OER Theory

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The paper presents the Open Educational Practices (OEP) initiative that was implemented in Greece, as part of the national strategy for digital educational content in primary and secondary education. It aimed at encouraging and motivating teachers to develop and share OEPs that draw upon the use and reuse of Open Educational Resources (OERs), found either at the Photodentro national content repositories for school education or elsewhere. A new Photodentro Repository for Open Educational Practices on resource-based learning was developed and used by teachers to host and share OEPs.

This pack concentrates on the toolsthe OER Hub at the Open University in the UK has developed. If you are more interested in how to conduct open research, then we have produced an open course, available also as an open textbook: Open Research.

Who’s using OER, who’s not, and why? Where is OER headed and do educational content providers fit into the picture? Out of primary and secondary research conducted by Cengage Learning in early 2016, a view emerged of the evolving OER landscape.

The purpose of this study is to explore the status of the creation, use and/or management of open education resources (OER) in Kenya. OER, which to a large extent depend on access to Information

Communication Technology (ICT), are seen by proponents as offerring certain opportunities to improve access to and quality of education.

An article discussing the role of the US Federal Government in promoting OER and the author provides a counter-argument.

This report presents a support framework for higher education institutions (HEIs) to open up education. This framework proposes a wide definition of the term ‘open education’, which accommodates different uses, in order to promote transparency and a holistic approach to practice. It goes beyond OER, MOOCs and open access to embrace 10 dimensions of open education.

This review provides a summary of all known empirical research on the impacts of OER adoption. This version will be updated with new articles as the authors become aware of them.

The study discusses the challenges of open educational resources and in doing so makes a comparative analysis between Shanghai Open University and the Open University of Tanzania. The study uses descriptive survey research design to examine the challenges of open educational researches and hence make a comparative analysis between Shanghai Open University and the open university of Tanzania.

Open Educational Resources (OER) — teaching, learning and research materials that their owners make free for others to use, revise and share — offer a powerful means of expanding the reach and effectiveness of worldwide education. The Commonwealth of Learning (COL) and UNESCO co-organised the World OER Congress in 2012 in Paris.

The purpose of this document is to provide a concise analysis of where the global OER movement currently stands: what the common threads are, where the greatest opportunities and challenges lie, and how we can more effectively work together as a community. The first draft was born from a meeting of 26 OER leaders in February 2015.