Content uploaded by Martin Ebner
Author content
All content in this area was uploaded by Martin Ebner on Nov 15, 2022
Content may be subject to copyright.
Draft – originally published in: Ebner, Martin; Schön, Sandra; Ebner, Markus; Edelsbrun-
ner, Sarah; Hohla, Katharina (2022). Potential Impact of Open Educational Resources and
Practices for Good Teaching at Universities. The OER Impact Assessment at TU Graz. In:
Michael E. Auer, Andreas Pester, Dominik May (Eds.), Learning with Technologies and
Technologies in Learning. Experience, Trends and Challenges in Higher Education, Lecture
Notes in Networks and Systems, Volume 45, Cham: Springer, pp. 79-100.
Potential Impact of Open Educational
Resources and Practices for Good Teaching at
Universities
The OER Impact Assessment at TU Graz
Martin Ebner
1
, Sandra Schön
2
, Markus Ebner
3
, Sarah Edelsbrunner
4
, and
Katharina Hohla
5
Abstract: Based on the increasing demand for and promotion of Open Educa-
tional Resources (OER, see UNESCO 2019), this chapter describes the objectives
of Graz University of Technology (TU Graz) in Austria for good teaching. A de-
scription of how the impact of OER at TU Graz will be analysed and considera-
tions around it is the central contribution. In addition, the effects, and potentials of
selected OER initiatives of the university are described as examples and discussed
as key potential for good teaching. For a better understanding of the role of OER
at TU Graz, the national context of OER in the Austrian higher education land-
scape is described at the beginning of the chapter.
1. Introduction: the need for OER impact analysis
There is a worldwide request for initiatives and activities in the field of Open Edu-
cational Resources (OER, see Schaffert & Geser, 2008) within several memoranda
of global large networks such as the European Commission (2013), the OECD
(Orr, Rimini & van Damme, 2015) and the UNESCO OER recommendation
(2019). There are also several contributions that address the reasons for and poten-
tials of OER (Ebner et al., 2016), also regarding the potential for social innova-
tions, which are new ideas and solutions enhancing people’s lives (Schön, Ebner
& Hornung-Prähauser, 2017). Finally, the development around school and
1
Martin Ebner, TU Graz, Educational Technology, martin.ebner@tugraz.at
2
Sandra Schön, TU Graz, Educational Technology, sandra.schoen@tugraz.at
3
Markus Ebner, TU Graz, Educational Technology, markus.ebner@tugraz.at
4
Sarah Edelsbrunner, TU Graz, Educational Technology, sarah.edelsbrun-
ner@tugraz.at
5
Katharina Hohla, TU Graz, Educational Technology, katharina.hohla@tugraz.at
2
university closures and the use of Internet technologies (Ebner et al., 2020a) for
distance learning - at least in such regions of the world where this was feasible -
have shown that OER is helpful (Pausits et al., 2020). Although, there is a clear
desire for OER and numerous initiatives, presented in a comprehensible manner
for example on the OERwordmap.org, there are not yet many contributions that
systematically deal with the chances of the impact of OER initiatives. In this chap-
ter we would like to show which expectations OER raise and which approaches
there are to describe these impacts in general. We would like to show what a con-
crete draft for an OER impact measurement could look like. To avoid that this
work remains abstract, we outline these impulses concretely for the context of
Graz University of Technology (TU Graz). This development work is also being
carried out within the framework of a research project on behalf of the Federal
Ministry of Education, Science and Research (BMBWF): The research project
"Open Education Austria Advanced” (03/2020-02/2024) is developing a national
infrastructure for Open Educational Resources in Austria. As part of this initiative,
we want to evaluate effects of OER for (future) teaching at universities. As we do
not have clear data on OER impacts at this stage, we would like to report on initia-
tives and impacts in this chapter in a rather anecdotal and descriptive way. So,
with this contribution we aim to introduce Open Educational Resources (OER) as
well as Open Educational Practices and their significance for current and future
teaching at universities. We collect and present examples and evidence on how
OER has positively influenced teaching and teaching innovations at TU Graz. This
contribution is also a part of the development of an OER impact monitoring and
assessment approach for TU Graz. The OER policy of TU Graz (2020) explicitly
requests such an approach. It can also be seen as a possible contribution to the
OER monitoring requested in the UNESCO OER recommendation (2019), formu-
lated as a demand to “develop strategies to monitor the educational effectiveness
and long-term financial efficiency of OER, which include participation of all rele-
vant stakeholders. Such strategies could focus on improving learning processes
and strengthening the connections between findings, decision-making, transpar-
ency, and accountability for inclusive and equitable quality education and re-
search.” (IV)
2. Research questions and research design
Building upon research concerning existing approaches of OER impact assess-
ment (Ebner, Schön & Orr, under review) this chapter will give answers to the fol-
lowing questions:
• How can the impact of OER of a university be analysed in the case of Graz
University of Technology (TU Graz) in Austria?
• Are there examples of effects and potentials of OER initiatives at TU Graz and
how can these be described?
3
The authors have developed the concept for an OER impact analysis presented be-
low in several workshops and would like to present their concept to a wider audi-
ence for discussion. Additionally, first examples and evidence of OER initiatives
at TU Graz have been collected and described. The data basis and evaluation of
these practical questions are based on internal information and considerations as
well as on corresponding publications. For a better understanding of the role of
OER at TU Graz we will provide some background information about the national
context of OER in the Austrian higher education landscape within the following
chapter.
3. OER in Austrian higher education institutions
In Austria, the majority of students studies at publicly funded universities with
low tuition fees, compared to other European countries. Austria counts 22 public
universities, 21 universities of applied sciences and 14 universities of teacher edu-
cation. These are responsible for the training of a significant number of teachers.
Besides, there are also 16 smaller private universities (Federal Ministry of Educa-
tion, Science and Research, 2021). Higher education institutions (HEI) play an im-
portant role as environment and basis for many of the activities and initiatives
around Open Educational Resources (OER). In general, the OER movement has
been steadily growing for 15 years with many projects in all educational branches
(Schön & Ebner, 2020). An overview of first milestones concerning OER in Aus-
tria is given in Figure 1.
Add Fig here
Figure 1: Early Milestones of OER movement in Austria.
Early milestones were for example an international conference about Open
Educational Resources in 2006, which was the final conference of the European
project OLCOS about Open Learning Content led by Salzburg Research (Geser,
Hornung-Prähauser & Schaffert, 2007). Even before, one of the most prominent
OER initiatives, the application GeoGebra for geometry and maths was led by a
professor of the University of Linz. In 2011, the open textbook about learning and
teaching with technologies, which won several awards and attention in the OER
community, was published as a first edition (Ebner & Schön, 2011). Other mile-
stones were the launch of the Austrian MOOC platform iMooX.at by the University
of Graz and the TU Graz in 2014, where only MOOCs using Creative Commons
licenses are hosted (Kopp & Ebner, 2013; Ebner, 2021).
In 2016, the term "OER" was mentioned for the first time in a strategy
paper of the Austrian government, the "Digital Roadmap". The following measures
were announced: "Gradual anchoring of digital and interactive textbooks; making
digital educational media as well as open and free educational content (Open Edu-
cational Resources, OERs for short) accessible; expanding offers for (self-organ-
ised) further education.” (Bundeskanzleramt und Bundesministerium für
4
Wissenschaft, Forschung und Wirtschaft, 2016, own translation). One of the related
activities was a feasibility study about OER textbooks for schools (Schön et al.,
2017).
Nevertheless, OER was not yet a well-known concept at all universities
when the Austrian Ministry of Education recognised the importance of the topic
for HEI and started funding the project “Open Education Austria” in 2016. The
ministry, together with the “Forum Neue Medien in der Lehre Austria” (FNMA)
and other stakeholders, also issued a recommendation for the integration of OER
at Austrian HEI (Ebner et al., 2016). A first proposal for a concept for an OER
certification of HEIs was already published in 2017 (Ebner et al., 2017). Although
OER are only addressed briefly, it can be seen as an interesting fact that they are
mentioned in at least two national strategies for higher education: In the "National
Strategy for the Social Dimension in Higher Education", OER is mentioned as a
means for broad access and integration in studies (Bundesministerium für Wissen-
schaft, Forschung und Wirtschaft, 2017, p. 26). The second strategy paper ad-
dressing OER is the “Overall Austrian University Development Plan”, the tech-
nical-strategic planning instrument on which the further development and strategic
orientation of the 22 public universities in Austria is based and which forms the
basis of the performance agreements with the individual universities. In the system
goal “Improving the quality and efficiency of university teaching", OER is explic-
itly mentioned as an action to be pursued until 2024: "Use of Open Educational
Resources (OER) to increase self-learning ability as well as ubiquitous unre-
stricted access to knowledge” (Bundesministerium für Bildung, Wissenschaft und
Forschung, 2020, p. 40, own translation). OER are also part of the current national
education report concerning the area of digital education. Both reports emphasise
the importance of OER for both secondary and tertiary education (Baumgartner et
al., 2016; Brandhofer et al., 2019). The project “Open Education Austria Ad-
vanced” (2021-2024) is further developing infrastructure around OER in higher
education. Project partners are the University of Vienna, the University of Graz,
the University of Innsbruck, Graz University of Technology, FNMA (Graz) and
öibf (Vienna). The project includes the implementation of the OERhub.at, where
all metadata of Austrian OER by universities or Austrian OER repositories of uni-
versities will be able to be found and searched (Gröblinger et al., 2021). OER re-
positories at the partner universities and corresponding interfaces are also being
developed and implemented (Ladurner et al., 2020), as well as OER MOOCs and
training courses offered. OER certification, which was already outlined in a white
paper in 2017 (Ebner et al., 2017), is now also being designed, participatively de-
veloped and tested until 2024. One criterion for the OER certificate for Austrian
HEI is: “The higher education institution has a corresponding OER qualification
offer and publicly/strategically commits to open educational resources." There-
fore, the development of documents for OER recommendations and policies is
supported within the project (Schön et al., 2021).
OER has already been recommended by Austrian ministries, also accom-
panied by and following international recommendations such as the one of the Eu-
ropean Commission (2013) or the UNESCO (2019). Therefore, it should not come
as a big surprise that OER are at least mentioned in 12 of the 22 current
5
performance agreements between the Federal Ministry for Education, Science and
Research and the Austrian public universities (Edelsbrunner et al., 2021) and that
two of these universities have already published OER policies (Schön, Ebner &
Kopp, 2021; Universität Graz, 2020; TU Graz, 2020). An overview of these last
years of OER development concerning Austrian higher education is shown in Fig-
ure 2.
Add Fig here
Figure 2: The development of strategy papers regarding OER in higher education,
in the performance agreements of public universities concerning OER as well as
OER policies of public universities in Austria over time
4. Expectations from OER concerning good teaching in the TU
Graz OER policy
The OER policy of the TU Graz (2020) was published in November 2020 and an-
nounces several measures and activities concerning OER. The TU Graz OER pol-
icy thereby focuses on good teaching. What constitutes good teaching in Europe
today is described in the Standards and Guidelines for Quality Assurance in the
European Higher Education Area (ENQA et al., 2015). The following is described
as a standard: "Institutions should ensure that the programs are delivered in a way
that encourages students to take an active role in creating the learning process, and
that the assessment of students reflects this approach” (p. 12). The implementation
“respects and attends to the diversity of students and their needs, enabling flexible
learning paths, considers and uses different modes of delivery, where appropriate;
flexibly uses a variety of pedagogical methods; regularly evaluates and adjusts the
modes of delivery and pedagogical methods; encourages a sense of autonomy in
the learner, while ensuring adequate guidance and support from the teacher” (p.
12). Additionally, a university should “assure themselves of the competence of
their teachers. They should apply fair and transparent processes for the recruitment
and development of the staff.” (p. 13). This explicitly “encourages innovation in
teaching methods and the use of new technologies“ (p. 13). A third standard re-
flects on qualitative learning resources and asks institutions to “ensure that ade-
quate and readily accessible learning resources and student support are provided“
(p. 14).
In line with these standards, building upon different publications and ex-
periences (Schaffert, 2010; Ebner et al., 2016b; Nascimbeni & Burgos, 2016), the
OER policy therefore refers to the following potentials and desired effects:
1. OER supports and enables open teaching and learning scenarios.
2. OER creates the possibility of access to free knowledge and open ex-
change.
3. OER enables increased collaboration with businesses and universities.
6
4. OER enables inclusion.
5. OER serves as a feature of good teaching for the university and its teach-
ers.
6. OER is part of the sustainable quality assurance of teaching.
7. OER serves as support for copyright issues in teaching.
The OER policy describes who will support OER development, that all teach-
ers are allowed and encouraged to develop OER, that OER is fostered by diverse
measures such as OER further education and OER support. If support by the Edu-
cational Technology unit of TU Graz is requested, the standard option for docu-
ments and videos is now OER. The OER policy can also be seen as part of the dig-
ital transformation of teaching at TU Graz, which has already started earlier (2019,
see Ebner et al., 2021) and has already built upon the experiences and commit-
ment concerning OER of the university’s lifelong learning centre in 2011 (Ebner,
& Stöckler-Penz, 2011).
To examine whether and in what way the OER activities of TU Graz have
corresponding effects, we have analysed existing literature about and examples of
OER impact assessment (Ebner, Schön & Orr, under review). One insight is that
several potential effects of OER – can be distinguished: results, outcomes and im-
pact. They describe concrete products, direct effects and potential, and indirect ef-
fects on a more abstract level such as competency development (see Fig. 3).
Figure 3: Overview from investment to OER impact with OER at its core. Source:
Ebner, Schön & Orr, under review
Please note that Figure 3 does not include potential broader or more general
impacts such as societal impact. For a broader view on the impact model for OER,
we consider OER infrastructure, measures and policy as relevant investments re-
spectively activities, which should result in concrete OER results but also out-
comes such as OER usage and OER competencies of teachers and students. There-
fore, in Figure 4 we suggest a broader framework for an impact model of OER in
HEI.
7
Figure 4: OER factors and influences on OER development, usage and impact
5. Development of an impact assessment framework for OER at
TU Graz
5.1 A framework for OER impact assessment at TU Graz
Building upon the presented overview on OER impact, we are developing an OER
impact assessment approach that gives a light-weighted opportunity to show and
monitor
• the OER development,
• the usage of the developed OER, and
• the effects of the developed OER.
Therefore, we selected and defined results, added our relevant outcomes and
the main impact “good teaching” into the framework from Figure 4. Figure 5 now
presents the framework on what to monitor, evaluate and measure concerning the
expectations of the OER policy at TU Graz.
Add Fig here
Figure 5: Framework for the TU Graz OER impact assessment
8
5.2 Collection of current OER activities, results, and outcomes at
TU Graz
Already before the publication of the OER policy, various OER projects and activ-
ities had started. The following list collects such OER activities that can be con-
sidered as “investments” for the addressed outcomes and impact as well:
• Consulting services of the organisational unit Educational Technology
• Written information and help on the creation and usage of OER (see TELuca-
tion; referring to TEL for technology-enhanced learning)
• Further education on OER for TU Graz staff (MOOC about OER, OER certifi-
cation)
• (International) consulting and dissemination activities concerning OER by TU
Graz members
• Research activities by TU Graz members concerning OER
• Educational offer on OER for students of TU Graz (part of a MOOC about dig-
ital skills for first-year students)
• (International) projects developing OER at TU Graz
• The development of an OER policy at TU Graz (TU Graz, 2020) and adapta-
tion of other TU Graz policies (e.g. for teaching)
• The development of an OER impact measurement (as presented here)
Relevant and concrete products or similar quantifiable issues concerning OER
are:
• The number and extent of OER published by TU Graz members
• The number of TU Graz members with an OER qualification (OER certificate)
• The OER repository (available since 2019) as key infrastructure
• The MOOC platform iMooX as platform for MOOCs consisting of OER (CC
licenses)
Key outcomes concerning OER are:
• (Re-) Use of OER within the TU Graz and beyond
• OER competencies amongst TU Graz members
The analysis should ideally also cover the following outcomes:
• The OER external re-use (free knowledge)
• The OER (re-)use in open teaching
• OER relevance for good teaching
• The OER (re-)use for inclusion
• (International) re-use (sustainability)
• Increased collaboration through OER (activities)
• Fewer copyright issues
9
5.3 Sketch of measures concerning data collection and analysis
OER is an important, but not a central focus of the work at TU Graz. Despite the
outlined ambitions and activities, a way of data collection must be chosen and
found that is as easy as possible to implement and compatible with other activities
and reporting tasks of the organisational unit Educational Technology. This also
involves the question which measures can be recorded with little effort and in an
uncomplicated manner.
Considerations that are helpful are:
• Find times for data collection that coincide with other reporting dates - typi-
cally: End of semester.
• Integration of surveys on OER (production, use and competences) into existing
surveys (e.g. the survey of all first-year students at the Welcome Days of TU
Graz).
• Focus on easy to monitor facts and figures (such as the number of OER)
• Use of existing tools (search engines, web statistics)
• Possible use or need and relevant schedules of other TU Graz monitoring sys-
tems and reports.
Additionally, there are relevant outcomes which are not easy to monitor.
Their analysis should be planned as special topics within a reasonable time frame.
So, a rough timeline for the introduction and implementation of the OER impact
assessment is as follows:
• 10/2020-08/2021: Development of an OER impact assessment plan
• 09/2021-04/2022: Contacting and involving relevant stakeholders who can con-
tribute to the data collection or analysis (e. g. OER repository data).
• 05/2022-09/2022: Preparation of the first key OER data collection (end of sum-
mer semester 2022)
• 03/2023 and 09/2023: Second and third data collection
• 05/2023-11/2023: First report
We focus on some of the outcomes on a more qualitative and anecdotal
base and plan to focus on these topics as aims addressed in the OER policy (inter-
nal reports).
• 2023: The OER (re-) use in open teaching at TU Graz
• 2023: (International) re-use (sustainability)
• 2024: Increased collaboration through OER (activities)
• 2024: The OER (re-)use for inclusion
• 2025: Less copyright issues
• 2026: OER relevance for good teaching
We would like to share this draft to receive suggestions and to exchange ideas
with other interested parties as well.
10
6. Examples and evidence on how OER positively influenced
teaching and teaching innovations at TU Graz (and beyond)
Before an OER policy was introduced at TU Graz, there had already been some
experience with OER and their positive effects, although no concrete impact anal-
yses had been planned. In this section we would like to describe some of the activ-
ities and outline the associated effects.
6.1 Quality online learning: OER for lecturers –TELucation and
other materials
The Horizon Report for teaching panel named "quality online learning" as an im-
portant current trend because they received so many submissions dealing with im-
proving online teaching, e. g. tutorials and guides for teachers (see Pelletier et al.,
2021). In the year before, the need to close lecture halls in March 2020 due to the
first lock-down in Austria also influenced the intensity and extent of publications
on good online teaching materials at TU Graz (Ebner et al., 2021). Not least be-
cause online teaching had little significance to many teachers at TU Graz before
the university closures due to Covid-19, an analogue collection folder called
“TELucation” providing assistance for tools, didactics and more designed and
published in 2019, including a playful additional incentive - the collection of
stickers. The folder was distributed within the university and has been promoted
on various occasions. The term TELucation is made up of the words “TEL” for
“technology enhanced learning” and "education" and is intended to make clear
that teachers are supported in using technology in teaching in a meaningful and ef-
fective way. The name itself was registered as a protected trademark in the EU. To
make the content of the folder accessible for everyone, it was published on a Web-
site in 2020 (https://telucation.tugraz.at/), available in German and English. In
2021, the offer was supplemented by a podcast and is continuously being adapted
to become more accessible.
To structure the advice to teachers and to support them, the Educational Tech-
nology team has developed support tools, which are available under an open li-
cense. These include, for example, the ReDesign Canvas, a template to help rede-
sign courses using digital technologies and e. g. online phases (developed before
Covid-19). The basic concept of the ReDesign-Canvas is an interest in not offer-
ing courses exclusively in face-to-face mode with the aid of presentations and
video projectors, but to supplement them with online phases or online resources.
The ReDesign-Canvas is available in German and English (Braun et al., 2020a,
2020b). In April 2021, a two-part template for creating learning videos as open ed-
ucational resources (OER) was published in German and English (Ebner et al.,
2021a, 2021b). Figure 6 gives an overview of materials for lecturers published as
OER.
Add Fig here
11
Add Fig here
Figure 6: OER for lecturers: Announcement of TELucation (print version), ReDe-
sign Canvas and learning videos canvas
These OER are not only available to teachers at TU Graz but are publicly
available and can also be modified if necessary. As we also strive to get an im-
pression of how our materials are used and draw others' attention to them, we can
provide a few well-documented, and some more anecdotal or sporadic descrip-
tions or figures. For all three materials described, i. e. TELucation, the ReDesign
canvas as well as the learning video canvas, we would like to share some of these
developments here.
TELucation has already been presented to the public outside TU Graz in a va-
riety of ways. For example, TELucation was presented in a paper at the German
Higher Education Forum on Digitalisation (Braun, 2021). Since the development
of TELucation is oriented towards learning experience design, the project itself is
also be presented in a publication (Kircher et al., 2021). Concerning the usage, we
have received positive feedback from our lecturers. So far, however, as far we can
research, the materials have not yet been modified and/or republished by others in
the WWW.
The ReDesign canvas supports the transformation of purely face-to-face
courses into formats with online phases or online parts. A technical paper de-
scribes in detail how the tool itself was used in a course at TU Graz (Schön et al.,
2021). According to this publication, the Canvas was used in 31 documented cases
in spring 2021, whereby around 15 of these were directly supported by the Educa-
tional Technology team a during implementation in the course. With regards to the
content, the contribution was seen to be helpful for teachers. We were not able to
find any examples for use of the canvas in other institutions, but at least we
counted 500 views at ResearchGate so far (from November 2020 – September
2021).
The third example, the learning video canvas, was published on ResearchGate
in April 2021, shortly after which an article appeared on the German portal of the
Hochschulforum Digitalisierung (Edelsbrunner & Schön, 2021). The learning
video canvas was presented at the keynote speech at the international OpenCast
Summit (Schön, 2021). On ResearchGate, where the canvas was published, there
are already 1,000 views for the German-language version 6 months later; the Eng-
lish version has 750 views, the editable English version another 900 (September
2021).
Besides those examples, the Educational Technology team has also developed
supporting tools for the development of MOOCs, including the MOOC canvas,
which was also presented at an international conference (Kerr et al., 2021)
12
6.2 Further education and OER certification of TU Graz staff
Since the winter semester 2011/2012, OER has been at least briefly addressed in
general continuing education on "Web 2.0 and E-Learning 2.0". Since the winter
semester 2013/2014, OER has been regularly included as a stand-alone unit in fur-
ther education courses at TU Graz. In 2013, there was supposed to be a course
"Openness - from Open Access to Open Educational Resources". However, it did
not take place due to lack of demand. As early as 2013, TU Graz acted as a partner
of the first German-language MOOC on OER, COER13.de, among many other
partners (Arnold et al., 2015). Since 2014, teachers at TU Graz have been offered
further training on OER, which has seen a growing numbers of participants. In
2015, the first MOOC on OER was offered on the Austrian MOOC platform
iMooX.at and subsequently has been relaunched and conducted several times with
different partners. Since winter semester 2016/2017, a further education on OER
has been offered together with the topic of copyright issues and demand for it has
risen since halving the amount of hours needed to complete it from 8 units to 4.5 .
The various training courses on OER have been increasingly taken up in recent
years, with a record in summer semester 2020, where the training was offered as
an online course and online exchange (online question time). In total, around 65
teachers at TU Graz have attended training courses on OER by October 2020.
Since 2019 and as part of the current OER training, it is possible for TU Graz
staff to receive an OER certification based on the FNMA publication (Ebner et al.,
2017)). For this, it is necessary to complete a training course of one ECTS (Euro-
pean Credit Transfer System; corresponds approximately to 25-hour effort). If par-
ticipants additionally complete an online course on OER and submit the certificate
of participation together with an OER they have created, they will be awarded
with the OER certificate for staff of TU Graz. The certificate also entitles teachers
to use the OER plug-in of the TU Graz LMS (TeachCenter) for the automatic up-
load of their OER to the OER repository (Ladurner et al., 2020). As of July 2020,
already 10 teachers have activated the OER plug-in and can upload their OER to
the TU Graz repository.
Anecdotally and as an example, we would like to refer to one teacher who
started to publish openly licensed learning videos after completing the training.
Michael Fuchs (Institute of Electronics) has gained many viewers with his videos -
for example, from the publication in January 2018 to September 2021, one of his
videos alone has gained more than 120,000 views (see Figure 7).
Add Fig here
Figure 7: An openly licenced video of a certified OER lecturer at TU Graz and its
statistic, Source: Screenshot of the video
https://www.youtube.com/watch?v=WZD9RZoMhVE&t=130s and of YouTube
statistic (September 2021)
13
The lecturer also used the videos shown above and others within his lectures
and teaching and was awarded the teaching prize for excellent teaching of TU
Graz in 2020. Currently, a MOOC based on these videos is in planning stage.
6.3 MOOCs as OER and the national OER platform iMooX.at
In 2012, the University of Graz and the University of Technology of Graz
(TU Graz) took up the idea of a MOOC platform by submitting a project proposal
for a MOOC platform including first MOOCs with a special focus to the province
of Styria and therefore Austria, as well as German-speaking countries. In our case,
the platform iMooX.at is a MOOC platform primarily providing OER in the sense
of content licensed with open licenses that allow re-use, modification, re-publica-
tion etc., but at least under a Creative Commons license. This has led to several in-
teresting and positive effects as the MOOCs are not necessarily available by a sin-
gle provider, but the licenses instead allow their active re-use. Increasingly, other
universities or research institutions have offered MOOCs on the platform. In 2020,
a project was launched with funding from the Austrian Ministry of Education, Sci-
ence and Research that aims to develop the iMooX.at platform into a national
MOOC platform and give all Austrian universities the opportunity to produce and
run MOOCs for it. About 200 MOOCs have been held so far and usually remain
available on the course platform for independent, autonomous learning for several
months after the end of the guided phase. For all those who want to offer MOOCs
on iMooX.at, there is support in the conception of MOOCs and workshops on
OER, because this is a prerequisite. Indirectly, the platform also contributes to
Austria-wide competence development. Here, too, the Educational Technology
team considers it important to create courses of high didactic quality and offers
relevant support services (including a MOOCmap for course creators, see Kerr et
al., 2021). A lot of development and research work is also being carried out re-
garding the monitoring of learners and the analysis of data in terms of learning an-
alytics. The goal is to allow those responsible for MOOCs to identify potential for
possible improvements (see Figure 8, Khalil & Ebner, 2016; Maier, Leitner & Eb-
ner, 2019).
Add Fig here
Figure 8: Screenshot of the landing page of iMooX.at and exemplary learning an-
alytics of a MOOC. Source: iMooX.at, TU Graz.
14
6.4 How TU Graz OER support open teaching
Open teaching is one of the terms used to describe teaching practices that support
competence-based, often collaborative learning. The term “open” here refers to the
ability for learners to have a say in learning goals, their learning organisation or
learning outcomes. It is emphasized that such teaching practices also require re-
sources that teachers and learners can modify, e. g. in the context of project work
or e-portfolio creation (Geser, Hornung-Prähauser & Schaffert, 2007). There are
numerous MOOCs that have been developed as OER and actively demand self-di-
rected learning from students, but to what extent OER production directly leads to
open teaching practices or how they are related within TU Graz is not easy to de-
termine. We do know that such “open” practices are part of at least some courses,
but no figures or surveys exists about their frequency. Additionally, we do not
know if and how OER is related. So we can only provide some first examples of
(in some aspect) “open teaching” and OER:
One such unusual example is the genesis of the MOOC for language learning
“Tenses Explained” (see Murr, Schön & Ebner, 2021, Figure 9): Usually, it is the
university teachers who develop educational resources for their students. But the
development procedure of this MOOC differs significantly from common pro-
cesses: Students of about 15 years of age (9th grade) were actively involved in the
production of videos for a language learning MOOC, which is primarily aimed at
university students. The participating students report that they have improved their
English through the many exercises and acting in front of the camera and have
gained more confidence. The participants in the MOOC like the fact that younger
people, who are not native speakers either, show them how to learn the tenses in a
lively and clear way. OER production has thus led to open teaching practices here,
both in the making and in the outcome (a MOOC).
Add Fig here
Fig. 9: Screenshots of the video co-produced with students of the 9th grade (about
15 years old) for the MOOC “Tenses Explained”. URL:
https://imoox.at/mooc/course/view.php?id=83 (2020-12-01)
Introductory and bridge courses on the platform iMooX.at can also be listed
here as supporting and accompanying prospective students in their self-organised
learning (Reich, Ebner & Ebner, 2019).
One of the latest open teaching approaches for children and teenagers is
maker education, in other words learning experiences and practices in maker
spaces or fabrication laboratories (fablabs) (Schön, Ebner & Kumar, 2014). Since
2015, the TU Graz has focused on maker education settings and approaches as
part of the training of future computer science teachers for secondary schools as
well as to inspire children and teenagers for coding and programming. Countless
materials have already been published, including an open computer science book
as well as publications and materials for a multi-day digital open workshop for
15
children aged 10 to 14, which is offered during the summer holidays (Grandl et
al., 2021). A first MOOC on maker education was already offered in 2016, and a
new MOOC on maker education is currently being launched.
6.5 Teaching innovations through OER at TU Graz
While it is not easy to show that OER production also supports open teaching
practices, we find it easier to prove that OER directly leads to teaching innova-
tions. This is particularly evident when trying to give an overview of the different
ways MOOCs can be included in courses (Ebner, Schön & Braun, 2020). For this
purpose, based on interviews with teachers and instructional designers, various
implementations were discussed and described, resulting in a typology of seven
different scenarios:
• Type 1: The conventional MOOC – an online only course for many users
• Type 2: The Pre-MOOC – an online course as preparation for a following in-
person learning event
• Type 3: The Blended MOOC – a MOOC that takes place in between several
face-to-face learning events
• Type 4: The In-Between MOOC – is a special form of type 3, where the
MOOC is in-between two face-to-face-events
• Type 5: The Inverse-Blended MOOC – a type of MOOC which is enriched by
face-to-face meetings and events
• Type 6: The Flipped MOOC –a MOOC is used for the flipped/inverted class-
room concept: the MOOC prepares for the face-to-face phases, which are fo-
cused on discussing, training, or applying knowledge.
• Type 7: The Lecture MOOC – is accompanied by online activities in the LMS
of an educational organization, which allows e. g. additional non-public discus-
sions and tests.
Of course, this new typology of MOOC application in educational scenarios
is only a description of some potential uses, where reference can be made to exist-
ing examples (see Ebner, Schön & Braun, 2020). In contrast to courses that are of-
fered as closed courses in learning management systems, MOOCs allow for fur-
ther exchange with people from outside the university. Especially in adult
education, iMooX partners have implemented several, among them award-win-
ning, “inverse blended learning settings” (Schön & Ebner, 2019; Ebner et al.,
2017) because of the possibly wide variety of situations in which they can be re-
used and where “external” partners can easily be used to host learner meetings and
additional events. Co-operations of organisations in the development of courses
and their contents are relatively easy to handle concerning intellectual property
rights in a joint project if the results have an open license and can be used by eve-
ryone.
16
Not only MOOCs as OER lead to innovations. Another very well-known and
award-winning project is the textbook for learning and teaching with technologies
(L3T), which was published as a first edition in 2011. It is considered one of the
OER lighthouse projects (according to the OER Award of the German UNESCO
Commission 2016). In addition to the production of the textbook as OER, how-
ever, the development process, especially of the second edition in 2013, comprised
a couple of special features (Ebner et al., 2014): In just 7 days, 268 people across
German-speaking countries, in nine “L3T camps” or in front of their computers at
home, connected by continuous live streaming, morning TV shows and joint, even
crazy activities, created the new edition together. They worked on various aspects
of the book project from illustration and editing to social media marketing: The
potential for innovation through OER could hardly be clearer.
7. Discussion and outlook concerning good teaching
This chapter describes the framework for OER impact assessment at TU Graz,
current OER activities, results and outcomes at TU Graz, and sketched measures
concerning data collection and analysis. This description is therefore very much
influenced by the specific developments and objectives at TU Graz. The transfera-
bility of the explanations is probably limited here, but we hope that it can also give
other institutions ideas for the necessary developments, precisely because there are
still few appropriately documented contributions of this kind.
The paper has shown that OER is expected to have many effects on good
teaching at universities and has given some examples of how these effects could
be measured. At the same time, we have shown how selected previous OER
measures at TU Graz (might) have contributed to good teaching. In addition to in-
dividual case descriptions, parallel studies that systematically investigate interrela-
tionships are certainly important here, such as the analysis of the correlations be-
tween open teaching practices and OER experiences among more than 700
teachers (Nascimbeni & Burgos, 2019).
Good teaching is an important element for every university; OER is cen-
tral for the education sector. Universities with public funding are therefore predes-
tined, indeed obliged, to participate in OER activities. For OER to unfold its po-
tential in terms of good teaching, it must be systematically integrated. Independent
of national initiatives such as Open Education Austria Advanced, which was de-
scribed in this chapter, systematic integration of OER is possible for all higher ed-
ucation institutions by introducing OER to their teacher support (Ebner, Schön &
Kumar, 2016).
17
Acknowledgement
This contribution was partly developed in the context of the co-funded project
“Open Education Austria Advanced” (2021-2024 by the Austrian Federal Ministry
of Education, Science and Research). Thereby, all project partners - i. e., TU Graz,
University of Vienna, University of Graz, University of Innsbruck, as well as the
Forum Neue Medien in der Lehre Austria (FNMA) and the Austrian Institute for
Vocational Training Research (ÖIBF) - would like to contribute to making more
materials and infrastructure available that support the systematic use and publica-
tion of OER by Austrian universities.
References
Arnold, P., Kumar, S. Schön, S. Ebner, M., & Thillosen, A. (2015). A MOOC on Open Educa-
tional Resources as an Open Educational Resource: COER13. In: Corbeil, J.R., Corbeil,
M.E., & Khan, B. H. (Eds.), The MOOC Case Book: Case Studies in MOOC Design, Devel-
opment and Implementation, NY: Linus Learning, pp. 247–258.
Baumgartner, P., Brandhofer, G., Ebner, M., Gradinger, P, Korte, M. (2016). Medienkompetenz
fördern – Lehren und Lernen im digitalen Zeitalter. In: Bruneforth, M., Eder, F., Krainer, K.,
Schreiner, C., Seel, A. & Spiel C. (Eds.), Nationaler Bildungsbericht Österreich 2015, Band
2: Fokussierte Analysen bildungspolitischer Schwerpunktthemen, Graz: Leykam, pp. 95–32.
Brandhofer, G., Baumgartner, P., Ebner, M., Köberer, N., Trültzsch-Wijnen, C, Wiesner, C.
(2019). Bildung im Zeitalter der Digitalisierung. Nationaler Bildungsbericht 2018. Bd. 2, pp.
307336.
Braun, C.: Technologiegestützte Lehre vermitteln – TELucation an der TU Graz. In: Hochschul-
forum Digitalisierung Blog, contribution from 25.1.2021. URL: https://hochschulforumdigi-
talisierung.de/de/blog/telucation-tu-graz
Braun, C.; Ebner, M., Lari, C., Schauer, J. & Schön, S. (2020a). Re-Design your lecture - der Re-
Design-Canvas (German version). DOI: 10.13140/RG.2.2.26584.93441, URL:
https://www.researchgate.net/publication/345161821_Re-Design_your_lecture_-_der_ReDe-
sign-Canvas_deutsche_Version
Braun, C.; Ebner, M., Lari, C., Schauer, J. & Schön, S. (2020b). ReDesign your lecture (English
version). DOI: 10.13140/RG.2.2.31578.77765, URL: https://www.researchgate.net/publica-
tion/345145480_ReDesign_your_lecture
Bundeskanzleramt & Bundesministerium für Wissenschaft, Forschung und Wirtschaft (2016).
Digital Roadmap. Die digitale Strategie der österreichischen Bundesregierung. Wien. URL:
https://www.digitalroadmap.gv.at/
Bundesministerium für Bildung, Wissenschaft und Forschung (2020). Gesamtösterreichischer
Universitätsentwicklungsplan (GUEP), (aktualisierte Fassung). Wien. URL;
https://www.bmbwf.gv.at/dam/jcr:b7701597-4219-42f3-9499-
264dec94506e/GUEP%202022-2027_Aktualisiert_um_Statistik_final_bf.pdf
Bundesministerium für Bildung, Wissenschaft und Forschung (2020). Nationale Strategie zur so-
zialen Dimension in der Hochschulbildung, Wien. URL:
https://www.bmbwf.gv.at/dam/jcr:c9a80638-7c6c-4a3f-912b-8884ccc1ed2a/Natio-
nale%20Strategie%20(PDF).pdf
Ebner, M. (2018). OER-Certification in Higher Education. In: Proceedings of EdMedia: World
Conference on Educational Media and Technology, Amsterdam: Association for the Ad-
vancement of Computing in Education (AACE), pp. 1-6.
18
Ebner, M. (2021). iMooX - a MOOC platform for all (universities). In: 7th International Confer-
ence on Electrical, Electronics and Information Engineering (ICEEIE) 2021, pp. 1–5.DOI:
10.1109/ICEEIE52663.2021.9616685
Ebner, M.; Edelsbrunner, S.; Grigoriadis, Y.; Schauer, J.; Schön, S. (2021a). Learning Video
Canvas: Collection of Ideas for the Learning Video. Graz: TU Graz. URL:
https://doi.org/10.5281/zenodo.4624701,
URL:https://www.researchgate.net/publication/350650248_Learning_Video_Canvas_Collect
ion_of_Ideas_for_the_Learning_Video; URL editable PDF Version: https://www.re-
searchgate.net/publication/351083745_Edita-
ble_PDF_of_Learning_Video_Canvas_Collection_of_Ideas_for_the_Learning_Video
Ebner, M.; Edelsbrunner, S.; Grigoriadis, Y.; Schauer, J.; Schön, S. (2021b). Lernvideo-Canvas:
Ideensammlung für das Lernvideo. Graz: TU Graz. DOI:.5281/zenodo.4668858, URL:
https://www.researchgate.net/publication/350650010_Lernvideo-Canvas_Ideensamm-
lung_fur_das_Lernvideo, URL editable PDF version: https://www.researchgate.net/publica-
tion/351083850_Editierbares_PDF_Lernvideo-Canvas_Ideensammlung_fur_das_Lernvideo
Ebner, M., Frey, J.C, Hübner, A.; Noffke, M. Rothe, H. & Schön, S. (2014). Wie man ein offe-
nes Lehrbuch in sieben Tagen mit mehr als 200 Mitmacher/innen neu auflegt: – Über die ko-
operative Erstellung der Neuauflage des Lehrbuchs für Lernen und Lehren mit Technolo-
gien“ (L3T 2.0). URL: http://o3r.eu
Ebner, M., Kopp, M., Freisleben-Teutscher, C., Gröblinger, O., Rieck, K., Schön, S., Seitz, P,
Seissl, M., Ofner, S., Zimmermann, C., Zwiauer, C. (2016). Recommendations for OER Inte-
gration in Austrian Higher Education. In: Conference Proceedings: The Online, Open and
Flexible Higher Education Conference, EADTU 2016, pp. 34–44.
Ebner, M. & Schön, S. (2011). Lehrbuch für Lernen und Lehren mit Technologien. Norderstedt:
epubli. URL: http://l3t.eu
Ebner, M. & Schön, S. (2019). Inverse Blended Learning – a didactical concept for MOOCs and
its positive effects on dropout-rates. In: M. Ally, M. Amin Embi & H. Norman (Eds.), The
Impact of MOOCs on Distance Education in Malaysia and Beyond. Routledge.
Ebner, M., Schön, S., Braun, C., Ebner, M., Grigoriadis, Y., Haas, M., Leitner, P., Taraghi, B.
(2020). COVID-19 Epidemic as E-Learning Boost? Chronological Development and Effects
at an Austrian University against the Background of the Concept of “E-Learning Readiness”,
Future Internet 2020, 12, 94. URL: https://www.mdpi.com/1999-5903/12/6/94
Ebner M., Schön S., Braun C. (2020). More Than a MOOC—Seven Learning and Teaching Sce-
narios to Use MOOCs in Higher Education and Beyond. In: Yu S., Ally M., Tsinakos A.
(Eds.), Emerging Technologies and Pedagogies in the Curriculum. Bridging Human and Ma-
chine: Future Education with Intelligence, Springer Singapore, pp. 75–87.
Ebner, M.; Schön, S.; Dennerlein, S.; Edelsbrunner; S.; Haas, M. & Nagler, W. (2021). Digitale
Transformation der Lehre an Hochschulen – ein Werkstattbericht. In: K. Wilbers & A. Ho-
henstein (Eds.), Handbuch E-Learning. Expertenwissen aus Wissenschaft und Praxis – Strate-
gien, Instrumente, Fallstudien, Wolters-Kluwer, 94, article 3.41.
Ebner, M.; Schön, S. & Kumar, S. (2016). Guidelines for leveraging university didactics centers
to support OER uptake in German-speaking Europe. Education Policy Analysis Archives, 24
(39). URL: http://dx.doi.org/10.14507/epaa.24.1856
Ebner, M.; Schön, S. & Orr, Dominic (under review). OER Impact Assessment: A framework for
higher education institutions and beyond.
Ebner, M. & Stöckler-Penz, C. (2011). Open Educational Resources als Lifelong-Learning Strat-
egie am Beispiel der TU Graz. In: Tomaschek, N. & Gronki, E. (Eds.), The Lifelong Learn-
ing University, Münster: Waxmann, pp. 53-60.
Edelsbrunner, S.; Ebner, M., & Schön, S. (2021). Strategien zu offenen Bildungsressourcen an
österreichischen öffentlichen Universitäten. Eine Beschreibung von nationalen Strategien,
Whitepapers und Projekten sowie eine Analyse der aktuellen Leistungsvereinbarungen. In:
Wollersheim, H.; Karapanos, M.M Pengel, N. (Eds.), Bildung in der digitalen Transforma-
tion, Proceedings of the GMW 2021, Münster: Waxmann, pp. 31–36.
19
Edelsbrunner, S. & Schön, S. (2021). Lernvideos für MOOCs planen und gestalten mit dem
Lernvideo-Canvas. In: Hochschulforum Stifterverband Blog, article from 17.6.2021. URL:
https://hochschulforumdigitalisierung.de/de/blog/lernvideos-moocs
European Association for Quality Assurance in Higher Education (ENQA), European Students’
Union (ESU), European University Association (EUA), and European Association of Institu-
tions in Higher Education (EURASHE) (2015). Standards and Guidelines for Quality Assur-
ance in the European Higher Education Area (ESG), Brussels, Belgium. URL:
https://enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf
European Commission (2013). Opening up Education: Innovative teaching and learning for all
through new Technologies and Open Educational Resources. Communication from the Com-
mission to the European Parliament, the Council, the European Economic and Social Com-
mittee and the Committee of the regions, 25.9.13. URL: https://eur-lex.europa.eu/legal-con-
tent/EN/TXT/PDF/?uri=CELEX:52013DC0654&from=DE
Federal Ministry of Education, Science and Research (2021). Homepage. URL:
https://www.bmbwf.gv.at/
Geser, G., Hornung-Prähauser, V. & Schaffert, S. (2007). Observing Open E-LearningContent:
A Roadmap for Educational Policy and Institutions and Hands-On Tips for Practitioners. In:
Proceedings of the ICL Conference 2007, Villach. URL: https://telearn.archives-ouver-
tes.fr/hal-00197281/document
Grandl, M., Ebner, M., Schön, S., Brünner, B. (2021), MAKER DAYS for Kids: Learnings from
a Pop-up Makerspace. In: Lepuschitz W., Merdan M., Koppensteiner G., Balogh R., Ob-
držálek D. (Eds), Proceedings of Robotics in Education. RiE 2020, Advances in Intelligent
Systems and Computing, vol 1316, Cham: Springer. https://doi.org/10.1007/978-3-030-
67411-3_33
Gröblinger, O.; Ganguly, R.; Hackl, C.; Ebner, M. & Kopp, M. (2021). Dezentral bereitstellen –
zentral finden. Zur Umsetzung hochschulübergreifender OER-Angebote. In: Gabellini, C.;
Gallner, S.; Imboden, F.; Kuurstra, M. & Tremp, P. (Eds.), Lehrentwicklung by Openness –
Open Educational Resources im Hochschulkontext, Luzern: Pädagogische Hochschule Lu-
zern, pp. 39–44. URL: https://zenodo.org/record/5004445#.Ydyf4Swxm_s
Kerr, J., Lorenz, A., Schön, S., Ebner, M., Wittke, A. (2021). Open Tools and Methods to sup-
port the development of MOOCs: A Collection of How-tos, Monster Assignment and Kits.
In: Meinel, C., Staubitz, T., Schweiger, S., Friedl, C., Kiers, J., Ebner, M., Lorenz, A.,
Ubachs, G., Mongenet, C., Ruipérez-Valiente, J.A., Cortes Mendez, M. (Eds.), EMOOCs
2021 proceedings, Potsdam: Universitätsverlag Potsdam, pp. 187–200.
https://doi.org/10.25932/publishup-51030, URL: https://publishup.uni-potsdam.de/front-
door/index/index/docId/51030
Khalil, M. & Ebner, M. (2016). What Massive Open Online Course (MOOC) Stakeholders Can
Learn from Learning Analytics? In: Spector, M., Lockee, B. & Childress, M. (Eds.), Learn-
ing, Design, and Technology: An International Compendium of Theory, Research, Practice,
and Policy, Springer International Publishing, pp. 1–30.
Kircher, J.; Burger, E.; Ebner, M. & Schön, S. (2021). Learning Experience Design – zur Gestal-
tung von technologiegestützten Lernerfahrungen mit Methoden der Design-Entwicklung. In:
Wilbers, K. & Hohenstein, A. (Eds.), Handbuch E-Learning. Expertenwissen aus Wissen-
schaft und Praxis – Strategien, Instrumente, Fallstudien, 93, Article 4.78.
Kopp, M. & Ebner, M. (2013). Bildung für alle! Neue gemeinsame Bildungsplattform der Uni-
versität Graz und der Technischen Universität Graz. In: Hamburger eLMagazin, 11, Decem-
ber 2013, 54–56.
Ladurner, C.; Ortner, C.; Lach, K.; Ebner, M.; Haas, M.; Ebner, M.; Ganguly; R. & Schön, S.
(2020). The Development and Implementation of Missing Tools and Procedures at the Inter-
face of a University’s Learning Management System, its OER Repository and the Austrian
OER Referatory. In: International Journal of Open Educational Resources (IJOER), Volume
3, No. 2 Fall 2020 Winter 2021. URL: https://www.ijoer.org/the-development-and-
20
implementation-of-missing-tools-and-procedures-at-the-interface-of-a-universitys-learning-
management-system-its-oer-repository-and-the-austrian-oer-referatory/
Maier, K., Leitner, P., Ebner, M. (2019). Learning Analytics Cockpit for MOOC Platforms. In:
Emerging Trends in Learning Analytics. Leiden: Brill Sense.
Mulgan, G. (2006). Social Innovation: what is it, why it matters, how it can be accelerated. Ox-
ford: Skoll Center for Social Entrepreneur. URL: https://www.researchgate.net/publica-
tion/321731984_Digital_social_innovation_within_education_Five_in-
sights_on_the_role_of_digital_tools_in_the_field_of_Open_Educational_Resources_OER_pr
ojects
Murr, T.; Schön, S. & Ebner, M. (2021). By pupils for students: Experience with the MOOC
“Tenses Explained”. In: MOOCs, Language learning and mobility, design, integration, reuse,
Mooc2Move International Conference, April 9 - 10, 2021. URL: https://hal.archives-ouver-
tes.fr/hal-03225981
Nascimbeni, F. & Burgos, D. (2019). Unveiling the Relationship between the Use of Open Edu-
cational Resources and the Adoption of Open Teaching Practices in Higher Education, In:
Sustainability, 11, article 5637. URL: https://files.eric.ed.gov/fulltext/ED608874.pdf
Orr, D.; Rimini, M. & D. van Damme (2015). Open Educational Resources: A Catalyst for Inno-
vation, Educational Research and Innovation, Paris: OECD Publishing. URL:
http://dx.doi.org/10.1787/9789264247543-en
Pausits, A.; Oppl, S.; Schön, S.; Fellner, M.; Campbell, D.; Dobiasch, M. (2021). Distance Lear-
ning an österreichischen Universitäten und Hochschulen im Sommersemester 2020 und Win-
tersemester 2020/21. Wien: Bundesministerium für Bildung, Wissenschaft und Forschung.
URL: https://pubshop.bmbwf.gv.at/index.php?rex_media_type=pubshop_down-
load&rex_media_file=hs_distancelearning_2021.pdf
Pelletier, K.; Brown, Malcolm; Brooks, D. Christopher; McCormack, Mark; Reeves, Jamie &
Arbino, Nichole (2021). 2021 EDUCAUSE Horizon Report, Teaching and Learning Edition.
Boulder: EDUCAUSE. URL: https://library.educause.edu/-/media/files/li-
brary/2021/4/2021hrteachinglearning.pdfla=en-
hash=C9DEC12398593F297CC634409DFF4B8C5A60B36E
Reich, S.; Ebner, M., Ebner, M. (2019). Effects of a Mathematical Bridging Course. In:
EMOOCs 2019 Conference Proceedings, Naples, Italy. URL: http://ceur-ws.org/Vol-
2356/experience_short19.pdf
Schaffert, S. (2010). Strategic Integration of Open Educational Resources in Higher Education.
Objectives, Case Studies, and the Impact of Web 2.0 on Universities. In: U. Ehlers & D.
Schneckenberg (Eds.), Changing Cultures in Higher Education – Moving Ahead to Future
Learning, New York: Springer, pp. 119–131.
Schaffert, S. & Geser, G. (2008). Open Educational Resources and Practices. In: eLearning Pa-
pers, 7, February 2008. URL: https://www.researchgate.net/publication/28215644_Open_Ed-
ucational_Resources_and_Practices
Schön, S. (2021). Videos as OER (open educational resources): Why and how. Keynote at Open-
Cast Summit 2021. URL: https://www.researchgate.net/publication/350654555_Vid-
eos_as_OER_open_educational_resources_Why_and_how DOI:
10.13140/RG.2.2.36603.64800
Schön, S.; Braun, C.; Hohla, K.; Mütze, A. & Ebner, M. (2021). Technologiegestützte Lehre an
der TU Graz in der COVID-19-Pandemie. Das Beispiel des ReDesign-Canvas als ein Hilfs-
mittel der didaktisch-methodischen Neugestaltung von Lehrveranstaltungen: In: U. Dittler &
C. Kreidler (Eds.), Wie Corona die Hochschullehre verändert: Erfahrungen und Gedanken
aus der Krise zum zukünftigen Einsatz von eLearning, Wiesbaden: Springer-Gabler, pp. 243–
258.DOI: https://doi.org/10.1007/978-3-658-32609-8_16, URL: https://link.sprin-
ger.com/book/10.1007/978-3-658-32609-8
Schön, S.; Ebner, M.; Brandhofer, G.; Berger, E.; Gröblinger, O.; Jadin, T.; Kopp, M. & Steinba-
cher, H.-P. (2021). OER-Zertifikate für Lehrende und Hochschulen. Kompetenzen und Akti-
vitäten sichtbar machen. In: C. Gabellini, S. Gallner, F. Imboden, M. Kuurstra & P. Tremp
21
(Eds.), Lehrentwicklung by Openness – Open Educational Resources im Hochschulkontext,
Luzern: Pädagogische Hochschule Luzern, pp. 29–32. DOI:
https://doi.org/10.5281/zenodo.5004445
Schön, S.; Ebner, M. & Kumar, S. (2014). The Maker Movement. Implications of new digital
gadgets, fabrication tools and spaces for creative learning and teaching [Republished in spe-
cial issue]. In: eLearning Papers, eLearning Papers Special edition 2014 „Transforming Edu-
cation through Innovation and Technology, September 2014, pp. 86–100. URL: http://opene-
ducationeuropa.eu/sites/default/files/ELearning_2014_interactivo_2609.pdf
Schön, S., Kreissl, K., Dobusch, L. & Ebner, M. (2017). Mögliche Wege zum Schulbuch als O-
pen Educational Resources (OER). Eine Machbarkeitsstudie zu OER-Schulbüchern in Öster-
reich. Salzburg: Salzburg Research. URL:
https://www.bmbwf.gv.at/Themen/schule/bef/sb/machbarkeitsstudie_schulbuch_oer.html
Schön S., Ebner M. (2020). Open Educational Resources in Austria. In: Huang R., Liu D., Tlili
A., Gao Y. & Koper R. (Eds.), Current State of Open Educational Resources in the “Belt and
Road” Countries. Lecture Notes in Educational Technology, Springer, Singapore, pp. 17–33.
Schön, S., Ebner, M. & Hornung-Prähauser, V. (2017). Digital social innovation within educa-
tion: Five insights on the role of digital tools in the field of Open Educational Resources
(OER) projects. In: Nata, R. V. (Ed.), Progress in Education, Vol. 49, Nova, pp. 167–188.
Schön, S.; Ebner, M. & Kopp, M. (2021). Systematische Förderung von offenen Bildungsres-
sourcen an österreichischen Hochschulen mit OER-Policies. In: fnma Magazin 01/2021, pp.
7–10. URL: https://www.fnma.at/content/download/2239/12258 DOI:
http://doi.org/10.5281/zenodo.4688404
UNESCO (2019). Recommendation on Open Educational Resources (OER), 25 November 2019.
URL: http://portal.unesco.org/en/ev.php-
URL_ID=49556&URL_DO=DO_TOPIC&URL_SECTION=201.html
Universität Graz (2020). Open Educational Resources Policy der Universität Graz, Rektoratsbe-
schluss vom 4. März 2020, Graz: Universität Graz. URL:https://static.uni-
graz.at/fileadmin/digitales-lehren-und-lernen/Dokumente/OER_Policy.pdf
TU Graz (2020). Richtlinie zu offenen Bildungsressourcen an der Technischen Universität Graz
(OER-Policy), November 2020, Graz: TU Graz. URL: https://www.tugraz.at/filead-
min/user_upload/tugrazExternal/02bfe6da-df31-4c20-9e9f-
819251ecfd4b/2020_2021/Stk_5/RL_OER_Policy_24112020.pdf
