Whenever we outline possible projects and bids, or undertake any other work, openness is now a central part of what we do. In fact, ‘Will it be OER-able?’ is always the first question asked. (The provenance of this term is almost certainly Gabi, once an OTTER and now an OSTRICH.)
I was fortunate enough to start in Beyond Distance as a learning technologist on OTTER, so I learned much of what I know about OERs in the first four months of that project. And it was the members of the OTTER team – Gabi, Sahm, Tania, Ale, Gilly – that were largely responsible for inculcating this notion of openness.
Anecdotally, evidence is emerging that OERs are being used by students, especially those from overseas, to assess HEIs as potential places for postgraduate studies. And Dave White’s work at Oxford should throw more light on the use and reuse of OERs.
But probably what’s so impressive about the notion of openness is that it now permeates all levels of education. Our sector is HE, so this is where we tend to focus our attention. But shared notes, guides and lesson plans for schoolteachers have been available for some time.
And Adult Education is no different. For example, on 15 February I will be part of a panel called OERs in Action at a day-long seminar put on by the National Institute of Adult Continuing Education (NIACE), who have done excellent work in the field of adult digital literacy. They’re also our neighbours here in Leicester.
As Dave White and others point out, OERs have until now been driven by supply: plenty of HEIs are producing them with little evidence of their use. But I am confident this missing evidence will emerge over the coming years.
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