Guidelines for leveraging university didactics centers to support OER uptake in German-speaking Europe

Abstract

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.

The Development and Implementation of Missing Tools and Procedures at the Interface of a University’s Learning Management System, its OER Repository and the Austrian OER Referatory

“…There are, however, CC licenses that do not meet the definition of "open" licenses: for example, when commercial use is prevented (CC BY-NC, CC BY-NC-SA; see also Klimpel, 2012). Using open licenses is more important in German-speaking Europe than, for example, in the USA, as there are no fair-use rules, and the re-use of schoolbooks and textbooks, for example, is only allowed to a very limited extent (Ebner, Schön, & Kumar, 2016).…”

“…Regarding OER in the context of universities in German-speaking Europe, there are specific issues compared to other countries (see Ebner, Schön, & Kumar, 2016, Mruck et al, 2013. First, attending public universities does not involve expensive fees, which means that OER are not suitable as a potential marketing tool to attract future students.…”

Open Educational Practices: a learning way beyond free access knowledge

“…One of the ways ICT's educational integration is currently being developed has to do with the resurgence of Open Education as a kind of teaching and learning that articulates two main elements: use of ICT and application of diverse attributes of "openness" such as adapting, remixing, redistributing, sharing and collaborating on spaces of free access (EBNER; SCHÖN; KUMAR, 2016;TOVAR et al, 2013). This approach represents the core of what is currently known as Open Educational Movement (CAEIRO-RODRÍGUEZ et al, 2015;LITTLEJOHN;HOOD, 2016).…”

A incompatibilidade entre os atributos dos recursos educacionais abertos e as preferências dos usuários como barreira à difusão de inovação

“…Comandos para geração do gráfico pacum <-ggplot() pacum <-pacum + geom_map(data=WorldData, map=WorldData, aes(x=long, y=lat, group=group, map_id=region), fill="white", colour="#7f7f7f", size=0.5) pacum <-pacum + geom_map(data=dfacum, map=WorldData, aes(fill=sessions/1000, 2014x x x x Jung, Sasaki, & Latchem (2016) x x x Prince Machado, Tenorio Sepúlveda, & Ramirez Montoya (2016) x x x x Sabitha, Mehrotra, Bansal, & Sharma (2016) x Stoffregen et al (2016) x x x x Miller & Homol (2016) x x x Hennessy, Haßler, & Hofmann (2016) x x x x Hilton x x x Avila, Baldiris, Fabregat, & Graf (2016) x x x x Chiappe, Pinto, & Arias (2016) x x x x Pierce (2016) x Goodsett, Loomis, & Miles (2016) x x x Raneri & Young (2016) x x x Altinay et al 2016x Nistal, & Santos-Gago (2016) x Masterman (2016) x x x Wiley, Williams, Demarte, & Hilton III (2016) x x x Judith & Bull (2016) x Thakran, Sharma, & Sharma (2016) x x Ebner, Schön, & Kumar (2016) x x x Petrides, Goger, & Jimes (2016) x x Mosharraf & Taghiyareh (2016) Di Lauro & Johinke (2017) x Davis, Cochran, Fagerheim, & Thoms (2016) x Muganda, Samzugi, & Mallinson (2016) x x Navarro, Zervas, Gesa, & Demetrios (2016) x…”