Quality Assurance of Open Educational Resources

Abstract

The lack of transparency of the quality of Open Educational Resources (OER) is often seen as a barrier to the wider adoption, use, sharing, and further development of OER in the practice of teaching and learning in ODDE. Following the UNESCO Recommendation on OER, this chapter starts providing an overview of quality assurance systems from an international perspective, and the perceptions of faculty members on OER quality. Then, based on an empirical study, a quality framework and validated instrument for the evaluation and quality assessment of OER is presented – the Instrument for Quality Assurance of OER (IQOER). The second part of the chapter looks at how such an instrument can be integrated into a quality assurance process that takes into account the different goals, roles, and functions of the stakeholders involved. It becomes clear that a cultural change toward Open Educational Practice (OEP) is also needed to reach a wider acceptance of OER.

Open educational resources on preservation: An overview

“…The quality of OERs is assessed by the ways in which the content is created, presented and technically realized. The criteria to be applied in quality assessment need to include an assessment of the authors that created the OER; the comprehensiveness of the content presented; the way in which the content is presented; the accessibility and discoverability of the OER; and the technological characteristics (design, availability, use) (Camilleri et al, 2014; Kawachi, 2014; Zawacki-Richter et al, 2022). All the above-mentioned criteria can be used to assess the quality of OERs in the field of the preservation of analogue and digital materials, but first it is necessary to determine what kinds of OERs on the subject are available to users.…”

Calidad de servicios educativos en los centros de formación de educación superior

“…Si bien la mayoría de las instituciones educativas propiciaron la capacitación docente para garantizar un proceso educativo de calidad, muchos no consideraron la capacitación en sus estudiantes, afrontando el proceso educativo con débiles habilidades digitales (Neuwirth et al, 2020). Asimismo, el simple hecho de tener acceso a una computadora y a una conexión a Internet no garantiza un aprendizaje a distancia efectivo, es por este motivo que se debe asegurar la calidad en el diseño curricular para cubrir el marco pedagógico que requieren la enseñanza virtual (Zawacki-Richter et al, 2022;Karam et al, 2021). eficientemente, desarrollando servicios con calidad educativa y un cambio en la sociedad (Huaman et al, 2021;Al-Husseini et al, 2019).…”

Digital higher education

“…Strengthening human digital capital; Secure and reliable use of education data; Accelerating together; Facilitating professional development of lecturers Evidence-informed educational innovation with ICT; Making education more flexible; Towards digital (open) resources; Digital education of practical skills; Remote digital assessment; EdTech for educational innovation 21. Austria, Belgium (French Community), Croatia, Czech Republic, Finland, France, Germany, Italy, Poland, Slovenia and Spain.…”