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Ten Years Later: Why Open Educational Resources Have Not Noticeably Affected Higher Education, and Why We Should Care

Wow, was für ein Titel! Der Autor argumentiert sehr überzeugend, warum Open Educational Resources (OER) als Projekt so verheißungsvoll gestartet sind, aber bis heute nicht richtig vorankommen. Vier Hürden werden genannt: „discoverability, quality control, bridging the last mile, and acquisition“. Autor Gerd Kortemeyer hat auch eine sehr mutige Vorstellung davon, wo die Lösung liegen könnte: „a global enterprise learning content management system“, ein „integriertes“ und somit „lernendes“ System:

„In an integrated system, usage data and analytics can flow back to the original asset at every stage. These provide quality measures and a basis for recommendation systems. Formative assessment from embedded problems is available to both learners and faculty in a timely manner.“
Gerd Kortemeyer, EDUCAUSE Review Online, Jan/ Feb 2013, 26. Februar 2013

3 Responses to “Ten Years Later: Why Open Educational Resources Have Not Noticeably Affected Higher Education, and Why We Should Care”

  1. Andreas Link

    Kortemeyer präzisiert nach angeregter Diskussion in einem Beitrag der Mailinglist ‚JISC – OER-DISCUSS‘:

    „I think people are overlooking a word in the title: „traditional“ – nowhere does the paper say that OERs have „failed – period.“ That statement would make no sense, since you have to say „failed at what?“

    What the article tries to discuss is „why have OERs failed to have significant impact in TRADITIONAL higher education,“ i.e., campus-based for-credit universities like the one I work at, Michigan State University? Why are the students still forced to buy textbooks for $180 if all of the content is indeed freely available? Why are faculty now buying into restrictive, overpriced e-texts? Why are even the all-new MOOCs full of non-open content? …?

    The article tries to explore why traditional faculty at traditional universities might not take advantage of OERs. If it comes across like a sales pitch, I am sorry. At least so far, we have nothing for sale. LON-CAPA is open-source and free.

    I have been in charge of this free open-source learning content management system for 13 years. We have lived from grant funding, funding from Michigan State University, funding from other universities, good will, some service contract … in total, we are exhausted from 20 years of trying to live like hippies, and we have learned a lot of lessons the hard way along the way.

    […]

    I am a little offended by suddenly being associated with the „ugly establishment,“ while really I am trying to find a *realistic* and sustainable way to bring OERs into traditional higher education. I have no intentions of quitting my day job as an educator, which is the job I love. Building CourseWeaver and the required organizational infrastructure around it takes an estimated six million dollars. We are still planning on an option to use this system for free (Option A in http://www.courseweaver.org/concept/pricing/ – that one is free for free content).

    Do OERs have to live inside of a system like CourseWeaver? Of course not! This is not meant to be exclusive! Let there be OERs (including the same OERs) inside and outside of such a system. Let a thousand flowers bloom! All I am arguing is that if you want OERs to *also* penetrate traditional higher education, you have to overcome the hurdles I am outlining.“

    Antworten
  2. Thorsten Hansen

    Ach, der Herr Kortemeyer. Er ist jetzt dann scheinbar lang genug gegen Wände gerannt, um zu kapieren, dass man soziale Probleme nicht technisch lösen kann? Offenbar doch nicht, oder er ist halt immer noch nicht in der Lage zwischen sozialem und technischem Problem zu unterscheiden.

    Auch die MOOC’s, die gerade die E-Learning-Idee mal wieder durch den Durchlauferhitzer jagen, werden in einem Jahr kein Thema mehr sein (außer bei Akademikern vielleicht, die erst dann ihre Papers fertig haben).

    …traurig, wie Horden von denkenden Idividuen sich immer noch darauf versteifen, Bildungsprobleme mit Technik lösen zu wollen. Faszinierender Irrweg. Aber immerhin ist der Schaden nicht so hoch wie bei z.B. Nuklearenergie in der Energiebranche. Kostet bloss paar Forschungsmillionen und bissel Bildungsniveau, ansonsten sind diese Leute von den OER und MOOC’s harmlos.

    Weitermachen.

    Antworten

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