Web Strategies for the Curation and Discovery of Open Educational
                        Resources

Rolfe, Vivien

doi:10.5944/openpraxis.8.4.305

Cited by 8 publications

(10 citation statements)

References 5 publications

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“…In this project, like in other similar ones (Rolfe, 2016), the analytics from the repository provide evidence that teachers engage in the first stage in the OER lifecycle, 'finding'. However, the analytics data does not offer any evidence of reuse, as teachers don't make use of the 'comment' or 'like' facilities that might have provided a hint of whether the materials were being reused.…”

Section: Context Of the Studymentioning

confidence: 60%

‘Dark reuse’: an empirical study of teachers’ OER engagement

Beaven

2018

Open Praxis

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There is scant evidence of OER reuse or sharing; OER apologists maintain that reuse is happening in private spaces, but others argue there is no evidence of such ‘dark reuse’.The OER lifecycle provides a model of OER engagement, defining five key practices: finding, composing, adapting, reusing and sharing. However, no empirical research has yet investigated whether teachers’ engagement with OER follows this model; evidence from OER repository analytics suggests not.This paper draws on an empirical study of engagement with an OER repository by language teachers at a distance university (The Open University UK). Through the applied thematic analysis of data generated through observation of lesson preparations, the paper’s contribution is to validate the OER lifecycle model and provide evidence of ‘dark reuse’. Qualitative tools, sensitive to the situated nature of OER engagement, are crucial to understanding invisible practices around ‘dark reuse’, and sophisticated models that embrace the complexity of OER ecosystems are needed.

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Section: Context Of the Studymentioning

confidence: 60%

‘Dark reuse’: an empirical study of teachers’ OER engagement

Beaven

2018

Open Praxis

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“…Athenas and Havemann (2014) consider repositories as key to the success of the OER movement as they provide opportunities for educators to share, discover and re-use quality resources. However, Rolfe (2016) found that resources stored on external platforms received more site visits than those in institutional repositories (2016). There are very different levels of openness for Case A and B's repositories: Case A's default sharing setting is 'university only' whereas Case B's is 2010and Beggan (2010) have also highlighted these issues as barriers to engagement with OER.…”

Section: How the Libraries Support Oermentioning

confidence: 99%

“…Ferguson (2017) states that for academic libraries to continue to participate in OER conversations, they must adapt to the needs of departments, staff and students. Rolfe's (2016) arguments suggest that institutional repositories may not provide the most effective OER access point, with external websites and SEO potentially broadening exposure and access. This raises the question of whether library OER services should move away from traditional library curation strategies, such as in-house storage, and focus on other forms of support.…”

Section: Barriers Affecting the Ability Of Academic Libraries To Provmentioning

confidence: 99%

A case study investigation of academic library support for open educational resources in Scottish universities

Thompson

Muir

2019

Journal of Librarianship and Information Science

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The aim of the research was to investigate why and how Scottish university libraries support open educational resources and to assess their ability to provide support services for their development and use within higher education institutions. There has been little research on the role of academic libraries in supporting open educational resources in Scotland and previous research found that there is a lack of awareness of them in Scottish higher education institutions and few have open educational resources policies. The case study methodology therefore involved two Scottish academic libraries providing open educational resources services. The libraries’ motivation includes supporting teaching and learning and the development of educator digital skills and copyright knowledge. However, there are a number of barriers limiting the services the libraries are able to provide, particularly lack of human resources. The research confirmed the findings of previous research on the importance of institutional commitment, incentives for educator engagement, and understanding of copyright and licensing issues by educators and library staff.

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“…These projects shared OER on laboratory skills, sickle cell anaemia and blood disorders, and other life science subjects (Rolfe, 2016). Staff engaged in projects as OER creators, facilitated students as co-producers, and using OER in teaching sessions.…”

Section: Participants and Contextmentioning

confidence: 99%

Striving Toward Openness: But What Do We Really Mean?

Rolfe

2017

IRRODL

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The global open education movement is striving toward openness as a feature of academic policy and practice, but evidence shows that these ambitions are far from mainstream, and levels of awareness in institutions is often disappointingly low. This work shows the importance of adopting critical approaches to gain a deeper understanding of the philosophical and pedagogic stances within institutions. By giving a voice to all those involved we will be able to develop appropriate and more persuasive arguments to widen our sphere of influence as a community of open educators.

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Web Strategies for the Curation and Discovery of Open Educational Resources

Cited by 8 publications

References 5 publications

‘Dark reuse’: an empirical study of teachers’ OER engagement

‘Dark reuse’: an empirical study of teachers’ OER engagement

A case study investigation of academic library support for open educational resources in Scottish universities

Striving Toward Openness: But What Do We Really Mean?

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