We contributed to the book “Learning with Technologies and Technologies in Learning” with a chapter named “Potential Impact of Open Educational Resources and Practices for Good Teaching at Universities. The OER Impact Assessment at TU Graz“
Based on the increasing demand for and promotion of Open Educational Resources (OER, see (UNESCO (2019), this chapter describes the objectives of Graz University of Technology (TU Graz) in Austria for good teaching. A description of how the impact of OER at TU Graz will be analysed and considerations around it is the central contribution. In addition, the effects, and potentials of selected OER initiatives of the university are described as examples and discussed as key potential for good teaching. For a better understanding of the role of OER at TU Graz, the national context of OER in the Austrian higher education landscape is described at the beginning of the chapter.
[draft @ ResearchGate]
[chapter @ book’s homepage]
Citation: Ebner, Martin; Schön, Sandra; Ebner, Markus; Edelsbrunner, Sarah; Hohla, Katharina (2022). Potential Impact of Open Educational Resources and Practices for Good Teaching at Universities. The OER Impact Assessment at TU Graz. In: Michael E. Auer, Andreas Pester, Dominik May (Eds.), Learning with Technologies and Technologies in Learning. Experience, Trends and Challenges in Higher Education, Lecture Notes in Networks and Systems, Volume 45, Cham: Springer, pp. 79-100.
Our publication about “OER Impact Assessment: A framework for higher education institutions and beyond. Approaches to assess the impact of Open Educational Resources” got published.
The purpose of this paper is to provide an overview of approaches to and insights for impact assessment on open educational resources (OER) in higher education and building on this to sketch a framework for university focussed OER impact assessment. The authors describe the literature on impact assessment in the OER context and the existing contributions to OER impact assessment in higher education. Findings of the analysis are that there are few contributions on the effects of OER in general or of specific OER initiatives. Four contributions are presented in more detail. From these examples and the literature analysis, derivations, and challenges for OER impact assessment are drawn, such as the large diversity in OER purposes and the invisibility of the re-usage of OER. The contribution sketches a framework model for describing OER-relevant results, outcomes, and impact, and more specifically demonstrates how this can be done for exemplary OER-related objectives. This contribution is thus of relevance to funding bodies and institutions working in the context of higher education that wish to systematically evaluate and monitor statements about the effectiveness of OER activities according to the UNESCO (2019) OER recommendation.
[article @ journal’s homepage]
[article @ ResearchGate]
Reference: Ebner, Martin, Orr, Dominic and Schön, Sandra. “OER Impact Assessment: A framework for higher education institutions and beyond. Approaches to assess the impact of Open Educational Resources” Open Education Studies, vol. 4, no. 1, 2022, pp. 296-309. https://doi.org/10.1515/edu-2022-0018