Open Educational Resources: Motivations, Logistics and Sustainability

Sclater, Niall

doi:10.1007/978-1-4419-6959-0_10

Cited by 32 publications

(27 citation statements)

References 6 publications

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“…University of Southern Queensland). The starting points of various institutions on the road to OER are very different, however there is now a universal concern about sustainability (Sclater, 2010b). Many institutions are finding their own ways of supporting OER with no external funding.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Loss of IPR -fear someone will take and repurpose 'badly' (Beggan, 2010) 9 Loss of commercial opportunities (Beggan, 2010) 10 IPR infringement from subject's view and copyright holder (Lee et al, 2008;Beggan, 2010) 11 First-year materials too simplistic (Beggan, 2010) 12 Quality control -some materials bad reflection on the university (Beggan, 2010;Sefton, 2010) 13 OERs not appropriate for disciplines where practical skills required (Lee et al, 2008) 14 If you exclude copyright materials that added value to the course, the course will be less useful (Lee et al, 2008) 15 Sunlight effect (Winn, 2010) Tools 16 Technology barriers to re-purposing (Beggan, 2010) 17 Issue of a single site versus resources still in departments (Beggan, 2010) 18 Concern that content delivered without formal learning is likely to be less 'engaging and effective' (Sclater, 2010b) Division of Labour 19 Time (All) 20 Effort to adapt (Beggan, 2010) 21 Cost to materials (Beggan, 2010) 22 Workload and costs of maintaining OER (Smith & Casserly, 2006) Community 23 Concern about lack of context, e.g. lecture recordings (Beggan, 2010) 24 End user issues -how materials will be received (Beggan, 2010) 25 Students -e.g.…”

Section: Rules (15) (Implicit Rules In Italics)mentioning

confidence: 99%

“…The OER movement has many challenges as would any movement that requires a change in practice within an organisation. There are several key debates around sustainability (Hodgkinson-Williams & Donnelly, 2010), quality control (Stacey, 2007) and the pedagogy (Sclater, 2010b) or lack thereof of OER which are all relevant to our understanding of the context of OER.…”

Section: Introductionmentioning

confidence: 99%

“…A number of authors have written papers that include discussions of why academics were concerned about adding materials (Smith & Casserly, 2006;Stacey, 2007;Lee et al, 2008;Beggan, 2010;Browne et al, 2010;Sclater, 2010b;Sefton, 2010;Winn, 2010). These papers include discussion of interviews, surveys and focus groups within institutions as cases to reflect upon the lessons learnt in different contexts.…”

Section: Introductionmentioning

confidence: 99%

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Researching Resistance to Open Education Resource Contribution: An Activity Theory Approach

Cox

2013

E-Learning and Digital Media

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Higher education and associated institutions are beginning to share teaching materials known as Open Educational Resources (OER) or open courseware across the globe. Their success depends largely on the willingness of academics at these institutions to add their teaching resources. In a survey of the literature on OER there are several articles that discuss reasons why academics should contribute teaching materials. There are fewer articles that refer to academics' concerns or why they choose not to contribute their teaching resources. There have been only a few reported empirical studies thus far, and most of the studies have not been framed within any particular theoretical perspective. Hence there is a need to explore possible theories that might help to conceptualise and explain what enables or constrains the open education movement. This study aims to ascertain whether Engeström's activity theory and its principle of contradictions is a sufficiently versatile and insightful lens to investigate non-participation of OER contribution. Activity theory was found to be useful for framing the literature and three interviews with University of Cape Town (UCT) academics and for surfacing some of the constraints in the system. The key concerns that emerged centred around the rules in the institution concerning promotion and what is valued by the institution. At present this institution places value on research and until value is placed on sharing teaching materials as OER, it is unlikely that there will be large-scale voluntary contribution to the UCT OpenContent directory.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Rules (15) (Implicit Rules In Italics)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Researching Resistance to Open Education Resource Contribution: An Activity Theory Approach

Cox

2013

E-Learning and Digital Media

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“…Afterwards, this movement was called open educational resources (OER). Criticisms about OER referred to its isolation from real settings (Liyanagunawardena, Adams, & Williams, 2013), lack of online learning experience (Sclater, 2011), unavailable assessment and accreditation (Stacey, 2007), and insufficient instructional design (Ferreira, 2014), all reasons that triggered a new movement, the massive online open courses (MOOCs). MOOCs have partly eliminated the above limitations of OER.…”

mentioning

confidence: 99%

Does Formal Credit Work for MOOC-Like Learning Environments?

Kurşun

2016

IRRODL

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Although a number of claims have been made describing massive open online courses (MOOCs) as a disruptive innovation in education, these claims have not yet been proven through research. Instead, MOOCs should perhaps be considered as an integrative model for higher education systems, but to do so will require recognition of credentials. Initial experiments of MOOCs were not offered academic credit, but recently there has been some attempts to offer course credit for MOOCs or MOOC-like courses.However, whether earning a credit affects students' performance and behavior in MOOCs has not been explored closely. Therefore, the aim of this study is to assess the effect of crediting on students' achievement, perceived intrinsic and extrinsic goal orientations, and perceived course value. A causal comparative research design was applied. Data were collected via 516 responses to an online survey and achievement tests. Three credit conditions were compared: credit bearing, non-credit bearing, and credit careless. ANOVA results showed a significant difference between the credit bearing group and non-credit bearing group for all dependent variables. The credit bearing group also scored significantly higher achievement scores than the credit careless group. Credit clearly and significantly affected all dependent variables investigated in this study. Therefore, various possible models can be adopted by higher education institutions to integrate MOOCs as a credit. Further studies can explore the effects of credit on students' online behaviors, such as engagement with online activities and user events on MOOC platforms.

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Networked Learning

Jones¹

2015

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Open Educational Resources: Motivations, Logistics and Sustainability

Cited by 32 publications

References 6 publications

Researching Resistance to Open Education Resource Contribution: An Activity Theory Approach

Researching Resistance to Open Education Resource Contribution: An Activity Theory Approach

Does Formal Credit Work for MOOC-Like Learning Environments?

Networked Learning

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