Inhibiting factors for Open Educational Resources
Posted September 15, 2012on:
Browsing the reading material for the oped12 MOOC I was seduced to read Mathias Hatakka’s article: „Build it and they will come? – Inhibiting factors for reuse of open content in developing countries“ – as OERs are neither reused nor created easily in my work context as well (University of Applied Sciences in Austria).
On p 4 Hatakka writes that Unesco defines OER as
“[…] technology-enabled, open provision of educational resources for consultation, use and adaptation by a community of users for non commercial purposes […]” Wiley (2007),
which means that these resources used in education are widely accessibly and free to use and to adapt.
According to the literature review inhibiting factors are language, usefulness, access and technical problems, quality, intellectual property. I observe that inhibiting factors to use OER in my context are language and usefulness, in producing them quality and intellectual property.
Language: A lot of OER are in English and not in German.
Usefulness / Awareness: With regard to usefulness Hatakka writes (p 9): It is a matter of being able to find material of a suitable level. Also for our teachers and for myself it is not easy to find the adequate material. Often it seems to be easier to produce the material by myself than to look for it in the web. In addition OER must be adapted for the context of my lessons. Furthermore Hatakka mentions that teachers need „trust“ to use Internet material (p 11).
Quality: University teachers are shy to make their learning material available in the web because they are not sure about the quality. Maybe in German speaking countries there is more pressure to create best quality before you share than in English speaking countries. (The same is valid for blogs, etc). Furthermore often the university owns the produced material.