Martin Weller Big and Little OER #oped12 Grote en kleine OER

Much of the attention around OERs (Open Educational Resource)  has been on institutional projects which make explicit learning content available. These can be classified as ‘big OER’, but another form of OER is that of small scale, individually produced resources using web 2.0 type services, which are classified as ‘little OER’.

Grote instellingen met OER-projecten trekken veel belangstelling als ze hun leermateriaal open beschikbaar stellen. Kleine OER zijn kleinschalige produkten van individuele makers.

Little OERs are the individually produced, low cost resources. They are produced by anyone, not just educators, may not have explicit educational aims, have low production quality and are shared through a range of third party sites and services. Blogging is an example of little OER. 

Kleine OERs worden door individuen gemaakt, tegen lage kosten. Iedereen kan ze maken, niet alleen onderwijsmensen, en ze zijn niet allemaal educatief ontworpen. Soms is de kwaliteit matig. Ze staan verspreid over allerlei websites and webdiensten. Bloggen is een voorbeeld van kleine OER.

There is both a sense of mistrust about the type of material produced for little OERs, and also an anxiety that their use would be perceived as unprofessional. Big OER is professional made so people presume it is high quality. 

Er bestaat wantrouwen over de kwaliteit van kleine OERs en sommigen denken dat het niet professioneel is ze te gebruiken.

Little OERs are high in generativity (capacity to produce unanticipated change through unfiltered contributions from broad and varied audiences) because they can easily be used in different contexts.  Maybe most MOOC stuff is little OER?

Kleine OER zijn breed toepasbaar voor allerlei verschillende groepen omdat ze heel eenvoudig te gebruiken zijn in een andere context.

Generating little OERs  does not necessarily take extra time, but we  have spent much of that time creating non-shareable resources. The key to sustainability for little OER then is to encourage the use of  tools and the generation of new habits which make their production second nature.

Kleine OER maken kost geen extra tijd, het is online zetten wat we voorheen als privé-aantekeningen beschouwden. We moeten het  gebruik van de tools om ze online te zetten aanmoedigen en we moeten nieuwe gewoontes aanwennen om kleine OER te gaan maken.

Little OER represents a more dynamic model that encourages participation, and may be more sustainable. Little OER is better reusable, re-mixable and re-arrangeable. Is Little better than Big?  

Kleine OER past in een meer dynamisch model waarin produktie, reproductie, hergebruik en bewerken normaal zijn. En dus langer bruikbaar en toepasbaar. Is klein beter dan groot?

Weller, Martin (2010). Big and Little OER. In Open Ed 2010 Proceedings. Barcelona: UOC, OU, BYU. [Accessed: 09/10/12].<http://hdl.handle.net/10609/4851>

Also Martin Weller:  http://nogoodreason.typepad.co.uk/  on education. MOOC’s, OER,

And http://jime.open.ac.uk/jime/issue/view/2012-OER special issue on OER.

12 thoughts on “Martin Weller Big and Little OER #oped12 Grote en kleine OER

  1. Although “little” OER is more easily produced, its value must be continually monitored to ensure that the content is sufficient to generate the quality of content that results in meeting the learning objectives of the course. Creating content that has little or no value to the student in generating critical thinking and complex problem solving is useless, notwithstanding the availability and affordability of the material. Librarians can be instrumental in researching OER content, assembling it and making it available to faculty that want to explore its use. I’m surprised that there is some reluctance in librarians and faculty to collaborate in this area.

  2. Thanks for your comment. Little OER is available, it is found on the net. Little Oer could be an article or a picture from someone on the Internet. Even a blogpost from the professor could be useful for the course and for the students. It could even be bits and pieces from other courses.
    Librarians could help teachers but in Europe the teachers will research the content themselves (or a senior student)

  3. To me, the “relevance” issue circles around the potential of little OERs to generate participation. If I am inspired to responde to a presentation with my own OER I will learn so much more than watching a highly produced “expert” giving me the impression that the subject is closed. We live with enough reminders that we are not welcome to contribute–most of education consists of the illusion of completed and decided truths, when in fact everything is in flux and truth is only the latest best guess. What use is knowledge that is static or finished?

    Slightly different topic on Open Access Week:
    >Athabasca University is proud to participate in its fourth international Open Access Week, between October 22-28, 2012 to broaden awareness and understanding of open access.
    http://openaccess.athabascau.ca/&lt;

  4. […] Downes cites some arguments for OER on page 2. I have a problem with this argument about the stakeholders. I agree on the benefit for authors and readers in an open publishing model. But I doubt if an open publishing model is identical to an OER. Publishing a report or an article by a PhD student is not always opening an educational resource. Maybe it is when the student is working in the field of eduaction. This open publishing model could fit in the Little OER definition. […]

  5. Hi Scott, Nice topic on open access week. I did tweet it #oped12.
    On my weblog is a slogan: Be courageous, Strive hard not to be the knower.
    It is from Dave Cormier. It is about this being an expert and close subjects.

  6. Good day! Would you mind if I share your blog with my facebook group?

    There’s a lot of folks that I think would really appreciate
    your content. Please let me know. Many thanks

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