The Organizational Impact of Open Educational Resources

Chapter

Abstract

The open educational resource (OER) movement has been growing rapidly since 2001, stimulated by funding from benefactors such as the Hewlett Foundation and UNESCO, and providing educational content freely to institutions and learners across the world. Individuals and organizations are motivated by a variety of drivers to produce OERs, both altruistic and self-interested. There are parallels with the open source movement, where authors and others combine their efforts to provide a product which they and others can use freely and adapt to their own purposes. There are many different ways in which OER initiatives are organized and an infinite range of possibilities for how the OERs themselves are constituted. If institutions are to develop sustainable OER initiatives, they need to build successful change management initiatives, developing models for the production and quality assurance of OERs, licensing them through appropriate mechanisms such as the Creative Commons, and considering how the resources will be discovered and used by learners.

References

  1. Brown, J. S., & Adler, R. P. (2008). Minds on fire: open education, the long tail, and Learning 2.0. Educause Review, 43(1), 16–32. http://connect.educause.edu/Lbrary/EDUCAUSE+Review/MindsonFireOpenEducationt/45823. Accessed 26 May 2009.Google Scholar
  2. Caswell, T., Henson, S., Jensen, M., & Wiley, D. (2008). Open Educational Resources: Enabling Universal Education. The International Review of Research in Open and Distance Learning, 9(1). Retrieved November 2, 2009 from: http://www.irrodl.org/index.php/irrodl/article/view/469/1001.
  3. Downes, S. (2007). Emerging Technologies 2007. http://partners.becta.org.uk/page_documents/research/emerging_technologies07_chapter2.pdf. Accessed 02 June 2009.
  4. Geser, G. (2007). Open Educational Practice and Resources: OLCOS Roadmap 2012. Salzburg: OLCOS. http://www.olcos.org/english/roadmap/. Accessed 02 June 2009.
  5. Geser, G., Hornung-Prahauser, V., & Schaffert, S. (2007). Observing open e-learning content: a roadmap for educational policy and institutions and hands-on tips for practitioners. ICL Conference Proceedings 2007. Villach: Carinthia Tech Institute.Google Scholar
  6. Johnstone, S.M. (2005). Open Educational Resources Serve the World. Educause Quarterly, (3), 15–18.Google Scholar
  7. Lane, A. (2006). From pillar to post: exploring the issues involved in re-purposing distance learning materials for use as open educational resources. Milton Keynes: Open University.Google Scholar
  8. Lee, M. Y., Albright, S., O'Leary, L., Terkla, D. G., & Wilson, N. (2008). Expanding the reach of health sciences education and empowering others: the OpenCourseWasre initiative at Tufts University. Medical Teacher, 30(2), 159–163.CrossRefGoogle Scholar
  9. McAndrew (2006). Motivations for OpenLearn: the Open University’s Open Content Initiative, OECD Expert Workshop, Barcelona, 26 October, 2006.Google Scholar
  10. McAndrew, P., & Santos, A. I. (2008). Learning from OpenLearn: research report 2006–2008. Milton Keynes: Open University.Google Scholar
  11. Smith, M. S., & Casserly, C. M. (2006). The promise of open educational resources. Change, 38(5), 8–17.CrossRefGoogle Scholar
  12. Stacey, P. (2007). Open educational resources in a global context. First Monday, 12(4). Retrieved November 2, 2009 from: http://www.firstmonday.org/issues/issue12_4/stacey/index.html.
  13. Staley, D. J. (2009). Managing the platform: higher education and the logic of wikinomics. EDUCAUSE Review, 44(1), 36–47.Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2010

Authors and Affiliations

  1. 1.The Open University Strategy UnitBuckinghamshireUK

Personalised recommendations