen Personen bei der Entwicklung von Lehr- und Lernmaterialien, für den Einsatz des Lernroboters Ozobot realisiert wurde. Dazu werden im Beitrag Erfahrungen mit Citizen Science im bildungswissenschaftlichen Kontext skizziert sowie das Projekt und die Erfahrungen damit vorgestellt. Der Beitrag schließt mit Thesen zu Citizen Science in der Lehrmittelentwicklung und offenen Forschungsfragen. //// Die finale Version ist frei zugänglich unter folgendem Link: URL: https://www.waxmann.com/index.php?eID=download&buchnr=4244
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Kurzfassung Der Zugang zu offenen Bildungsressourcen – Open Educational Resources (OER) – wird in der heutigen Zeit viel diskutiert, angestrebt und auch eingefordert. Dieser Beitrag widmet sich dem Thema aus Sicht einer Universität und unter dem Gesichtspunkt der für sie geltenden spezifischen Rahmenbedingungen. Auf Basis eines Modells wird gezeigt, welche Maßnahmen an der Technischen Universität Graz getroffen werden und welche Ziele dahinter stehen. Eine kurze Darstellung bereits durchgeführter Aktivitäten rundet den Beitrag ab.
Chapter
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Open Educational Resources (OERs) can be seen as social movement but are also implemented as strategic measures in higher education institutions (HEIs). This chapter describes the current aims and experiences of OERs in HEIs. Starting with definitions and milestones in respect of the current status, this chapter gives an overview of projects and implementation objectives and it describes two concrete case studies, i.e., the Massachusetts Institute of Technology Open CourseWare project and the OpenLearn project at the Open University in the United Kingdom. The aim of this chapter is to give a comprehensive overview to decision makers and policy drivers within higher education organizations, and thus it develops a blueprint of an implementation model.
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In the last few years, Open Educational Resources (OER) have gained much attention; for example, due to the extensive media coverage on the Open Courseware initiative of the Massachusetts Institute of Technology, the work of ever more organisations that promote the use of Creative Commons licenses, and the success of Open Source software-based systems such as Moodle in the educational sector. However, in order to further benefit from Open Educational Resources it is necessary to gain a much clearer understanding of the role OER can play in changing educational practices. Therefore, the Open e-Learning Content Observatory Services (OLCOS) project, which is a Transversal Action under the European eLearning Programme, has produced a roadmap to provide educational decision makers with orientation and recommendations on how to foster the further development and use of OER. This article provides a brief overview of the context and focus of the OLCOS roadmap 2012, explains why it gives priority to open educational practices rather than resources, and presents some drivers/enablers and inhibitors of open educational practices and resources. Furthermore, it summarises some of the recommendations of the roadmap report. The article also mentions and provides links to forty selected projects and resources that illustrate the richness and diversity of the current initiatives in open educational and related resources and practices.
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In the last few years, Open Educational Resources (OER) have gained much attention. From January 2006 to December 2007 the Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. In this paper we present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions. The roadmap emphasises that the knowledge soci ety demands competencies and skills that require innovative educational practices based on open sharing and the evaluation of ideas, fostering creativity and teamwork among the learners. Collaborative creation and sharing among learning communities of OER is regarded as an important catalyst of such educational innovations. The OLCOS project also developed free online tutorials for practitioners. The objective of these tutorials is supporting students and teachers in the creation, re-use and sharing of OER. To promote hands-on work, the tutorials advise on questions such as the following: How to search for OER? Which materials may be re-used and modified? How to produce and license own OER? The tutorials will be accessible and, potentially, will evolve beyond the end of the OLCOS project, because they are published on an open and successful Wiki based platform (Wikieducator.org) and can be updated by anybody.
Open Educational Resources: Deliberations of a Community of Interest‹
  • S D'antoni
D'Antoni, S.: Open Educational Resources: Deliberations of a Community of Interest‹. Presentation ICDE SCOP Meeting, 11-13 June 2006, Lillehammer, Norway.
Open Educational Resources: Opportunities and Challenges
  • J Hyløn
HylØn, J.: Open Educational Resources: Opportunities and Challenges, 2006, abrufbar unter: http://www.oecd.org/dataoecd/5/47/37351085.pdf (07. 04. 2009).
): Opening Up Education.The Collective Advancement of Education through Open Technology, Open Content and Open Knowledge
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Lerman, S. R./Miyagawa, S./Margulies, A. H.: Open Course Ware: Building a Culture of Sharing, in: Iiyoshi, t-/Kumar, M. S. V. (Hrsg.): Opening Up Education.The Collective Advancement of Education through Open Technology, Open Content and Open Knowledge, Cambridge: 2008, S. 213-227.
Open Educational Resources: Motivations, Governance, And Content Protection
  • M J Mora
Mora, M. J.: Open Educational Resources: Motivations, Governance, And Content Protection. MA thesis at the Carleton University, Ottawa, Canada 2008, abrufbar unter: http://d.scribd.com/docs/kcztmiu1 uxpwor2gvye.pdf (4. 4. 2009).
Offener Zugang -Open Access, Open Educational Resources und Urheberrecht
  • K Mruck
  • G Mey
  • P Purgathofer
  • S Schçn
  • N Apostolopoulos
Mruck, K./Mey, G./Purgathofer, P./Schçn, S./Apostolopoulos, N.: Offener Zugang -Open Access, Open Educational Resources und Urheberrecht, in: Schçn, S./Ebner, M. (Hrsg.): Lehrbuch für Lernen und Lehren mit Technologien. Books on Demand GmbH. Norderstedt 2011. S. 243-248, abrufbar unter: http://l3t.tugraz.at/index.php/LehrbuchEbner10/article/ view/62/42.