Open Educational Resources (OER)

Neumann, Jan

doi:10.1515/bd-2013-0094

Cited by 3 publications

(2 citation statements)

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“…Die Leitideen von OER leisten demnach einen Beitrag zu dem Sustainable Development Goal 4 "Hochwertige Bildung" der Agenda 2030 (Fahrenkrog, 2019). [6] In den letzten Jahren hat sich die Qualitätsentwicklung und -sicherung von OER als eine zentrale Anforderung herausgestellt, die auf hochschuldidaktischen, rechtlichen und bildungsorganisatorischen Ebenen diskutiert wird (BMBF, 2022 ;Deimann, Neumann & Muuß-Merholz, 2015 ;Zawacki-Richter & Mayrberger, 2017). In den folgenden Überlegungen werden insbesondere pädagogische und didaktische Überlegungen zur Qualitätsentwicklung und -sicherung aufgegriffen.…”

Section: Offene Bildungsmaterialien Und Qualitätssicherungunclassified

Handlungsstrategien für heterogene Klassen. Qualitätssicherung von OER für die Lehrkräftebildung

Rau,

Mudder,

Schröder

et al. 2023

QfI

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Der ersten Phase der Lehrkräftebildung kommt der Auftrag zu, für eine grundlegende Orientierung in einem inklusiven Bildungssystem wissenschaftlich fundierte Kenntnisse für alle Lehramtsstudiengänge bereitzustellen. Am Beispiel des Projekts „Handlungsstrategien für heterogene Klassen - OER für die Lehrkräftebildung“ zeigt der Beitrag auf, wie die Entwicklung und Qualitätssicherung von Open Educational Resources (OER) zur Qualifizierung für inklusive Bildung erfolgen kann. Auf Basis von Projekterfahrungen wird skizziert, wie (1.) OER für angehende Lehrkräfte zur Gestaltung und Reflexion inklusiven Unterrichts entwickelt, (2.) von Hochschullehrenden und Studierenden erprobt und (3.) die Qualität der entstandenen Materialien geprüft und weiterentwickelt werden konnte. Die entwickelten Materialien wurden über unterschiedliche methodische Zugänge („Thinking Aloud“-Methode, Gruppendiskussion mit Dozierenden, Pilotierung quantitativer Studierendenbefragung) erprobt. Der Beitrag stellt konzentriert die Ergebnisse qualitativer Forschungszugänge dar. Daraus lassen sich Erkenntnisse auf unterschiedlichen hochschuldidaktischen Handlungsebenen für die Potentiale von OER zur Qualifizierung von Lehrkräften für inklusive Bildung ableiten. Abstract Teacher education has the task of providing scientifically grounded knowledge for basic orientation for an inclusive education system for all teacher training programs. Using the example of the project "Action Strategies for Heterogeneous Classes - OER for Teacher Education", the article shows how the development and quality assurance of Open Educational Resources (OER) for the qualification for inclusive education can take place. Based on project experiences, it outlines (1.) how OER could be developed for prospective teachers to design and reflect on inclusive education, (2.) tested by university teachers and students, and (3.) how the quality of the resulting materials could be evaluated and further developed. The developed materials are evaluated with three methodological approaches (“Thinking Aloud”-method, group discussion with lecturers). The paper presents the results of qualitative research approaches. From this, insights on different levels of higher education didactic action for the potentials of OER for the qualification of teachers for inclusive education can be derived.

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Section: Offene Bildungsmaterialien Und Qualitätssicherungunclassified

Handlungsstrategien für heterogene Klassen. Qualitätssicherung von OER für die Lehrkräftebildung

Rau,

Mudder,

Schröder

et al. 2023

QfI

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“…In that year, the first "OERcamp" was held, and expert hearings on OERs were organized in Berlin by the German Federal Ministry of Education and Research (BMBF). An OER report recommending shortand medium-term measures was published by a working group of BMBF and the Standing Conference of Ministers of Education and Cultural Affairs of the states (KMK) in 2015 (Deimann et al, 2015).…”

Section: Oers In Germanymentioning

confidence: 99%

Open Educational Resources in Higher Education

Ali

Knight

Schroeder

2022

International Journal of Innovative Teaching and Learning in Higher Education

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Open educational resources (OER) are openly licensed educational materials that can be used in different educational settings to help make education available to all. However, proper deployment of OER still faces many barriers, including the lack of know-how among educators and helpful supporting tools. Many educators do not have the necessary knowledge to efficiently find, utilize, edit, or distribute high quality OER. Adding to this challenge is the lack of technical tools to support them when producing OER or converting their existing educational materials to OER. In this paper, the authors introduce two practical approaches applied at the Learning Technologies Research Group at RWTH Aachen University to enhance the utilization of OER in higher education. The first one addresses the qualification of educators to the concept of OER, and the second one focuses on providing technical support to educators when producing OER.

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L''educació oberta a Europa: avenços, integració amb la ciència oberta i rol bibliotecari.

2019

BiD

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Expanding Access and Equity People expect to be able to learn and work anywhere, with constant access to learning materials and to one other. Colleges and universities have made great strides in generating more methods and platforms for faculty, students, and staff to collaborate and be productive wherever they are. The advent of always-connected devices has provided more flexibility in how, when, and where people learn, and many institutions have updated their IT infrastructures accordingly. But simply having a device that turns on and connects to the internet is not sufficient. Support of success in learning requires digital equity as well. All aspects of the learning environment must be equally accessible and usable for all learners and instructors. This includes considerations such as universal design for learning, adaptive learning engagements, and overall affordability. Spurring Innovation If education is viewed as a vehicle for advancing the global economy, then it must be the North Star that enables societies to illuminate new ideas that solve pressing challenges and to create opportunities to shape a better future. In this sense, institutions are incubators of inventions and developments as well as the most important product of all: graduates who not only fulfill evolving job market needs but redefine and improve the workforce they enter. Advancing cultures of entrepreneurial thinking and designing new forms of artificial intelligence are just two of many areas of higher education that are spreading innovation. Fostering Authentic Learning Project-based learning, challengebased learning, and competencybased learning-all of these pedagogical trends are in service to creating hands-on, real-world experiences for students. As higher education institutions prioritize active learning over rote learning, learners are becoming partners in learning, invention, and knowledge creation. The embedding of maker culture in higher education has made students active contributors to the knowledge ecosystem. They learn by experiencing, doing, and creating, demonstrating newly acquired skills in more concrete and creative ways. Students do not have to wait until graduation to change the world. However, institutions continue to be challenged to generate these opportunities in spaces and with paradigms that lean on traditional practices. Leveraging Data What good is a new approach or technology deployment if the results are not carefully measured and analyzed, with the program adjusted based on the results? Institutions are becoming more adept at capturing a bevy of programmatic data. This same principle has been applied to tracking student performance, engagement, and behavior and leveraging such data to inform decision-making across departments and campuses. This information is also fueling more personalized learning experiences through adaptive learning tools that analyze areas for improvement and deliver content tailored to each student. As this data-driven theme proliferates in higher education, leaders must consider ho...

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Open Educational Resources (OER)

Cited by 3 publications

References 0 publications

Handlungsstrategien für heterogene Klassen. Qualitätssicherung von OER für die Lehrkräftebildung

Handlungsstrategien für heterogene Klassen. Qualitätssicherung von OER für die Lehrkräftebildung

Open Educational Resources in Higher Education

L''educació oberta a Europa: avenços, integració amb la ciència oberta i rol bibliotecari.

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