because you often have tomatoes on your eyes if you work too long in a certain project logic and because I see the strength in OER movements in the fact that an honest and critical exchange takes place, a completely open question:
Imagine being asked to act as an OER consultant. The request comes from a science ministry (federal state) and there are annual financial resources. Roughly speaking, it should be about „digitisation“ in the universities, concretely teaching should be improved as much as possible for the better, become more up-to-date. In other words, in the end the students should get something out of it, e.g. experience good supervision in lectures or be provided with suitable exercises in the LMS. Fortunately, the people in the ministry and the decision-makers in the universities would like to use OER and free licenses as a principle to exchange teaching materials. Often the preliminary talks are about how teachers can find suitable material at all when they prepare their teaching, so that potentials can also be developed practically.
From your point of view, society and future generations can only win here: Above all the „young educators“, who will give their first seminars and lectures at the universities in the coming years and have direct access to a publicly usable pool of content that can also be freely used in digital and possibly public digital teaching settings. But the opening goes much further: Scientific employees and lecturers open up teaching materials on the Internet, so that university lecturers and students worldwide as well as interested pupils and teachers in Germany have access to material. Apprentices and their trainers also gain access.
The employees of the universities, often acclaimed as sitting in an ivory tower, are thus taking a step in the direction of society, the common good and are also fulfilling the government’s educational mandate, which too often still ends at the doorstep and is also limited in digital space by login forms. This limitation makes sense if protected communication rooms are necessary in seminars. The teaching and learning material, however, which is used there secretly and was mostly financed with state salaries, is artificially kept under lock and key. Access to information and knowledge is given to those who are registered. Examples such as https://digill-nrw.de/, https://open.ruhr-uni-bochum.de/ or https://hoou.de and https://www.oerbw.de/ show that things can be different if the will, the know-how and the framework conditions are right. There are enough examples that show that it is possible to open individual events and to open the material for society as a whole if the will to open is there.
Therefore it is a great time because the decision makers have already included OER as a constructive option. Otherwise the laborious work of persuasion would begin here.
However, you now have the feeling that a search for materials for teachers will not be enough, so that in the end something will jump right out for the students in the next few years. The fact that educators can finally upload and publish OER at their universities is also overdue and important, but from your point of view it may not be enough for quick successes, which of course one would like to achieve with state funding projects. From your point of view, the potentials of openness do not unfold immediately and directly, sometimes material is discovered and used years later. Sometimes it is also downloaded and used for years on the own non removable disk, without the providing of it something gets along (keyword „Dark Re-Use“).
So what would you suggest if you had free choice? In which experiment or which procedure could the public exchange of material and didactic concepts (= OER) be well embedded or docked? Where would a venture be possible in which OER would make a good contribution and where would quick successes be achievable if all those involved would give their absolute best?
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Weiternutzung als OER ausdrücklich erlaubt: Für dieses Werk wird kein urheberrechtlicher Schutz beansprucht, Freigabe unter CC0/Public Domain. Optionaler Hinweis gemäß TULLU-Regel: Matthias Andrasch, freigegeben als: CC0/Public Domain.