@book {, title = {Distributed Learning Ecosystems. Concepts, Resources, and Repositories}, year = {2023}, publisher = {Springer Nature}, organization = {Springer Nature}, address = {Berlin}, keywords = {evaluation, OER, open education}, author = {Otto, Daniel and Scharnberg, Gianna and Michael Kerres and Zawacki-Richter, Olaf} } @inbook {, title = {Introduction}, booktitle = {Distributed Learning Ecosystems. Concepts, Resources, and Repositories}, year = {2023}, publisher = {Springer Nature}, organization = {Springer Nature}, address = {Berlin}, author = {Otto, Daniel and Scharnberg, Gianna and Michael Kerres and Zawacki-Richter, Olaf} } @inbook {13037, title = {Deconstructing the Virtues of Openness and its Contribution to Bildung in the Digital Age}, booktitle = {Bildung in the Digital Age}, number = {Perspectives on Education in the Digital Age}, year = {2022}, pages = {17}, publisher = {Routledge}, organization = {Routledge}, chapter = {3}, address = {London}, keywords = {Bildung, open education, Open Educational Resources}, doi = {10.4324/9781003158851-5}, url = {https://www.taylorfrancis.com/chapters/edit/10.4324/9781003158851-5/}, author = {Otto, Daniel and Michael Kerres}, editor = {David Kergel and Jesper Garsdahl and Michael Paulsen and Birte Heidkamp-Kergel} } @inbook {12645, title = {Digital Undergraduate Research}, booktitle = {Cambridge Handbook on Undergraduate Research}, year = {2022}, publisher = {Cambridge University Press}, organization = {Cambridge University Press}, isbn = {9781108835923}, url = {https://www.cambridge.org/de/academic/subjects/education/education-history-theory/cambridge-handbook-undergraduate-research?format=HB\&isbn=9781108835923}, author = {Michael Kerres and Otto, Daniel}, editor = {Mieg, Harald A. and Ambos, Elizabeth and Brew, Angela and Deicke, Wolfgang and Haberstroh, Susanne and Lehmann, Judith and Galli, Dominique} } @inbook {, title = {Distributed learning ecosystems in education: a guide to the debate}, booktitle = {Distributed Learning Ecosystems. Concepts, Resources, and Repositories}, year = {2022}, publisher = {Springer Nature}, organization = {Springer Nature}, chapter = {1}, address = {Berlin}, abstract = {

Learning spaces are vital for education but subject to rapid transformation. The internet is the emerging space where learning takes place. The concept of learning ecosystems reflects the idea that in today\’s learning processes, different elements interact and influence each other. For higher education, a learning ecosystem comprises all services, resources, and environments within the institution that enable or support learning processes. However, this chapter argues that, although learning ecosystems are increasingly established in higher education, essential features that are missing are their permeability and interconnectedness. The chapter aims to close this gap by introducing the concept of distributed learning ecosystems (DLEs). DLEs follow the idea of establishing a link between decentralised learning ecosystems (consisting of content repositories and educational resources). Thus, DLEs serve as an integrated approach that enables learners to access and use learning content and share resources. With reference to the other chapters in the book, the paper illustrates challenges and solutions on the road to DLEs.

}, keywords = {distributed, ecosystems, OER, open education}, author = {Otto, Daniel and Michael Kerres} } @inbook {, title = {Hochschule in der digitalen Welt - Zeitgem{\"a}{\ss}e Hochschullehre braucht Organisationsentwicklung}, booktitle = {E-Learning im digitalen Zeitalter - L{\"o}sungen, Systeme, Anwendungen}, year = {2022}, pages = {3-19}, publisher = {Springer Nature}, organization = {Springer Nature}, address = {Berlin}, abstract = {

Der Beitrag thematisiert den Weg der Hochschulen in die digitale Welt. Vom E-Learning ausgehend hat sich mittlerweile eine breite Debatte \über die Digitalisierung von Hochschulen etabliert. Allerdings l\ässt sich festhalten, dass diese bislang eher episodisch denn systematisch erfolgt, was nicht zuletzt die Covid-19-Krise deutlich gemacht hat. F\ür eine Digitalisierungsstrategie empfiehlt sich ein ganzheitlicher Ansatz. Forschungsbefunde zu der Entwicklung und Einf\ührung digitalgest\ützter Lehr-/Lerninnovationen aus dem schulischen Bildungsbereich als Blaupause zeigen das Erfordernis ad\äquater organisationaler Rahmenbedingungen und der Anerkennung ver\änderter Lern- und Arbeitsweisen bez\ügliche Kommunikation, Kollaboration, der Generierung von Wissen sowie der erheblichen Verk\ürzung von Innovationszyklen.

}, doi = {10.1007/978-3-658-36113-6_1}, url = {https://rdcu.be/cM0Mn}, author = {Bettina Waffner and Otto, Daniel}, editor = {Pfannstiel, Mario A. and Steinhoff, Peter F.-J.} } @article {, title = {Increasing sustainability in Open Learning: Prospects of a distributed learning ecosystem for Open Education Resources (OER)}, journal = {Frontiers in Education}, year = {2022}, abstract = {

Themenheft:\ \"Open Education for Sustainable Development: Contributions from Emerging Technologies and Educational Innovation\"

The proliferation of Open Educational Resources (OER) constitutes an essential element for establishing education as a \“public good\” on the internet. A core objective of OER is to broaden access to educational material and improve the overall quality of teaching and learning. In this manner, OER contributes to the sustainable (re)use and (re)distribution of (educational) resources. The goal of sustainability is also visible in the latest UNSECO recommendation concerning OER, which intends to support the 2030 Sustainable Development Agenda, namely SDG 4 (Quality education). The support of SDG 4 is combined with the call to create sustainability models for OER at national, regional and institutional levels and the planning and pilot testing of new sustainable forms of education and learning. As a result, several repositories and referatories for OER provision have been developed and tested in educational institutions worldwide. However, each of these platforms contains only a relatively limited number of resources. In our article, we argue that when considered through the lens of learning innovation and sustainable development, it would be necessary to increase the discoverability of available resources at the different locations and platforms that currently are visible to only a limited number of teachers and students. To achieve this goal, the focus needs to shift from the creation and growth of new and competing platforms to intelligent ways of linking and increasing their interconnectedness. We use the concept of \“learning ecosystems\” to illustrate this approach of interconnected resources. Ecosystems go beyond the spatial dimension of learning by focussing on actors\’ diversity and interactions. Digital (networked) learning technology is part of an ecosystem and has itself to be understood as an actor. However, we discuss that ecosystems should be reflected with caution as they can themselves entail opening and closing mechanisms. Therefore, ecosystems that rely on mechanisms of opening their contents to other platforms can realise the full potential of open learning. We describe the implications of the concept of a distributed ecosystem by presenting case studies that show how technical solutions, including metadata standards and plugins, can link contents in repositories and referatories within ecosystems. The overarching objective is that the different repositories and referatories expand and improve the sustainable use of OER by merging into a distributed learning ecosystem.

}, doi = {10.3389/feduc.2022.866917}, url = {https://www.frontiersin.org/articles/10.3389/feduc.2022.866917/full}, author = {Otto, Daniel and Michael Kerres} } @inbook {, title = {Digital Storytelling as Open Pedagogy: a Sustainable Teaching Method in a Digital World}, booktitle = {Handbook on Teaching and Learning for Sustainable Development}, year = {2021}, pages = {238-252}, publisher = {Edward Elgar Publishing}, organization = {Edward Elgar Publishing}, address = {Cheltenham}, keywords = {digital educational media, digital storytelling, Medienkozept, OER}, isbn = {978183910465 7}, doi = {https://dx.doi.org/10.4337/9781839104657}, url = {https://www.elgaronline.com/view/edcoll/9781839104640/9781839104640.00024.xml}, author = {Otto, Daniel}, editor = {Leal Filho, W. and Frankenberger, F. and Salvia, A.L.} } @article {, title = {Driven by emotions! The effect of attitudes on intention and behaviour regarding Open Educational Resources (OER)}, journal = {Journal of Interactive Media in Education}, volume = {2021}, year = {2021}, chapter = {1}, abstract = {

Open Educational Resources (OER) have become widespread, but constantly lack adoption. The various studies that address this lack predominantly focus on structural causes (e.g. lack of time, legal uncertainty) while omitting individual factors. However, the latter especially can yield insights into the \&$\#$39;black box\&$\#$39; of individual drivers for OER engagement. Employing a theoretical concept of attitudes, we investigate whether feelings and emotions or knowledge and beliefs mainly drive intention and behaviour regarding OER. Based on our theoretical concept, we designed a survey and distributed it in OER related occasions to scrutinise the participants\&$\#$39; attitudes. Our findings disclose that intention and behaviour correlate with strong emotions and feelings for the underlying core ideas and values of OER. Beliefs are more robust in the abstract than in the concrete OER benefits. It is noteworthy that beliefs are widely absent from the level of knowledge about OER. The actual use of OER, however, correlates with the level of knowledge. Against this background, it is reasonable to argue that neither exclusively dismantling structural barriers nor solely promoting OER is a suitable strategy for increasing adoption. Not until educational institutions are guided and act on the basis of the key drivers of OER, their underlying ideas and value, can they spur engagement for OER among educational practitioners. Strengthening knowledge and beliefs about OER must therefore be the next logical step.

}, keywords = {OER}, issn = {1365-893X}, doi = {10.5334/jime.606}, author = {Otto, Daniel} } @book {, title = {The European Union as a Global Actor. Trade, Finance and Climate Policy}, series = {Springer Texts in Political Science and International Relations}, year = {2021}, publisher = {Springer, Cham}, organization = {Springer, Cham}, address = {Berlin }, abstract = {
}, isbn = {978-3-030-76672-6}, doi = {https://doi.org/10.1007/978-3-030-76673-3}, author = {L{\"u}tz, Susanne and Leeg, Tobias and Otto, Daniel and Dreher, Vincent Woyames} } @inbook {, title = {Die F{\"o}rderung von Open Educational Resources (OER) in der Hochschule. Eine Expertenbefragung von Lehrenden zu institutionellen Ma{\ss}nahmen und der Gestaltung von Repositorien}, booktitle = {Bildung in der digitalen Transformation}, volume = {78}, year = {2021}, pages = {91-100}, publisher = {Waxmann}, organization = {Waxmann}, address = {M{\"u}nster and New York}, abstract = {

Open Educational Resources (OER) haben sich weltweit als ein zentrales Element offener Bildung etabliert. Eine eminente Herausforderung ist deren geringe Nutzung in der Bildungspraxis. Der Beitrag untersucht daher, durch welche Ma\ßnahmen die Nutzung von OER in der Hochschule gef\ördert werden kann. Hierf\ür wurde eine Expertenbefragung von OER-erfahrenen Lehrenden zu verschiedenen institutionellen Ma\ßnahmen und der Gestaltung von Repositorien f\ür OER durchgef\ührt. Die Ergebnisse zeigen, dass aus der Perspektive von OER-erfahrenen Lehrenden Anreize und Unterst\ützungsma\ßnahmen gegen\über Verpfl ichtungen und Aufl agen zu bevorzugen sind. Bez\üglich der Umsetzung konkreter Ma\ßnahmen steht die rechtliche Beratung von Lehrenden bei der Nutzung und Erstellung von OER klar im Vordergrund und sollte am besten in Form einer zentralen Kontaktstelle oder Person erfolgen, die f\ür OERbezogene Fragen zust\ändig ist. F\ördermittel f\ür die Erstellung von OER bilden einen weiteren zentralen Anreiz, der die Bedeutung und Reputation von OER in der Hochschule st\ärken kann. F\ür die Gestaltung von Repositorien sollten vor allem kommunikative Aspekte im Vordergrund stehen, sodass die Erstellenden \über die Weiterverwendung und \Änderungen ihres Materials informiert werden.

}, keywords = {hochschule, Open Educational Resources, Repositorien}, isbn = {978-3-8309-9456-0}, issn = {1434-3436}, doi = {https://doi.org/10.31244/9783830994565}, url = {https://www.waxmann.com/index.php?eID=download\&buchnr=4456}, author = {Otto, Daniel}, editor = {Heinz-Werner Wollersheim and Karapanos, Marios and Pengel, Norbert} } @article {, title = {How to Promote the Use of Open Educational Resources (OER) in Higher Education. A Parley with OER Experienced Teachers}, journal = {Open Praxis}, volume = {13}, year = {2021}, pages = {354{\textendash}364}, abstract = {

The \ idea \ of \ Open \ Educational \ Resources \ (OER) \ is \ nowadays \ widespread \ in \ higher \ education. \ However, \ notwithstanding \ their \ supposed \ benefits, \ the \ actual \ adoption \ of \ OER \ in \ teaching \ remains \ low. \ Due \ to \ this \ absence, \ various \ studies \ have \ primarily \ focused on (the lack of) OER awareness among teachers and identified barriers to their use. This article argues that the current debate could benefit from insights from those who are already using OER in their teaching practices. Examining their perspectives can disclose measures that promote the adoption of OER. A mixed-method approach was applied that comprised an expert survey among \ 32 OER experienced higher education teachers in Germany, which results were then subject to a focus group discussion with 20 \ of \ them \ to \ validate \ and \ differentiate \ the \ results. \ Overall, \ the \ results \ reveal \ that \ teachers prefer measures comprising incentives and support rather than obligations. Exemplarily, \ a \ commitment \ to \ publish \ all \ materials \ as \ OER \ was \ rejected. \ Instead, \ a \ more \ fundamental \ transformation \ was \ requested \ from \ closed \ to \ open \ practices. \ Therefore, it can be stated that the teachers underlying path is guided by a desire for a shift towards openness in higher education. The measures favoured by the teachers can thus be understood as essential puzzle pieces that contribute to the bigger picture of openness.

}, url = {https://search.informit.org/doi/epdf/10.3316/informit.485420499654944}, author = {Otto, Daniel} } @article {, title = {Offen gemacht: Der Stand der internationalen evidenzbasierten Forschung zu Open Educational Resources (OER)}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaften (ZfE)}, year = {2021}, abstract = {

Open Educational Resources (OER) bilden ein wichtiges Element im Diskurs \über eine
Digitalisierung von Bildung. Der Beitrag erhebt den Stand der internationalen empirischen Forschung zu OER, um dadurch Desiderate f\ür eine zuk\ünftige Forschungsagenda aufzuzeigen. Mittels eines systematischen Mapping-Ansatzes wird daf\ür die empirische, englischsprachige Forschungslandschaft kartiert. Die Ergebnisse zeigen, dass Forschung vor allem im Hochschulbereich betrieben wird und wenige Studien f\ür den Bereich Schule vorliegen. Forschungsmethodisch sind quantitative Studien pr\ävalent, die vorwiegend umfragebasiert durchgef\ührt werden. Das prim\äre Forschungsinteresse der Studien konzentriert sich auf Wahrnehmungsfaktoren von OER sowie auf deren \Übernahme und Nutzung in der Bildungspraxis. Ein weiteres Forschungsfeld sind Offene Textb\ücher und deren komparative Kostenvorteile oder qualitative Vergleichbarkeit mit kostenpflichtigem Bildungsmaterial. Forschungsdesiderate liegen im Feld der Usability respektive Benutzerfreundlichkeit von OER-Repositorien. Forschung hierzu k\önnte die zahlreichen Bundesl\änderinitiativen zur Etablierung von OER Landesportalen unterst\ützen. Weitere Forschungsl\ücken finden sich bei den Effekten der Nutzung von OER auf das p\ädagogische Handeln und die Ver\änderungen etablierter Bildungspraktiken.

}, keywords = {Internationale empirische Forschung, OER, Open Educational Resources, Systematic Mapping}, doi = {https://doi.org/10.1007/s11618-021-01043-2}, url = {https://link.springer.com/article/10.1007\%2Fs11618-021-01043-2$\#$citeas}, author = {Otto, Daniel and Schr{\"o}der, Nadine and Diekmann, Daniel and Pia C. Sander} } @article {, title = {PCBuildAR: Die Entwicklung von Augmented Reality Karten f{\"u}r den Informatikunterricht als partizipativer Designprozess}, journal = {medienimpulse. Beitr{\"a}ge zur Medienp{\"a}dagogik (Themenheft: Openness und Augenh{\"o}he {\textendash} {\"U}ber partizipative Forschungs- und Entwicklungsans{\"a}tze und den Umgang mit Open Science in der Medienp{\"a}dagogik)}, volume = {59}, year = {2021}, abstract = {

In diesem Beitrag wird die Entwicklung von Augmented-Reality-(AR)-Karten f\ür den Informatikunterricht am Beispiel des PCBuildAR-Projekts beschrieben. Das Projekt zeichnet sich durch einen partizipativen Designprozess aus, in dem Personen aus Schule, Forschung und Wirtschaft kooperiert haben. Einen wesentlichen Beitrag zur Entwicklung der AR-Karten leisteten hierbei Sch\ülerinnen und Sch\üler, die auf vielf\ältige Weise in den Entwicklungsprozess eingebunden wurden. Die finalen PCBuildAR-Karten stehen heute als offene Bildungsressourcen unter pcbuild-ar.com zur Verf\ügung. Im Beitrag werden zwei didaktische Szenarien beschrieben, wie die Karten im Unterricht genutzt werden k\önnen. Abschlie\ßend werden einige lessons learned skizziert und Empfehlungen ausgesprochen, worauf bei der Planung und Durchf\ührung partizipativer Designprojekte zu achten ist.

}, doi = {https://doi.org/10.21243/mi-04-21-12}, url = {https://journals.univie.ac.at/index.php/mp/article/view/6485}, author = {Buchner, Josef and Otto, Daniel and Michael Kerres} } @article {, title = {Trends and Gaps in Empirical Research on Open Educational Resources (OER): A Systematic Mapping of the Literature from 2015 to 2019}, journal = {Contemporary Educational Technology}, volume = {13}, year = {2021}, type = {Research Article}, chapter = {325}, abstract = {

For almost 20 years, Open Educational Resources (OER) are an integral part of the debate about the digitisation of education. However, the empirical landscape of OER research is vivid and largely obscure.
This article reviews the state of international empirical research on OER to reveal trends and gaps and, in this manner, identify possible desiderata for further research. We use a systematic mapping approach to examine the empirical English-speaking research landscape from 2015 to 2019. The results reveal that research primarily concentrates on the higher education sector, while only a few studies are available for the school and other educational sectors. In terms of research methodologies, quantitative approaches
are prevalent, with most of them being survey-based. The main research interests of the empirical studies lie in the perception of OER and the barriers to their use in educational practices. Open textbooks as a form of OER and their comparative cost advantages or qualitative comparability with traditional
educational material constitute an emerging research field that is almost exclusively located in the U.S.
Research gaps exist regarding the usability and user-friendliness of OER repositories. Addressing these gaps could support the numerous initiatives in different countries to establish and equip repositories.
Additional gaps for empirical research were identified regarding the effects of the use of OER on pedagogical approaches and established educational practices.

}, keywords = {Educational technology, Higher education, OER, review, Systematic Mapping}, doi = {http://dx.doi.org/10.30935/cedtech/11145}, url = {https://www.cedtech.net/download/trends-and-gaps-in-empirical-research-on-open-educational-resources-oer-a-systematic-mapping-of-the-11145.pdf}, author = {Otto, Daniel and Schr{\"o}der, Nadine and Diekmann, Daniel and Pia C. Sander} } @article {, title = {Also sprach Zarathustra! Eine kritische Betrachtung von Mythen aus der Bildungsforschung}, year = {2020}, url = {https://www.forumbd.de/veranstaltungen/konfbd20/}, author = {Otto, Daniel and Buchner, Josef} } @article {, title = {Designing Open Informational Ecosystems on the Concept of Open Educational Resources}, journal = {Open Education Studies}, volume = {2}, year = {2020}, chapter = {252-264}, abstract = {

Open informational ecosystems play a crucial role in fostering open educational resources (OER) and allow new opportunities to share and collaborate in the learning and teaching environment. Such ecosystems containing interoperable infrastructures and open interfaces aim at fulfilling user needs and fostering practices related to the concept of OER and the five user rights (5 R\&$\#$39;s). To fully embrace this role, those ecosystems need to be designed carefully. In this paper, we discuss implications for open informational ecosystems to fully comprise the concept of OER and related user needs. We carried out literature reviews to analyse recent aspects of the 5 R\&$\#$39;s in relation to user behaviour and infrastructures. We will introduce the results from these reviews and illustrate upcoming questions and challenges for the design of an ecosystem respecting the 5 R\&$\#$39;s conceptual ideas. With our recommendations, we aim at contributing to a better understanding of the concept of OER to improve ecosystem development and implement useful and user-friendly functions.

}, keywords = {5 R{\textquoteright}s; open educational resources; open informational ecosystem; retrieval system}, doi = {10.1515/edu-2020-0130}, url = {https://zenodo.org/record/5531581}, author = {Heck, Tamara and Kullmann, Sylvia and Hiebl, Johannes and Schr{\"o}der, Nadine and Otto, Daniel and Pia C. Sander} } @article {12669, title = {Grosse Erwartungen: Die Rolle von Einstellungen bei der Nutzung und Verbreitung von Open Educational Resources}, journal = {MedienP{\"a}dagogik: Zeitschrift f{\"u}r Theorie und Praxis der Medienbildung}, year = {2020}, abstract = {

Open Educational Resources (OER) sind ein prominenter Gegenstand der Bildungsdiskussion. OER wird das Potenzial zugeschrieben, die Entwicklung partizipativer und kollaborativer Lernszenarien zu erm\öglichen und auf einer grundlegenderen Ebene offene Bildung und Bildungsgerechtigkeit zu f\ördern und zu unterst\ützen. Dennoch ist die Verbreitung von OER in der Bildung bisher eher episodisch denn systematisch. Der Beitrag versucht auf Basis der Einstellungsforschung eine empirische Ann\äherung an die Rolle von Einstellung bei der Nutzung und Verbreitung von OER. Auf Grundlage eines umfragebasierten explorativen Ansatzes wurde versucht, die determinierenden Einstellungskomponenten bildungsbereichs\übergreifend abzubilden. Die Ergebnisse zeigen, dass Einstellungen nicht das zentrale Hindernis f\ür die Nutzung von OER sind, sondern die mangelnde Verbreitung. Bez\üglich der Verbreitung l\ässt sich konstatieren, dass sowohl Intention als auch Verhalten nur innerhalb einer breiteren OER-Gemeinschaft existieren, die allerdings starke Emotionen und \Überzeugungen mit den Kernideen und Mehrwerten von OER verbindet. Diesem Argument folgend ist der h\äufig geforderte Abbau struktureller Barrieren ein notwendiger, aber keineswegs hinreichender Grund, um die Nutzung und Verbreitung von OER zu erh\öhen. Es ist zu empfehlen, OER nicht als ein normatives Element einer Openness-Bewegung zu konzipieren, sondern als eine (Teil-)Antwort auf die Herausforderung des Lehrens und Lernens in der digitalen Welt zu begreifen und zu f\ördern.

}, keywords = {Educational technology, Higher education, OER}, doi = {10.21240/mpaed/00/2020.02.26.X}, url = {https://www.medienpaed.com/article/view/843}, author = {Otto, Daniel} } @inbook {, title = {Hochschullehre und Digitalisierung: Digital Storytelling als Lehr- Lernmethode f{\"u}r Kompetenzen in der digitalen Welt}, booktitle = {Bildung und Digitalisierung. Auf der Suche nach Kompetenzen und Performanzen }, volume = {4}, year = {2020}, publisher = {Nomos Verlag}, organization = {Nomos Verlag}, edition = {Medienp{\"a}dagogik | Media Education}, address = {Baden-Baden}, keywords = {digital educational media, digital storytelling}, isbn = {ISBN 978-3-8487-6538-6}, url = {https://www.nomos-shop.de/titel/bildung-und-digitalisierung-id-86619/}, author = {Otto, Daniel}, editor = {Christine W. Tr{\"u}ltzsch-Wijnen and Gerhard Brandhofer} } @inbook {, title = {Offene Bildungsmaterialien in der Schule f{\"u}r das Lehren und Lernen in der digitalen Welt: Cui bono?}, booktitle = {Bildung, Schule, Digitalisierung}, year = {2020}, pages = {77-82}, publisher = {Waxmann}, organization = {Waxmann}, address = {M{\"u}nster}, abstract = {

Dem p\ädagogischen Mehrwert von OER f\ür die Schule auf theoretisch-konzeptioneller Ebene steht das Paradox einer geringen Verbreitung in der Bildungspraxis gegen\über. Der Beitrag adressiert dies unter der Forschungsfrage, was bestimmende Faktoren f\ür die Nutzung von OER im schulischen Bereich sind. Die Ergebnisse zeigen, dass weniger das eigentliche Konzept oder das Wissen dar\über eine eminente Rolle spielen, sondern prim\är die affirmative Einstellung zu den dahinterliegenden Werten und Ideen.

}, keywords = {Lehrerkooperation, OER}, isbn = {978-3-8309-4246-7}, url = {https://www.waxmann.com/index.php?eID=download\&buchnr=4246}, author = {Otto, Daniel} } @article {12531, title = {Adoption and Diffusion of Open Educational Resources (OER) in Education}, journal = {The International Review of Research in Open and Distributed Learning}, volume = {20}, year = {2019}, abstract = {

The concept of open educational resources (OER) is becoming increasingly prominent in education. However, research circles around defining OER, content and forms of OER, technological features of OER, and the importance of the issue or lack thereof. Vital aspects such as the notion of the adoption of OER by educational practitioners remain underdeveloped. In order to shed light on the question of how to adopt OER in education, the article presents findings of a meta-study which critically reviewed 25 state-funded OER projects located in Germany. All projects aimed to anchor OER across educational areas, such as school, higher, continuing, and vocational education. The meta-analysis disclosed a mixed bag of results. Although interest and willingness to deal with OER can be confirmed, reservation is rooted in the complexity of the topic and especially the legal concerns. However, the findings demonstrate that OER can by no means be ignored in the context of teaching and learning in a digital world. Integrating OER as an aspect of existing educational training should, therefore, be encouraged. Concerning future design recommendations, to conflate OER with other pressing issues and to simultaneously emphasise its added value explicitly is a promising approach. Moreover, establishing central contact points in educational institutions to accompany and monitor actors on their path to OER appears to be necessary. Notwithstanding the concrete measures, any strategy must operate persistently at both levels, institutional and practical, embracing all relevant stakeholders.\ 

}, doi = {10.19173/irrodl.v20i5.4472}, url = {http://www.irrodl.org/index.php/irrodl/article/view/4472}, author = {Otto, Daniel} } @article {11913, title = {Can MOOCs empower people to critically think about climate change? A learning outcome based comparison of two MOOCs}, journal = {Journal of Cleaner Production}, volume = {222}, year = {2019}, chapter = {12-21}, abstract = {

Climate change can be regarded as one of the key topics of sustainable development where public awareness and education are crucial. In the field of education, Massive Online Open Courses (MOOCs) have raised remarkable attention throughout the last decade as their initial objective is to provide massive open online education for everyone. This article aims to explore the impact of MOOCs on learning about climate change. This is necessary in order to evaluate whether MOOCs can make a substantial contribution to lifelong learning about sustainable development for a wider audience. We therefore present findings from self-assessment questionnaires of participants from two climate change MOOCs provided by two-distance learning universities in Germany and Portugal. Both MOOCs aimed at imparting to the participants the competencies to better understand the topic of climate change. The objective of the survey was a competency-based evaluation to review which learning outcomes have been achieved. The results indicate that taking part in either of the MOOCs increased the participants\’ competencies to critically engage in the climate change debate. MOOCs are able to convey certain learning outcomes to the students and thus can contribute to climate change literacy. For further research, we recommend a more differentiated view on MOOCs and the learning opportunities for participants. Options for potential improvement are to think of better ways of how to integrate MOOCs into climate change education or to consider possibilities to increase the attractiveness of MOOCs for instance by using innovative formats to overcome the barriers between formal and informal learning.

}, keywords = {blended learing, distance education, learning outcomes, MOOCs, Online Learning, virtual mobility}, url = {https://doi.org/10.1016/j.jclepro.2019.02.190}, author = {Otto, Daniel and Caeiro, Sandra and Nicolau, Paula and Disterheft, Antje and Teixeira, Ant{\'o}nio and Becker, Sara and Bollmann, Alexander and Sander, Kirsten} } @inbook {11911, title = {Digital Learning and Sustainable Development}, booktitle = {Encyclopedia of Sustainability in Higher Education}, year = {2019}, pages = {1 - 10}, publisher = {Springer International Publishing}, organization = {Springer International Publishing}, address = {Cham}, isbn = {978-3-319-63951-2}, url = {https://doi.org/10.1007/978-3-319-63951-2}, author = {Becker, Sara and Otto, Daniel}, editor = {Leal Filho, Walter} } @inbook {12397, title = {Offene Bildungsressourcen (OER) in der Lehrerausbildung. Die Bedeutung von Einstellungen und Kontextfaktoren}, booktitle = {Teilhabe in der digitalen Bildungswelt}, volume = {Medien in der Wissenschaft, Band 75}, year = {2019}, pages = {221 - 226}, publisher = {Waxmann}, organization = {Waxmann}, address = {M{\"u}nster und New York}, abstract = {

Offene Bildungsressourcen (OER) spielen in der Diskussion \über die \Öffnung und die Digitalisierung von Bildung auch in Deutschland eine zunehmende Rolle. Im schulischen Bereich k\önnen OER zur Medienkompetenz, Kollaboration von Lehrkr\äften sowie zum innovativen Unterricht beitragen. Der Beitrag pr\äsentiert erste Ergebnisse eines Forschungsvorhabens \über Einflussfaktoren f\ür die Nutzung von OER im Bereich der Lehrerausbildung. Ein Mixed-Methods-Design kombiniert Befragungen mit zwei strukturierten Experteninterviews. Die Auswertung der Untersuchung zeigt, dass die Haupthindernisse weniger in der Einstellung der angehenden Lehrkr\äfte als in kontextuellen Faktoren wie Zeitnot, fehlendem Datenpooling von Material, Rechtsunsicherheiten und mangelndem technischen Fachwissen begr\ündet sind.

}, keywords = {digital educational media, OER, OER challenges, survey}, isbn = {978-3-8309-4006-7}, author = {Otto, Daniel}, editor = {Hafer, J{\"o}rg and Mauch, Martina and Schumann, Marlen} } @inbook {11915, title = {E-Learning and Sustainable Development}, booktitle = {Encyclopedia of Sustainability in Higher Education}, year = {2018}, pages = {1 - 8}, publisher = {Springer International Publishing}, organization = {Springer International Publishing}, address = {Cham}, keywords = {blended learing, distance education, learning outcomes, MOOCs, Online Learning, virtual mobility}, isbn = {978-3-319-63951-2}, url = {https://doi.org/10.1007/978-3-319-63951-2}, author = {Otto, Daniel and Becker, Sara}, editor = {Leal Filho, Walter} }