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OER-Open possibilities for learning. A national initiative financed by the Internet Infrastructure Foundation .SE

  • Ebba Ossiannilsson
  • Markus Schneider
Publiceringsår: 2012
Språk: Engelska
Publikation/Tidskrift/Serie: ScieCom Info
Volym: 8
Nummer: 2
Dokumenttyp: Artikel i tidskrift
Förlag: Svenskt resurscentrum för vetenskaplig kommunikation (ScieCom)


Open Educational Resources (OER) are teaching, learning and research materials available on the Internet. Resources are open and free, and usually under creative commons licenses (cc). Depending on the licenses resources are allowed to be used, reused, transmitted, and also sold openly and freely. Internationally, the OER movement is very strong. In Sweden, however, the trend towards open publication and sharing of educational resources is fairly slow. There is a need to satisfy with both management and teaching staff at Higher Education institutions in the use of and reuse of OER. Within the educational sector teaching staff is demanding support to operate pedagogically and qualitatively with OER. In order to exploit the potentials of OER for students’ learning it is not enough to bring in small OER:s here and there without bearing the educational and learning context in mind. Precious teacher time needs to be used more contextually for didactically purposes and not just to meet content issues. The idea of this national project is to foster an open dialogue about collaboration on infrastructural issues considering open knowledge exchange on the Internet. During the project period, a number of open webinars across university boundaries are co-arranged, where the use and production of OER are in focus. A virtual platform for Swedish OER initiatives and resources will also be established through the project. The project targets and has special focus on open educational practices (OEP). The project is funded by the Internet Infrastructure Foundation .SE


  • Educational Sciences
  • creative commons
  • Internet Infrastructure Foundation .SE
  • oer
  • oep


  • ISSN: 1652-3202

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