Advertisement

Improving Reusability of OER

Educational Patterns for Content Sharing
  • Peter Baumgartner
Part of the Lecture Notes in Computer Science book series (LNCS, volume 8407)

Abstract

The effect of Open Educational Resources (OER) on Higher Education is still disappointing. (Re)use of materials, which can be accessed and employed freely, has not developed in such a way that it has changed the attitudes and behavior of teachers. After analyzing several aspects of the problem the article will focus on educational reasons to improve this situation. It is argued that to strive for context free learning objects is heading in the wrong direction. The author proposes to link OER not only with an educational taxonomy of learning outcomes but also with typical patterns of educational scenarios.

Keywords

Learning Object Information Object Educational Objective Pattern Language Open Educational Resource 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. 1.
    Hodgins, H.W.: The future of learning objects. Educ. Technol. 46, 49 (2006)Google Scholar
  2. 2.
    Longmire, W.: A primer on learning objects. Learn. Circuits 1 (2000)Google Scholar
  3. 3.
    McGreal, R.: Learning objects: A practical definition. Int. J. Instr. Technol. Distance Learn. 1, 21–32 (2004)Google Scholar
  4. 4.
    Kortemeyer, G.: Ten Years Later: Why Open Educational Resources Have Not Noticeably Affected Higher Education, and Why We Should Care, http://www.educause.edu/ero/article/ten-years-later-why-open-educational-resources-have-not-noticeably-affected-higher-education-and-why-we-should-ca
  5. 5.
    Baumgartner, P.: The Zen Art of Teaching - Communication and Interactions in eEducation. In: Auer, M.E., Auer, U. (eds.) ICL 2003. Kassel University Press, Villach (2004)Google Scholar
  6. 6.
    Fricke, R.: Methoden der Evaluation von E-Learning-Szenarien im Hochschulbereich. In: Meister, D.M. (ed.) Evaluation von E-Learning: Zielrichtungen, Methodologische Aspekte, Zukunftsperspektiven, pp. 91–107. Waxmann (2004)Google Scholar
  7. 7.
    Schulmeister, R.: Didaktisches Design aus hochschuldidaktischer Sicht: ein Plädoyer für offene Lernsituationen. In: Meister, D.M., Rinn, U. (eds.) Didaktik und neue Medien: Konzepte und Anwendungen in der Hochschule. Waxmann (2004)Google Scholar
  8. 8.
    Deci, E.L., Ryan, R.M.: Handbook of self-determination research. University of Rochester Press, Rochester (2002)Google Scholar
  9. 9.
    Ryan, R.M., Deci, E.L.: Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemp. Educ. Psychol. 25, 54–67 (2000)CrossRefGoogle Scholar
  10. 10.
    Ryan, R.M., Deci, E.L.: Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am. Psychol. 55, 68 (2000)CrossRefGoogle Scholar
  11. 11.
    Baumgartner, P.: Taxonomie von Unterrichtsmethoden: Ein Plädoyer für didaktische Vielfalt. Waxmann, Münster (2011)Google Scholar
  12. 12.
    Baumgartner, P.: Didaktische Arrangements und Lerninhalte - Zum Verhältnis von Inhalt und Didaktik im E-Learning. In: Baumgartner, P., Reinmann, G. (eds.) Überwindung von Schranken durch E-Learning, pp. 149–176. Studienverlag, Innsbruck (2007)Google Scholar
  13. 13.
    Wiley, D.A.: The post-LEGO learning object (1999)Google Scholar
  14. 14.
    Parrish, P.E.: The trouble with learning objects. Educ. Technol. Res. Dev. 52, 49–67 (2004)CrossRefGoogle Scholar
  15. 15.
    Ip, A., Morrison, I., Currie, M.: What is a learning object, technically? In: WebNet, pp. 580–586 (2001)Google Scholar
  16. 16.
    McGreal, R.: Online education using learning objects. Routledge (2004)Google Scholar
  17. 17.
    Polsani, P.R.: Use and abuse of reusable learning objects. J. Digit. Inf. 3 (2006)Google Scholar
  18. 18.
    Bloom, B.S.: Taxonomy of educational objectives; the classification of educational goals. Longmans, Green (1956)Google Scholar
  19. 19.
    Anderson, L.W.: Revising Bloom’s taxonomy. Ohio State University, Columbus (2002)Google Scholar
  20. 20.
    Anderson, L.W., Krathwohl, D.R.: A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. Longman, New York (2001)Google Scholar
  21. 21.
    Anderson, L.W., Sosniak, L.A., Bloom, B.S.: National Society for the Study of Education: Bloom’s taxonomy: a forty-year retrospective. NSSE: Distributed by the University of Chicago Press, Chicago (1994)Google Scholar
  22. 22.
    Marzano, R.J., Kendall, J.S.: The new taxonomy of educational objectives. Corwin Press, Thousand Oaks (2007)Google Scholar
  23. 23.
    Marzano, R.J., Kendall, J.S.: American Association of School Administrators. National Association of Elementary School Principals (U.S.), N.A. of S.S.P. (U. S.), Designing & assessing educational objectives: applying the new taxonomy. Corwin Press, Thousand Oaks (2008)Google Scholar
  24. 24.
    Alexander, C.: Notes on the synthesis of form. Harvard University Press, Cambridge (1964)Google Scholar
  25. 25.
    Alexander, C.: The timeless way of building. Oxford University Press, New York (1979)Google Scholar
  26. 26.
    Alexander, C., Ishikawa, S., Silverstein, M.: A pattern language: towns, buildings, construction. Oxford University Press, New York (1977)Google Scholar
  27. 27.
    Bagert, D., Bergin, J.: Pedagogical patterns: advice for educators. Joseph Bergin Software Tools, Pleasantville, NY (2012)Google Scholar
  28. 28.
    Köppe, C.: A Pattern Language for Teaching Design Patterns (Part 1). In: Proceedings of the 16th European Conference on Pattern Languages of Programs, pp. 2:1–2:21. ACM, New York (2012)Google Scholar
  29. 29.
    Kohls, C.: A Pattern Language for Online Trainings. In: EuroPLoP (2009)Google Scholar
  30. 30.
    Bauer, R., Baumgartner, P.: Showcase of learning: towards a pattern language for working with electronic portfolios in higher education. Presented at the EuoPLopP 2011, New York, NY, USA (2011)Google Scholar
  31. 31.
    Kohls, C., Wedekind, J.: Investigations of E-learning Patterns: Context Factors, Problems, and Solutions. Information Science Publishing (2011)Google Scholar
  32. 32.
    Laurillard, D.: Teaching as a design science: building pedagogical patterns for learning and technology. Routledge, New York (2012)Google Scholar
  33. 33.
    Alexander, C.: The nature of order: an essay on the art of building and the nature of the universe, 4. vols. Center for Environmental Structure, Berkeley (2002)Google Scholar

Copyright information

© IFIP International Federation for Information Processing 2014

Authors and Affiliations

  • Peter Baumgartner
    • 1
  1. 1.Donau-Universität Krems (Danube University Krems)Austria

Personalised recommendations