OpenER, a Dutch initiative in Open Educational Resources

Schuwer, Robert; Mulder, Fred

doi:10.1080/02680510802627852

Cited by 23 publications

(20 citation statements)

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“…OUNL also surveyed 1,684 students who purchased a course for credit, asking whether OpenER had influenced their decision to enroll in the paid course. Nine percent indicated this was the case (Schuwer & Mulder, 2009). …”

Section: Open Universiteit Nederland Opener Datamentioning

confidence: 99%

Impact of OpenCourseWare publication on higher education participation and student recruitment

Carson¹,

Kanchanaraksa²,

Gooding³

et al. 2012

IRRODL

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The free and open publication of course materials (OpenCourseWare or OCW) was initially undertaken by Massachusetts Institute of Technology (MIT) and other universities primarily to share educational resources among educators (Abelson, 2007). OCW, however, and more in general open educational resources (OER), have also provided well-documented opportunities for all learners, including the so-called “informal learners” and “independent learners” (Carson, 2005; Mulder, 2006, p. 35). Universities have also increasingly documented clear benefits for specific target groups such as secondary education students and lifelong learners seeking to enter formal postsecondary education programs. <br /><br />In addition to benefitting learners, OCW publication has benefitted the publishing institutions themselves by providing recruiting advantages. Finally enrollment figures from some institutions indicate that even in the case of the free and open publication of materials from online programs, OCW does not negatively affect enrollment. This paper reviews evaluation conducted at Massachusetts Institute of Technology, Johns Hopkins Bloomberg School of Public Health (JHSPH), and Open Universiteit Nederland (OUNL) concerning OCW effects on higher education participation and student recruitment.

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Section: Open Universiteit Nederland Opener Datamentioning

confidence: 99%

Impact of OpenCourseWare publication on higher education participation and student recruitment

Carson¹,

Kanchanaraksa²,

Gooding³

et al. 2012

IRRODL

Self Cite

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“…For several decades different researchers have analyzed Open Education Resources (OER) and their development (D'Antoni & Savage, 2009;Schuwer & Mulder, 2009;Butcher et al, 2011; identifying their influence on education as revolutionary (Wiley, Green, & Soares, 2012) and opening possibilities for free resources (Wilson, 2008).…”

Section: Using Open Education Resources (Oer)mentioning

confidence: 99%

Didactical Opportunities and Dilemmas of Technology Enhanced Learning

Teresevičienė

Trepulė

Volungevičienė

2017

PED

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Abstract. The purpose of this research is to identify the didactical characteristics of Technology Enhanced Learning (TEL) and to reveal the main opportunities and dilemmas of TEL didactical solutions in different types of organizations. Didactical characteristics of TEL such as measurable learning outcomes, interactivity, flexibility, experimentation, use of open educational resources (OER) as well as a need for social participation are studied and discussed. Quantitative research method was used to compare didactical characteristics of TEL used for training purposes of employees and teachers in a community, vocational education and training (VET) and business organizations and reveal main opportunities and dilemmas in organising of learning process. Research revealed that a variety of learning methods are used to enhance active learning and that open education resources are used while learning (free access of textbooks, documents, video material), that TEL focuses on practically used teaching/learning outcomes and that TEL curriculum structure creates possibilities for flexible learning and enhances learner mutual cooperation. Problematic areas appeared to be the following: use of technology enhanced assessment and self-assessment tools, clarity of workload.

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“…The OUNL partcipated in OER projects, resultng in the provision of some open courses. In 2008 several open courses had been developed and delivered to the public (Schuwer & Mulder, 2009), but they were ofered on a separate platorm and where not integrated properly in the OUNL's degree programs. So the queston was: how could we positon OER as an integral part of our business model.…”

Section: No Systematc Strategy To Implement and Mainstream Innovaton mentioning

confidence: 99%

Changing the Business Model of a Distance Teaching University

Koper

2014

ICT in Education in Global Context

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Abstract:In distance educaton teachers and students do not have classroom contact, but the educaton is mainly delivered through distance media. This dependency on technology makes these insttutes extremely sensible for changes in technologies: from tme to tme fundamental shifs in the business model are needed in order to maintain the quality of their ofering. In this chapter a case study is presented of a business model change of the Open University of the Netherlands in the period 2008 -2013. The triggers for change and the new business model are presented. The implementaton of the business model is discussed in terms of adaptatons in course development (including the use of Open Educatonal Resources), course delivery, ICT infrastructure, and a revised model for the implementaton of innovatons.

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OpenER, a Dutch initiative in Open Educational Resources

Cited by 23 publications

References 0 publications

Impact of OpenCourseWare publication on higher education participation and student recruitment

Impact of OpenCourseWare publication on higher education participation and student recruitment

Didactical Opportunities and Dilemmas of Technology Enhanced Learning

Changing the Business Model of a Distance Teaching University

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