Open Educational Resources

from Wikipedia, the free encyclopedia
Open educational resources logo

As open educational resources ( English , shortly OER ) are free learning and teaching materials with an open license such as Creative Commons or GNU General Public License on the basis of the English term for free content (open content) , respectively.

The concept of OER can be understood as a new way of generating and distributing information in the field of education. An increased integration of OER in the area of ​​internet-based knowledge transfer as well as in distance learning and university teaching can be observed. An increasing spread of OER can be seen, especially in the area of social media . In this way, authors hope that OER will achieve a greater degree of dissemination of their content and an accompanying increase in reputation.

The motivation of the proponents ranges from the taming of the monopolistic book market to the vision of creating an educational world in which every person in the world has access to a globally aggregated body of knowledge. One great hope in the wake of the diffusion of OER is to balance the global differences in access to digital media and education. In particular, less developed countries should benefit from access to and use of the OER.

term

The term was first used by the UNESCO 2002 Forum on the Impact of Open Courseware for Higher Education in Developing Countries . Free learning materials, free software and free licenses can be understood as OERs .

According to Geser (2007), the different definitions and understandings of OER contain the following features:

  • “That access to free content (including metadata) is free for educational institutions, so-called 'content services' as well as end users such as teachers, pupils and students and lifelong learners;
  • that content is licensed less restrictively for redistribution for educational purposes, so that it can be modified, combined and reused in other contexts whenever possible; consequently, content should ideally be designed using open standards and formats so that it is easy to reuse;
  • that software is used for learning systems / tools, the source code of which is accessible (i.e. open source software) and that open interfaces (open APIs) and permits for the further distribution of web-based services and content are available. "

The "William and Flora Hewlett Foundation" defines OER as follows:

OER are freely accessible teaching, learning and research resources that are in the public domain or allow use and modification on the basis of free licenses. Open Educational Resources include full courses, course materials or assignments, textbooks, videos, or application programs, and any other tools, materials, or techniques used to aid knowledge acquisition.

OER can consist of a wide variety of digital content and formats. Learning content can e.g. B. online courses, course materials, open textbooks , exercise books or magazines etc.

history

The concept of Open Educational Resources arose against the background of the social movement of Open Source , which since the 1960s and then increasingly since the 1970s has demanded the disclosure, distribution and study of software source texts. The hacking culture that had flourished among the programmers at the Massachusetts Institute of Technology led to the creation of the GNU Project and ultimately to the release of the free Linux operating system in the early 1990s. In the 1990s, the Open Access movement also emerged , which advocated open access to scientific literature, especially if it contained results from research projects that had been financed by public funds. The next step in this direction was the educational policy demand for open education , according to which education as such should be made freely available. In 2001, Wikipedia started to collaboratively create an online encyclopedia.

The MIT OpenCourseWare project was a pioneer in the field of free content in the academic sector. Since 2002, teaching and learning content from university teaching has been published online under a free license by the Massachusetts Institute of Technology . UNESCO had this offer evaluated with a particular focus on the needs of developing countries. The final report of the Forum on the impact of open courseware for higher education in developing countries introduced the term Open Educational Resources . The terms open courseware , open learning resources and open learning / teaching resources were recommended as alternative terms . The report listed four features that characterize OER:

  • The general vision of giving free access to the learning material with the possibility of working on it.
  • The method of distribution via information / communication technology.
  • The target group: A diverse group of users.
  • The purpose: To provide a didactic, non-commercial resource.

At that time, the focus was on the advantages for poorer countries that result from the fact that learning materials in the form of digital media had become available at comparatively low costs. They enthusiastically envisioned a “global community of teachers” who jointly develop and exchange learning materials, and who create and maintain a valuable resource, similar to the UNESCO World Heritage Site .

This approach met two trends at the time: On the one hand, the importance of digital media for distance learning increased more and more. E-learning , blended learning and bimedial learning emerged. On the other hand, interest in the use of digital media in teaching at schools and universities increased steadily. The ZUM-Wiki was founded in 2004; The ZUM Primary School Wiki followed in 2006. The Wikiversity and WikiEducator projects were also launched this year .

In 2007, the OECD , which is more marginally concerned with Open Educational Resources, noted that interest in OER was growing and made recommendations for further dissemination of OER at national and international level. The research highlighted the benefits of OER to a number of beneficiaries, including saving public funds and promoting lifelong learning.

The emerging “OER movement” found its political form in the Cape Town Declaration , which was passed at a meeting of activists in 2008: teachers and students were called upon to join the OER movement, and governments and educational institutions should rely on free learning resources put. Many civil society actors are among the signatories, including the Wikimedia Foundation, Wikimedia Germany, Wikimedia France, Wikimedia Polska and Wikimedia UK. The goals of the Cape Town Declaration were taken up and further developed in the Paris Declaration in 2012 at the first UNESCO World Congress on Open Educational Resources. In September 2017 UNESCO organized a second OER World Congress together with the Slovenian government, at which the Ljubljana OER Action Plan was adopted. In 41 recommendations for action, it calls for OER to be anchored more broadly in educational policy and practice.

The open resource that has so far found the most widespread use in education is certainly the online encyclopedia Wikipedia , which , according to the ARD / ZDF online study 2012, is used by 96 percent of all pupils to prepare for lessons (all Internet users: 72 percent). According to the (N) ONLINER-Atlas 2012, around half of teachers also use Wikipedia to prepare lessons. About a tenth use the ZUM-Wiki regularly. However, Wikipedia is not a teaching and learning tool because, as a universal encyclopedia, it is not designed from a didactic point of view.

In Germany, the extensive discussion about the school Trojan since November 2011 led to a significant increase in interest in free teaching materials.

In 2012 the first white paper on the freedom of digital teaching materials was published. In the same year, the first OER camp in Germany took place at the University of Bremen. On January 1, 2013, the basic requirements for copies of teaching materials for schools came into effect. In the new regulation, digital copies are for the first time no longer prohibited in principle and permitted with restrictions. In September the first digital school book under CC license will be presented. The project is led by the Schulbuch-o-mat initiative. In 2014, the Free Education Alliance was founded with the aim of promoting open learning materials. This was initiated by the Creative Commons , the Open Knowledge Foundation Germany and Wikimedia Germany . In 2015, OER was discussed in the area of ​​universities and a white paper was published as well as a guide from UNESCO. With the guidelines, UNESCO compiles recommendations for action and arguments so that decision-makers in universities and politics are encouraged to systematically anchor OER in universities. In January 2016, the Federal Ministry of Education and Research published the guidelines for the promotion of open educational materials. In the same year, the feasibility study commissioned by the BMBF was published by the DIPF and examined the basics for the infrastructures for OER in Germany. The OERinfo information center of the Federal Ministry of Education and Research was launched in November 2016 .

actors

The OER World Map, maintained by the OER community, which aims to provide a directory of the global OER movement, provides an overview of organizations, projects and individuals in the field of OER.

In addition to the political actors who coined the term OER on a supranational level in UNESCO's committees, the field is largely shaped by the William and Flora Hewlett Foundation , which already co-financed the start of MIT OpenCourseWare. It supports a large number of different organizations and projects in the OER context, for example the OER World Map.

Although the Wikimedia Foundation operates Wikipedia, the fifth to seventh largest website in the world, depending on how it is counted, and Wikimedia projects consist exclusively of free content that has found widespread use in education, the OER project Wikiversity has not played a prominent role so far, neither among the Wikimedia projects nor otherwise in the area of ​​Open Educational Resources.

The Free Software Foundation advocates the use of free software in education. Large “free” projects like the Wikimedia platforms were originally under the GNU Free Documentation License (GFDL), which has been published by the Free Software Foundation since March 2000. For reasons of practicability, however, the majority have now switched to Creative Commons licenses. Creative Commons is a non-profit organization based in Mountain View, California, which was founded in 2001 by the American constitutional lawyer Lawrence Lessig .

The OPAL Initiative (Open Education Quality Initiative) is internationally financed and aims to promote innovation and quality in education and training through OER. The initiative consists of seven organizations, including UNESCO , European Foundation for Quality , Open University , Catholic University Portugal , Aalto University , International Council for Open Distance Education and University of Duisburg-Essen . This initiative is partially funded by the European Commission . The Center for Educational Research and Innovation (CERI) conducts country comparisons that address the questions of incentives and obstacles in relation to OER activities as well as sustainability and licensing.

Incentives and hurdles for OER

Most of the relevant studies on the question of why materials are offered as OER or why this is not done appeared around 2007/2008 after the “OER movement” had taken shape to the point where it could draw a first conclusion.

The availability of broadband Internet access and the use of free formats in which OER are available are named as the technical prerequisites for both an offer and the use of OER. There are also cost arguments, in particular the economical use of public funds. From a legal point of view, the availability of free licenses, especially the GPL, the GFDL and the Creative Commons license family, is a prerequisite for the creation, distribution and use of free content. In addition, there are social aspects such as the willingness to selflessly pass on knowledge and the pursuit of a certain "OER policy" by politics or by educational institutions that promote free content. Under the opposite conditions, there are more or less high hurdles for OER.

An important impetus for the provision of course materials by universities is the promotion of their face-to-face offers. This motif was at the beginning of development, even before the term OER was coined. MIT put its OpenCourseWare online to advertise itself. A market study had shown that the content was not for sale. On the other hand, 35 percent of the students surveyed stated that they had decided to study at MIT under the impression of OpenCourseWare. Therefore, the offer was retained and expanded. Free educational platforms help to distinguish an educational institution from competing universities. That is why the Open University, which specializes in distance learning, has been giving away some of its course materials for some time. Altruistic motives are thereby relativized. Individual teachers hope that the publication of their material will not only improve their reputation but also provide more feedback to further improve the content.

One of OER's hurdles is that many people do not know OER and do not use the offer. A stronger exchange of information could help to make OER better known. Corresponding communities and networks could also make it possible to develop new ideas in this regard. Due to the lack of standardized quality assurance procedures, it is difficult to evaluate and assess the materials precisely. OER resources are also difficult to find. This can be improved by using metadata and indexing consistently . There are very few OER resources in German. Most of the materials are published in English. This creates linguistic and cultural barriers.

The biggest hurdle for OER, however, is likely to be the unwillingness to share your own materials and the fear of losing control and being criticized by colleagues.

Institutional support for OER initiatives

OER in the German-speaking area

Interest in Open Educational Resources has increased since the discussion about the school Trojan 2011–2012, but the topic has still not made it into the educational mainstream. The first OERCamp that emerged from the EduCamp took place from 14. – 16. September 2012 in Bremen. The online course on OER, COER13 , took place in summer 2013 . In autumn 2013 Wikimedia Germany organized the OER Conference 2013 , one year later the OER Conference 2014. In spring 2016, the OER Festival 2016 took place in Berlin with the first award of the OER Award.

In a survey in 2011, Germany was the only one of 28 OECD countries to give OER no priority for the near future: The lack of digitally available teaching material is not a major problem. A joint federal-state statement on OER was only announced for the end of 2014.

Since then, signs of a change in attitudes towards OER have been discernible both at the federal level and in some federal states, such as Berlin. In May 2014, the first study on OER with a clear reference to the federal state (Berlin) was published there by the Technologiestiftung Berlin . In 2013, OER was included in the coalition agreement between the CDU , CSU and SPD at federal level: "School books and teaching material (...) should, as far as possible, be freely accessible, and the use of free licenses and formats should be expanded."

International

The picture is different in the USA. In 2011 the US government decided to invest $ 2 billion in OER projects over the next four years.

Much of the previous work in the field of OER was done by financially strong US universities and organizations such as B. funded by the Flora Hewlett Foundation. These organizations supported the OER initiatives from 2002 to 2010 with over $ 110 million, of which more than $ 14 million went to MIT. Further financing was among others. a. provided by the Shuttleworth Foundation and UK organizations such as JISC and HEFCE.

UNESCO takes a leading role in creating international awareness of OER. The International Institute of Educational Planning initiated a debate on how OER can be implemented in practice. In the opinion of UNESCO, OERs have the potential to become a global and freely accessible source of high-quality educational information, especially if the OER movement is promoted at the international level and with the support of professional organizations.

Quality assurance procedures for OER

There are still no uniform standards. Conceivable are u. a. the following quality assurance procedures, which range from very open to closed and can also be combined:

  1. Open comments by users: The ratings or comments of previous users are displayed. An automatic display of the download numbers is also discussed, but these are less informative than comments.
  2. Peer review process as a filter before publication: It is a time-consuming process.
  3. Use of the name of an institution as a quality guarantee: In this way, however, authorities such as universities or state authorities could gain power over OER through accreditation procedures: The OER producers would grant them to them themselves in order to be able to guarantee the desired quality to the users. Kerres and Heinen warn against giving in to the desire for order. You advocate “informationally open ecosystems” for education.

The Open Knowledge Foundation Germany developed the edusprint concept as part of the edulabs.de project , which was honored in 2017 with the special award “Quality for OER”. Based on the Book Sprint format, the edusprint is a collaborative and interdisciplinary process in which one or two days focus on creating, selecting and evaluating free educational materials. Participants should be specialists in an education-related field. As the participants collect and discuss high-quality OER known to them, a collection of high-quality materials is quickly created. The resources collected in the project were published decentrally and linked centrally.

Recent OER initiatives

Belgium

KlasCement logo

The Belgian education portal KlasCement, a network of teachers, was founded back in 1998. The moderation of the network is supported by the Government of Flanders . In May 2014 the portal provided over 30,000 teaching materials, around 70% of the materials in 2013 had a CC license and were free of charge. However, only a few users are willing to share their own materials with others; they should be more motivated to do so through a point system. Materials for primary, secondary , teacher training and adult education are welcome .

Germany

Serlo logo
  • Since 1997, the non-profit and voluntary association Central for Teaching Media on the Internet (ZUM) has been putting teaching materials on the Internet free of charge that are approved for use in school lessons. The materials are mostly created by teachers. The largest collection of Open Educational Resources in the German-speaking area for school lessons and teacher training is the ZUM-Wiki, which has been in operation since 2004 and has been under the CC-BY-SA license since 2008. The ZUM pages have around 2 million visitors a month with around 30 million hits.
  • Since 2007 it has been possible to search for open educational resources on ELIXIER . ELIXIER is the common resource pool of the education servers of all countries, the media institute of the states and the German education server. Overall, the offer consists of around 55,000 editorially selected educational media. Around 15% of educational media have a CC license.
  • The Rhineland-Palatinate project inf-schule.de has been developing a system and platform-independent interactive textbook for secondary levels 1 and 2 for the subject of computer science since 2008. It is free of advertising, freely available and under the CC BY-SA 4.0 license.
  • Serlo Education was founded in February 2010 and offers articles, assignments, sample solutions, videos and courses as a consistent learning tool for students. The operator is a non-profit association based in Munich. The material on the subjects of mathematics, German as a foreign language, biology, chemistry, sustainability and IT is free of charge, free of advertising and is licensed under CC-BY-SA. In March 2017 Serlo had 800,000 visitors per month.
  • The textbook for teaching and learning with technologies was published in February 2011 under the license CC-by-nc-nd 3.0. The second, revised and expanded edition has been available under the CC-BY-SA 3.0 DE license since 2013.
  • The goal of the Schulbuch-O-Mat project is the collaborative creation of electronic OER textbooks. The content is based on current curricula. They are delivered in a modular form by volunteers, including a. Teachers and media designers, developed and offered free of charge for exchange and free change. The base capital came from a crowdfunding campaign in winter 2012/2013. The e-book for biology has been available since summer 2013 . Year, which covers all compulsory content of the Berlin framework curriculum . It had been downloaded more than 30,000 times as an e-book and PDF by May 2014. The technical structures for an extension to other subjects, age groups and federal states are in place.
  • The Historical Institute of the University of Cologne operates the non-commercial platform for self-directed segu-evolving history lessons at secondary level . Segu offers free teaching materials, including videos, under a CC-BY-SA license, which are intended to promote self-determined learning , differentiation and individualization . A computer is only required for some of the modules; a lot can be downloaded as PDF or ODT documents. The website encourages teachers to share their materials with their colleagues through segu.
  • Edutags is a social bookmarking platform for the education sector. This service is offered in cooperation with the University of Duisburg Essen and the Learning Lab. On edutags, a user can save, organize or share bookmarks for all resources on the web and this happens regardless of the licenses. In addition to the edutags users, there are collaborations with several OER producers, which means that a larger pool of resources can be made available.
  • Another project from the field of universities is the OpenLearnWare platform of the Technical University of Darmstadt , on which lectures from the engineering, natural and human sciences are collected and made available under a non-commercial Creative Commons license. Other universities also operate similar offers, but not all publish the content under a free license.
  • Since 2013, the city ​​of Cologne has also been dealing with the subject of OER as part of the implementation of the city council resolution on the “Internet City of Cologne”. The Office for School Development and the Office for Information Processing are in charge of this. Part of the effort was the OER Cologne Camp held on September 21, 2013 at the Joseph DuMont Vocational College . This camp was repeated on October 25, 2014.
  • The OER @ RLP project has been promoting the creation and provision of OER materials by raising awareness and training since 2016. The more than 100 qualification programs primarily serve to train multipliers. The OER Award RLP is given for motivation.
  • The JOINTLY content buffet is a cooperation activity between OER actors and supports OER institutions to disseminate and develop their own open educational materials. In the Contenbuffet there is the possibility of cooperation and the collective collection of OER qualification and awareness measures in order to be able to ensure the quality for the target groups. In order to be able to realize this, JOINTLY organizes webniare, workshopts. Courses, etc. Through JOINTLY, education and IT experts can work together and develop collaborative concepts.
  • tutory is an online editor and authoring tool and is aimed at working with open teaching and learning materials. There, professional materials can be created, organized, customized or made available to others in a short time. The demanding handling of licensing with open educational materials is simplified there with an editor.
  • The OER information center (OERinfo) has existed since 2016, which is a topic-specific online portal and provides important information on the subject of OER for the general public and specialist target group. The goal of the portal is to make OER widely visible and to address new target groups.
  • With the specially configured Google search OER-Hörnchen, OER offers such as Serlo, ZUM, segu and many more can be searched for individual terms.
  • The AMH joint project OERinForm, funded by the BMBF, started in 2017, in which joint partners from six German universities developed a comprehensive advisory concept on OER. OERinForm was initiated by the Media Network Center at the University of Cologne. The consulting concept has been freely available on the OERinForm homepage since August 2018 and contains information and communication material on the subject of OER. The main target groups are media centers and lecturers.

Great Britain

The British project Digital Futures in Teacher Education (DeFT) has teacher training in its sights and was largely shaped by Sheffield Hallam University and the University of Sheffield . The textbook 'Digital Literacy (DL) for Open and Networked Learning' is available under a CC-BY-NC-SA license. The aim of the project is to provide teachers with assistance in their work with OER and the teaching of digital literacy .

Netherlands

The OER project Wikiwijs started in 2008 on the initiative of the Dutch Ministry of Education, Culture and Science with free, free educational materials for universities and all types and levels of school. Wikiwijs aims to improve the availability of OER and to increase the quality of teaching and the media competence of the teachers. According to the company's own information, there were around 1,300 uploads and 650,000 downloads in 2012.

Norway

NDLA logo

In Norway, the state created the NDLA - National Digital Learning Arena . It offers OER materials for secondary schools on an open source platform under a CC-BY-SA license. With state funding and supervision by the universities, projects are financed and the material inventory is expanded.

United States

  • Flat World Knowledge is a platform with Open Textbooks from the university sector. It initially offered the digital versions free of charge and tried to cover costs by selling the printed books, but it failed. The digital materials are now also being sold, albeit at comparatively moderate prices. The more than 100 books can still be edited and tailored to the special needs of teachers and students, i.e. personalized. They are under the Creative Commons license CC-BY-SA-NC.
  • CK-12 has been offering learning materials under a CC license since 2007 . In electronic form they are free of charge, in the printed version only the printing costs are incurred. According to the company's own information, in May 2014 over 15,000 contents from the fields of mathematics and natural sciences were available for the age range K-12 . The materials are based on the applicable curricula. They include texts, audio documents, films, pictures and educational games and can be combined into larger units as required. This makes it possible to adapt to individual learning speeds and different prior knowledge. According to their own information, CK-12 is funded by the Amar Foundation and the couple Neeru and Vinod Khosla . This initiative is currently closest to the idea of ​​an OER textbook, and it also has an impact on other countries: some of the material has been reused in the German Schulbuch-O-Mat project.
  • Lumen Learning was founded in 2013. It offers OER course materials for universities and the age group K-12 . The subject areas range from mathematics and natural sciences to economics, education and history. Educational institutions are supported in introducing the courses. The aim of Lumen Learning is not only to reduce material costs, but also to improve learning outcomes. The Shuttleword Foundation plays an important role in funding.

International

  • The non-profit Khan Academy has been offering free learning videos and exercises in the fields of math , science, history and economics under the Creative Commons license CC-BY-SA-NC since 2009 . Although the origins of the initiative are in the USA, some of the films have already been translated into a number of languages. These versions can be found on the Khan Academy website. A German page also exists and is constantly being expanded with the help of volunteer translators.
  • The media portal of the Siemens Stiftung since 2015 OER portal for MINT -classes with over 4,000 open educational media in German, English and Spanish. The multimedia offer is ad-free and free of charge. With a few exceptions, all materials are under a Creative Commons license, usually under CC BY-SA 4.0 international. The Society for Education, Information and Media e. V. awarded the media portal the Comenius EduMedia seal in 2019.

Evaluation of the OER movement

When it became known at the end of 2011 that the ministries of education and schoolbook publishers had agreed to pursue copyright violations on computers in schools through the use of a so-called "school Trojan", a lively discussion arose about the use of OER in schools, because it enabled the exchange of materials for lesson preparation could be made much easier. In addition, it was criticized that the proprietary offers of the school book publishers were increasingly being displaced by self-produced materials by educators for their own lessons. The increased use of free content in this regard would considerably simplify mutual exchange, also from a legal point of view.

The OER movement was accused of only creating isolated solutions, the potential of which is only known and used in the respective interested groups. Therefore, OER are not able to achieve the educational policy goals of less developed countries. This requires increased communication of the potential of OER, especially on the part of the countries that have already benefited greatly from the OER movement.

A deeper criticism questions the altruistic motives of the OER movement. In this context, the OER movement is accused of having “imperialist” motives. It is assumed that the creation and dissemination of knowledge will be driven primarily on the basis of economic, political and cultural preferences of the highly developed countries. Ultimately one acts selfishly.

The Global OER logo was developed for the World Open Educational Resources Congress 2012 at the UNESCO headquarters in Paris. The design should visualize the idea and goals of the OER. Extensive information on the OER logo can be viewed in the OER Visual Identity Manual. The indicated semicircle stands for a rising sun. The structure below represents an open book in profile view. In another interpretation, the lower structure symbolizes a flying bird, which stands for freedom, unlimited availability, progress and spread. The three book pages in the lower left area represent the basic function of a book in terms of a traditional resource for education. The indicated movement of the structures is intended to indicate dynamics and movement in the direction of the center of the figure. If you follow the indicated book pages, three hands are visible. They stand for collaboration and collective knowledge, which is reflected in OER. The central representation of the hands within the logo is intended to reinforce the main concern of the OER, human further education. The increasing size of the hands towards the center stands for the increasing interest, progressive development and use of OER. The appearance of the logo should also focus on the human aspect of OER. Technical aspects should not be expressed. Rather, the logo should motivate authors of all languages ​​and cultures to make a contribution to OER. The logo can be adapted to any language in the world. The logo has already been made available by Unesco in six official languages ​​and Portuguese. Proposals for additional languages ​​can be submitted to the OER Community on the WSIS KC platform. The respective logo is then uploaded to the UNESCO website. Logos can also be viewed and downloaded from the Wiki page for OER logo versions.

literature

Web links

Commons : Open Educational Resources  - collection of pictures, videos and audio files
Wikiversity: Open Educational Resources  - Course Materials
Wikiversity: School Trojans  - Course Materials
Wikibooks: Shelf: School  - Learning and teaching materials

Individual evidence

  1. ↑ unesdoc.unesco.org UNESCO (2011), accessed July 13, 2013
  2. ↑ Russell Stannard: #loveHE: A wide-open web of potential . In: Times Higher Education , April 24, 2010. Retrieved December 18, 2010. 
  3. ↑ Anya Kamenetz: Eliminate Print Textbooks, Go Digital . In: New York Times , July 25, 2010. Retrieved December 27, 2010. 
  4. ↑ a b Jorrit Mulder: Knowledge Dissemination in Sub-Saharan Africa: What Role for Open Educational Resources (OER)? In: Master's Thesis International Relations . University of Amsterdam, Amsterdam 2008, p. 58–67 (English, rhul.ac.uk [PDF; accessed January 1, 2011]).
  5. ↑ UNESCO: Forum on the Impact of Open Courseware for Higher Education in Developing Countries - Final Report , Paris, 2002, p. 24
  6. ↑ Guntram Geser: Open Educational Practices and Resources: OLCOS Roadmap 2012 . Open eLearning Content Observatory Services (OLCOS). Salzburg Research, EduMedia Group, Salzburg January 2007, p. 20.
  7. ↑ A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities (PDF; 1.9 MB) Archived from the original on May 8, 2012. Retrieved March 15, 2012.
  8. ↑ Katja Mruck, Günter Mey, Peter Purgathofer, Sandra Well, Nicolas Apostolopoulos: Open access. Open Access, Open Educational Resources and Copyright . Page 3. In: Martin Ebner, Sandra Schön (Ed.): L3T - Textbook for teaching and learning with technologies . Epubli. Berlin. 2011. ISBN 978-3-8442-0437-7
  9. ↑ A chronology of the development of OER can be found at: Mirjam Bretschneider, Jöran Muuß-Merholz, Felix Schaumburg: Open Educational Resources for Schools in Germany . White paper on fundamentals, actors and development status in March 2012. Prepared on behalf of the Internet & Society Co: llaboratory. Appendix 2, page 29 ff. (Accessed on June 6, 2013). The timeline of the SynLLOER project of the University of Hamburg, which can be found at https://synlloer.blogs.uni-hamburg.de/timeline-development-of-oer-in-germany, can also serve as a visualized representation of the OER development in the German context / is available.
  10. ↑ a b UNESCO (ed.): Forum on the Impact of Open Courseware for Higher Education in Developing Countries: Final report . Paris, 1-3 July 2002, p. 24 (accessed May 13, 2013).
  11. ^ A b c Susan D'Antoni: Open Educational Resources: reviewing initiatives and issues. In: Open Learning: The Journal of Open and Distance Learning. 24, 2009, pp. 3-10, doi: 10.1080 / 02680510802625443
  12. ↑ UNESCO (ed.): Forum on the Impact of Open Courseware for Higher Education in Developing Countries: Final report . Paris, 1-3 July 2002, p. 28 (accessed May 13, 2013).
  13. ↑ OECD (Ed.): Giving Knowledge for Free: The Emergence of Open Educational Resources . 2007. pp. 118–125, 118 (accessed May 13, 2013).
  14. ^ Cape Town Open Education Declaration: Unlocking the promise of open educational resources . 2008 (accessed on May 19, 2013; the conference took place on September 14/15, 2007).
  15. ↑ Michail Jungierek: Wikimedia Germany signs Cape Town Open Education Declaration . In: Wikimedia Germany. Blog. January 25, 2008 (accessed May 19, 2013).
  16. ↑ German UNESCO Commission: UNESCO World Congress adopts Declaration on Open Educational Resources , July 2012, accessed on February 21, 2018.
  17. ↑ 2012 Paris OER Declaration . 2012 World Open Educational Resources (OER) Congress. UNESCO, Paris, 20. – 22. June 2012 (accessed May 19, 2013).
  18. ^ 2nd World Open Educational Resources (OER) Congress , accessed February 21, 2018.
  19. ↑ https://www.unesco.de/fileadmin/medien/Dokumente/Bildung/OER-Aktionsplan_von_Ljubljana_DUK_%C3%9Cetzung_final.pdf OER action plan of Ljubljana (German translation) (accessed on February 21, 2018)
  20. ↑ Katrin Busemann, Christoph Gscheidle: Web 2.0: Habitualization of Social Communities ( Memento from January 19, 2013 in the Internet Archive ) . In: Media Perspektiven 7–8 / 2012, pp. 380, 388 with table 1 on p. 381.
  21. ↑ Markus Beckedahl: The school Trojan - A new innovation from the publishers. In: netzpolitik.org. October 31, 2011, accessed October 31, 2017 .
  22. ↑ Mirjam Bretschneider, Jöran Muuß-Merholz, Felix Schaumburg: Open Educational Resources for Schools in Germany . White paper on fundamentals, actors and development status in March 2012. Prepared on behalf of the Internet & Society Co: llaboratory. Pages 5 f., 16 ff. (Accessed on June 6, 2013).
  23. ^ Leonhard Dobusch: Digital freedom of teaching materials: More than digital school books . May 2012 ( uberspace.de [PDF]).
  24. ↑ #OERcamp - 14.-16. September 2012, University of Bremen. August 25, 2012, accessed February 18, 2019 .
  25. ↑ Timeline to OER. In: OERinfo - OER information center. January 31, 2018, accessed February 18, 2019 .
  26. ↑ SCHOOLBOOK-O-MAT. An OER textbook community. Retrieved February 18, 2019 .
  27. ↑ Development of OER in Germany - Timeline - openLab. Retrieved February 18, 2019 .
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  110. ↑ Global OER Logo - United Nations Educational, Scientific and Cultural Organization .
  111. ↑ OER community in WSIS KC platform . Archived from the original on February 29, 2012. Info: The archive link was automatically inserted and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved March 8, 2012. @1@ 2Template: Webachiv / IABot / www.wsis-community.org
  112. ↑ 2012 World Open Educational Resources (OER) Congress
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