ERIC ED498433: Open Educational Practices and Resources. OLCOS Roadmap, 2012

4.2 MB·English

by  ERIC

Open Educational Practices
and Resources
OLCOS Roadmap 2012
Edited by
Guntram Geser
Salzburg Research
EduMedia Group

Project information and imprint
Project information and imprint
Open e-Learning Content Observatory Services (OLCOS)
OLCOS is a Transversal Action funded by the European Commission under the eLearning
Programme.
Duration: January 2006 – December 2007
Website: www.olcos.org
Project partners
European Centre for Media Competence, Germany
European Distance and E-Learning Network, Hungary
FernUniversitaet in Hagen, Germany
Mediamaisteri Group, Finland
Open University of Catalonia, Spain
Salzburg Research, Austria
Project coordinator
Salzburg Research / EduMedia Group
Veronika Hornung-Prähauser
Jakob Haringer Straße 5/III, A-5020 Salzburg, Austria
[email protected]
Tel. [phone]
OLCOS roadmap editor
Guntram Geser, Salzburg Research / EduMedia Group, Austria
Contributors to the OLCOS roadmap
FernUniversitaet in Hagen: Peter Baumgartner and Viola Naust
Open University of Catalonia: Agustí Canals, Núria Ferran, Julià Minguillón
and Mireia Pascual
Mediamaisteri Group: Mats Rajalakso and Timo Väliharju
Salzburg Research: Wernher Behrendt, Andreas Gruber, Veronika Hornung-Prähauser
and Sebastian Schaffert
Graphics & layout
Jesper Visser, Salzburg Research
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Project information and imprint
Images
Based on copyright-free photographs
from www.imageafter.com
Print version
ISBN 3-902448-08-3
Printed in Austria
January 2007
Online
A digital version of this report can be freely
downloaded from www.olcos.org
Copyright
This work is licensed under the Creative Commons
Attribution–NonCommercial–ShareAlike 2.5 License
http://creativecommons.org/licenses/by-nc-sa/2.5/
Disclaimer
This publication was produced by the OLCOS Project with the financial support of the
European Commission.
The content of this report is the sole responsibility of OLCOS and its project partners.
Furthermore, the information contained in the report, including any expression of opinion and
any projection or forecast, does not necessarily reflect the views of the European Commission
and in no way anticipates any future policy plans in the areas addressed in this report.
The information supplied herein is without any obligation and should be used with the
understanding that any person or legal body who acts upon it or otherwise changes its position
in reliance thereon does so entirely at their own risk.
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Acknowledgements
Acknowledgements
The OLCOS Project Consortium would like to thank the following individuals for their highly
valuable contributions:
Workshop participants and roadmap reviewers:
Graham Attwell, Pontydysgu (Bridge to Learning), SIGOSSEE project; Wales/UK
Timo Borst, FernUniversitaet in Hagen, CampusContent project, Germany
Peter Burnhill, University of Edinburgh, Edina national data centre, JORUM project, UK
C. Sidney Burrus, Rice University, Connexions project, USA
Raymond Elferink, RayCom B.V., BAZAAR project, The Netherlands
Volker Grassmuck, Humboldt University Berlin, Helmholtz Center for Cultural Technology;
Wizards of OS and iRights.info, Germany
Jan Hylén, OECD Centre for Educational Research and Innovation, France
Keith G. Jeffery, CCLRC Rutherford Appleton Laboratory, UK
Thomas Nárosy, eLISA Academy, Austria
Petra Oberhuemer, University of Vienna, Center for Teaching and Learning, Austria
Oystein Johannessen, Norwegian Ministry of Education, Deputy Director General (ICT
Strategy), Norway
Georg Pleger, Creative Commons Austria, Austria
Niall Sclater, The Open University, Virtual Learning Environment Programme, UK
Bernd Simon, Vienna University of Economics and Business Administration, Institute of
Information Systems & New Media, EducaNext project, Austria
David Wiley, Utah State University, Center for Open and Sustainable Learning, USA
Interviews:
Asta Bäck, VTT Media and Internet, Finland
Jakub Borkowski, Tampere University of Technology, Institute of Communications
Engineering, Finland
Paula le Dieu, Creative Commons International, UK
Erik Duval, Katholieke Universiteit Leuven, Ariadne Foundation, Belgium
David Megías, Universitat Oberta de Catalunya, International Master Program in Free
Software, Spain
Fred Mulder, Rector of the Open Universiteit Nederland, The Netherlands
Robert Newcombe, VW Group, Virtual Campus Manager, UK
Tere Vadén, Tampere University, Hyper Media Laboratory, Finland
Sven Reiter, Raytheon, European Sales Curriculum Manager, Germany
Christian Schrack, Pedagogical Institute Vienna, e-Learning Department, Austria
Tere Vadén, Tampere University, Hyper Media Laboratory, Finland
Llorenç Valverde, Vice-rector of Technology, Open University of Catalonia, Spain
Jordi Vivancos, Generalitat de Catalunya, Education Department, Spain
Stuart Yeates, University of Oxford, Research Technologies Services, UK
Raquel Xalabarder, Open University of Catalonia, School of Law and Political Science, Spain
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Acknowledgements
By acknowledging the involvement of the above individuals and the review process in which
they participated, we do not imply their endorsement of the published results of this report.
The final responsibility for the content of this report lies solely with the OLCOS Project
Consortium and the editor of the report.
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Table of content
Content
Project information and imprint 3
Acknowledgements 5
1 Executive summary 12
2 Introduction: Context, objectives and direction of the OLCOS
road mapping work 15
2.1 Context and objectives 15
2.2 How can Open Educational Resources make a difference in teaching
and learning? 16
2.3 Towards learning experiences which are real, rich and relevant 17
3 The quest for Open Educational Resources 20
3.1 Attributes and expected benefits of Open Educational Resources 20
3.2 Ongoing discussion for a comprehensive definition of Open
Educational Resources 21
3.3 Who should create and provide educational content? 24
3.4 Open e-learning resources in a European perspective 31
4 Competences for the knowledge society 37
4.1 An urgent need for a transformation of educational practices 37
4.2 Defining and developing key competences 38
4.3 Priority of open educational approaches 41
4.4 Open educational content value chains 42
4.5 Canned products vs open practices 44
4.6 Activities in the open digital educational content life cycle 47
5 Presentation of OLCOS road mapping results 51
1.1 Introduction: Scope and approach, areas and topics covered 51
1.2 Policies, institutional frameworks and business models 54
5.2.1 Drivers and enablers 54
Policies emphasise educational innovation and organisational change
in educational institutions 54
Understanding that ICT-based lifelong learning needs to be promoted
through easy access to educational resources 57
International interest in, and funding of, Open Educational Resources 57
Creative Commons licensing is firmly established and increasingly used 58
Healthy competition among leading institutions in providing free access
to educational resources 60
Open and Distance Teaching Universities make open self-learning
resources accessible as a way to attract students 62
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Table of content
The Bologna Process could become a driver for cross-border collaborative
development and sharing of study material in Europe 63
5.2.2 Inhibitors 64
Business models in Open Educational Resources are tricky 64
Lack of institutional policies and incentives for educators to excel in OER 65
Models that build on teachers in the creation and sharing of OER will need
to invest considerable effort on training and support 67
Difficulty of finding a balanced approach for open and commercial
educational offerings 68
Little innovation by most academic and educational publishers 68
Possible implementation of rigid Digital Rights Management Systems
by many organisations 69
5.3 Open Access and open content repositories 72
5.3.1 Drivers and enablers 73
Strong breakthrough of the Open Access principle in academic publishing 73
Funding bodies require that project results be made available through
Open Access repositories 75
Widespread tried and tested know-how in distributed open access repositories 76
Open content repositories increasingly surface from the Deep Web 78
5.3.2 Inhibitors 79
Further success of Open Access publishing of academic resources requires
overcoming fears of low recognition among researchers 79
Need to reinforce institutional Open Access policies and measures 80
Barriers to making research data openly available for further research
and teaching 81
Creation of rich educational metadata will remain costly 82
Ontology-based educational Semantic Webs will have a long way to go 83
5.4 Laboratories of open educational practices and resources 87
5.4.1 Drivers and enablers 87
Free and Open Source software is more widely used in Higher Education
and Further Education institutions 87
The “industrialist” Learning Objects approach has run out of steam 89
New systems for creating and handling group-based Learning Designs
are in the pipeline 91
Social Software tools and services empower learners to easily create
and share content 94
RSS feeds enrich educational portals and learners can subscribe directly
to thematic content feeds 96
Licensing open content will become easier through plug-ins for widely
used software packages and standardisation of user information 98
Emergence of personal learning environments (“e-learning 2.0”) 98
Semantic applications offer new ways of accessing knowledge resources 100
5.4.2 Inhibitors 101
More cooperation between tools developers and educators is needed 101
Lack of know-how for enabling innovative educational settings to emerge 101

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Table of content
Educational repositories will need to think more thoroughly about how to
be useful for communities of practice 102
Educational repositories will need to implement more advanced tools
and services 104
Library services may be slow to find their place in open learning
environments 105
6 Roadmap Briefs 109
6.1 Policies, institutional frameworks and business models 110
6.2 Open Access and open content repositories 112
6.3 Laboratories of open educational practices and resources 114
7 A not too visionary outlook 117
8 Recommendations 120
8.1 Recommendations for educational policy makers and funding bodies 121
8.2 Recommendations for boards, directors and supervisors of educational
institutions 122
8.3 Recommendations for teachers 124
8.4 Recommendations for students 125
8.5 Recommendations for educational repositories 126
8.6 Recommendations for developers and implementers of e-learning
tools and environments 127
9 Selected projects and resources 130
10 Bibliography 134
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