Quality indicators within the use of open educational resources in higher education
Författare
Redaktör
- A Mendez-Vilas
Summary, in English
A paradigm shift is emerging in higher education especially regarding how universities should address personalized and
collaborative mobile learning. Experiences from three international benchmarking-projects through the European
Association of Distance teaching Universities (EADTU), the European Centre for Strategic Management of Universities
(ESMU) and the First dual mode benchmarking club on quality of e-learning in higher education carried out by Lund
University showed that quality has to be valued in a holistic perspective, and to a higher extent from the learners’
perspectives and from learning dimensions. In these projects benchmarking was emphasized as a powerful strategic tool to
assist decision-makers in improving quality and effectiveness of organizational processes and thereby reaching the
position of the best international player in the higher education arena. The studies also showed that other quality
dimensions have to be considered, as web 3.0, open educational resources (OER) and collaborative learning radically will
extend the learning environment. The classroom will move out into the world, instead of (as in earlier technical
revolutions) the technology being integrated into the traditional classroom [1-4]. From a recently completed Swedish
project on OER in higher education it became obvious that the issue of resource sharing opens up much wider questions of
a structural and cultural nature. Collaborative, ubiquitous-/open learning and cloud learning environments as well as
demands from the millennium learners entering higher education will profoundly impact on the current university arena. In
addition the global knowledge-based sustainable society will be of utmost importance [5].
This chapter will elaborate on challenges and consequences on the emerging movement on OER especially regarding
quality from the learners’ perspectives. The chapter will also discuss the consequences of the needs of a changing cultural
educational paradigm towards openness, personalization and collaboration and encourage to benchmarking on the use of
OER and search for good practice.
collaborative mobile learning. Experiences from three international benchmarking-projects through the European
Association of Distance teaching Universities (EADTU), the European Centre for Strategic Management of Universities
(ESMU) and the First dual mode benchmarking club on quality of e-learning in higher education carried out by Lund
University showed that quality has to be valued in a holistic perspective, and to a higher extent from the learners’
perspectives and from learning dimensions. In these projects benchmarking was emphasized as a powerful strategic tool to
assist decision-makers in improving quality and effectiveness of organizational processes and thereby reaching the
position of the best international player in the higher education arena. The studies also showed that other quality
dimensions have to be considered, as web 3.0, open educational resources (OER) and collaborative learning radically will
extend the learning environment. The classroom will move out into the world, instead of (as in earlier technical
revolutions) the technology being integrated into the traditional classroom [1-4]. From a recently completed Swedish
project on OER in higher education it became obvious that the issue of resource sharing opens up much wider questions of
a structural and cultural nature. Collaborative, ubiquitous-/open learning and cloud learning environments as well as
demands from the millennium learners entering higher education will profoundly impact on the current university arena. In
addition the global knowledge-based sustainable society will be of utmost importance [5].
This chapter will elaborate on challenges and consequences on the emerging movement on OER especially regarding
quality from the learners’ perspectives. The chapter will also discuss the consequences of the needs of a changing cultural
educational paradigm towards openness, personalization and collaboration and encourage to benchmarking on the use of
OER and search for good practice.
Avdelning/ar
Publiceringsår
2011
Språk
Engelska
Sidor
372-382
Publikation/Tidskrift/Serie
Education in a technological world: communicating current and emerging research and technological efforts
Fulltext
Dokumenttyp
Del av eller Kapitel i bok
Förlag
Formatex Research Center
Ämne
- Educational Sciences
Nyckelord
- benchmarking
- collaborative learning
- e-learning
- oer
- open learning
- stakeholders
- quality
Status
Published