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Strategien zu offenen Bildungsressourcen (OER) an österreichischen öffentlichen Universitäten. Eine Beschreibung von nationalen Strategien, Whitepapers und Projekten sowie eine Analyse der aktuellen Leistungsvereinbarungen

October 2021

DOI:10.3217/ks944-fq891

Conference: GMW Jahrestagung 2021

Authors:

Sarah Edelsbrunner

Graz University of Technology

Graz University of Technology

Graz University of Technology

Präsentation zum Vortrag auf der 29. Jahrestagung der Gesellschaft für Medien in der Wissenschaft, 21.-22. Oktober 2021. Sarah Edelsbrunner, Martin Ebner und Sandra Schön (2021). Strategien zu offenen Bildungsressourcen an österreichischen öffentlichen Universitäten. Eine Beschreibung von nationalen Strategien, Whitepapers und Projekten sowie eine Analyse der aktuellen Leistungsvereinbarungen. Erscheint in den Proceedings der GMW 2021. Diese Folien werden unter der Lizenz Creative Commons Attribution 4.0 International (siehe https://creativecommons.org/licenses/by/4.0/deed.de) zur Verfügung gestellt, ausgenommen anders referenzierte Bilder und Quellen. CC BY TU Graz.

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Open Educational Resources (OER) are materials that are free to use for teaching and learning. For an educational resource to qualify as OER, it must be licensed not just for no-cost access but also for reuse, adaptation, and remixing. OER can encompass many kinds of educational materials, including lecture slides and notes, textbooks, images, videos, question banks, and interactive tutorials. In ... [Show full abstract] the health sciences, there have been a range of efforts to produce high-quality learning resources, especially in the area of global health. This chapter provides an explanation of OER and the copyright licenses that facilitate it, a brief history of OER in the health sciences, and a summary of some of the main benefits and challenges of creating and adopting OER.

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Currently, many academic institutions are using one or more variations of online modalities due to the COVID-19 pandemic, and science educators face a unique challenge with distance-learning laboratories. Many resources to engage students in virtual, interactive laboratory activities exist, but we found that high costs and/or overlooked content left gaps for several topics typically taught in a ... [Show full abstract] general, introductory biology course for undergraduate biology majors (e.g., organismal biology). Additionally, resources for an online lab must be identified and curated from multiple sources, requiring intense demands on the instructors' time. To meet this need and to overcome the financial burden of high-cost lab manuals or software, we developed, piloted, and revised a series of online general biology lab exercises. We have published these exercises as an Open Educational Resource (OER) digital laboratory manual under the Creative Commons License Agreement, and they are accessible online via Manifold, Creative Commons, and the CUNY Academic Works portal.

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The practices and perceptions of educators formed through the creation and running of a Massive Open Online Course (MOOC) provide a case study of how educators understandings of 'openness' change (Beetham et al 2012, p 3). We are interested in how educators engage with open education resources (OER) and openness as part of developing open online courses, and how this informs their practices and ... [Show full abstract] attitudes afterwards. Deepening understandings of these changes is important for informing strategies involving helping educators in adopting productive open educational practices. Our research question is how do educators' practices change or not change when using-or not using-OER in and as a MOOC? We are interested in whether and why educators adopt open practices in their MOOCs. We employ an Activity Theory (AT) conceptual framework as a heuristic tool to track and thickly describe educators' practices and perceptions. This frame enables us to locate educators' practices-in a context of mediating nodes, i.e., tools/artefacts, rules, divisions of labour, and community – as they strive towards and consider their object. The object upon which the educators act is the development of a new interdisciplinary field. We focus on the role of two mediating artefacts introduced into the activity system, namely Creative Commons (CC) licenses and the 'MOOC design'. We describe how the open aspect of these artefacts mediate and affect educator's perceptions, attitudes and educational practices in the context of their object-directed activity system. We draw predominantly on semi-structured interviews with the MOOC lead educators and the MOOC learning designers. Interviews were conducted at two time intervals, before and after the MOOC has run. From this we craft two activity systems. We have categorised our findings according to Beetham et al's dimensions of open practices. Further, two broad themes emerged from the data analysis. These are Affordances of the MOOC and Reflection on educational practices.