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Offene Bildungsressourcen (OER) erfolgreich finden, korrekt nutzen und nachhaltig erstellen
Abstract
Workshop rund um das Thema Open Educational Resources
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Open Educational Resources (OER) are considered an important instrument to increase access and to
facilitate the reuse of learning content. Educational institutions, especially those in Higher Education, play a
crucial role in the production of OER, since they are the main producers of learning materials. To foster this
production, a national strategy or at a least a national commitment to OER is necessary. Moreover, due to
the very strict copyright law in Austria, this achievement is of high importance and necessity.
In this publication, we will introduce recommendations for the integration of OER in all Higher Education
institutions in Austria; these were developed by a national workgroup consisting of different stakeholders
(government, library, funder, Higher Education and special interest groups). The overall aim is to achieve
sustainability for the educational sector, especially with regard to the usage of learning materials by
different lecturers as well as institutions. The cooperation among various stakeholders on different levels
needs to be in the centre of all further efforts, which should be based upon six explicit requirements:
1. Mandatory commitment to OER
2. Establishment of a nationwide information platform for exchange and cooperation
3. Establishment of nationwide educational programmes for different stakeholders
4. Establishment of national OER badges
5. Targeted financial and structural promotion of OER
6. Establishment of OER strategies within each institution and as a comprehensive approach
Each requirement will be described in more detail and a roadmap will illustrate how OER can be
successfully integrated at Higher Education institutions in the next ten years.
Although less well established than in other parts of the world, higher education institutions in German-speaking countries have seen a marked increase in the number of open educational resource (OER) initiatives and in government-supported OER funding in recent years. OER implementation, however, brings with it a unique set of challenges in German-speaking higher education contexts, stemming in part from copyright laws and use permissions that have made sharing and reuse of educational materials less prevalent. The article discusses how instructional development centers, including university didactics centers (hochschuldidaktische Zentren) and e-learning centers, can play a key role in faculty uptake and adoption of OER, and concludes by proposing a set of OER implementation guidelines that leverage the expertise and interfacing role of these centers in German-speaking countries.
This book presents the current state of Open Educational Resources (OER) within the countries covered by the China's Belt and Road Initiative. The authors describe eight aspects of OER development in their countries: infrastructure, policy, resources, open license, curriculum and teaching methodology, outcome, stakeholders and impact. This book also conducts a comparative study between those countries to identify the OER gaps in the Belt and Road countries. It then offers valuable insights and recommendations for several stakeholders, including policy makers and educators, wishing to integrate open educational resources into educational processes, as well as for those involved in inter-regional open educational resources cooperation.