March 2012
Trend Report: Open Educational Resources 2012 is published by the Special Interest Group Open Educational Resources
This report comprises articles by the following authors:
Martijn Arnoldus - Creative Commons NL
Cora Bijsterveld - Delft University of Technology
Anda Counotte - Dutch Open University
Wim Didderen - Dutch Open University
Sofia Dopper - Delft University of Technology
Ria Jacobi - Amsterdam University of Applied Sciences
Ben Janssen - Dutch Open University
Hester Jelgerhuis - SURF
Ellen Kuipers - Arnhem/Nijmegen University of Applied Sciences
Fred Mulder - Dutch Open University
Martijn Ouwehand - Delft University of Technology
Wilfred Rubens - Dutch Open University
Robert Schuwer - Dutch Open University
Willem van Valkenburg - Delft University of Technology
Steven Verjans - Dutch Open University
Nicolai van der Woert - Radboud University Nijmegen Medical Centre
The editors of the report were Ria Jacobi (Amsterdam University of Applied Sciences) and Nicolai van der Woert (Radboud
University Nijmegen Medical Centre, RUNMC).
Final editing
Monique Janssens, JT&P Communicatie - www.JTenP.nl
The U.S. Department of Education announced today the hiring of the first ever open education adviser to lead a national effort to expand schools’ access to high-quality, openly-licensed learning resources
Marcinek will serve in the Office of Educational Technology (OET) and focus on helping both K-12 and higher education connect with teaching, learning and research resources in the public domain that are freely available to anyone over the web
Open educational resources are an important element of an infrastructure for learning and ranges from podcasts to digital libraries to textbooks and games
penly licensed learning resources
frees up funding to support the transition to digital learning
a visit to Williamsfield Community School District in Illinois, where U.S. Secretary of Education Arne Duncan stopped as part of his annual back-to-school bus tour
produced with public funds or foundation grants
there likely will be other rules – such as curricular standards – that limit who can update or change the content of the resource for use in the classroom or by others.
let the applicable rules defining appropriate uses of educational resources to come from educators and not publishers
Are the materials that the Williamsfield School District is using fully open?
No. Most of the materials in the EngageNY collection for example use one of the most restrictive Creative Commons license.
Cable Green, September 15th, 2015
the progress the rural school district has made in shifting to digital and open educational resources (OER) to connect their students to the world. “The walls break down,” Zack Binder, the Pre K-12 Principal said. “You’re no longer in Williamsfield, Illinois. You have the same access to this information that anyone in the world does.”
er the past two years, the 310-student district decided to adapt and adopt OER
Secretary Duncan announced today the hiring of the Department’s first full-time OER position to lead a national effort to expand schools’ access to high-quality, openly-licensed learning resources and help districts and states follow the path of Williamsfield.
The primary aim of this project is to develop the first working prototype of an Open Educational Resource portal service, by developing a metadata aggregation engine and a web portal front-end.
create a one-stop-shop for national learning resource providers and their users
metadata only not the object itself, the content remains in its original repository
trace the users' behavior and thus identify them and follow their learning methods. In this way, OER can provide users search targets tailored to their personal learning profile.
the idea of a European-level open educational resource portal to address the gap between national- and global-level repositories
Beaven, Tita
(2018).
‘Dark reuse’: an empirical study of teachers’ OER engagement.
Open Praxis, 10(4) pp. 377–391
no empirical research has yet investigated whether teachers’ engagement with OER follows this model; evidence from OER repository analytics suggests not
through observation of lesson preparations, the paper’s contribution is to validate the OER lifecycle model and provide evidence of ‘dark reuse’.
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