Abstract
While policies are great vehicles towards planning and realization of developmental programmes, they do not translate to realities without sustained careful implementation and supervision. The Nigeria’s National Policy on Open Educational Resources (OER) for Higher Education is one of such landmark educational policies made in the fall of 2017. Following the obligations created by the said policy on tertiary institutions and the need to achieve a relatively uniform high quality OER repository across board, this paper is articulated to address the challenges envisaged in the process of evaluating/assessing the conformance of the various repositories of Nigerian Universities to ideal benchmarks set by the policy. This paper proposes a computerized information model employing the popular object-oriented approach. It documents a business logic that includes measurable parameters and predicates made dynamic to match the criteria for any evaluation scheme. The result of analysis of user and system requirements produced specifications that were used to generate comprehensive logical attribute and method models. The models provided appropriate coverage on future requirements for implementing a versatile automated evaluation system for OER repositories in Nigeria.
Highlights
The concept of open educational resources (OER) was first coined at a meeting of the United Nations Educational, Scientific and Cultural Organization (UNESCO) forum on ‘the impact of open courseware for higher education in developing countries’ in July, 2002
In order to drive the concept of OER globally, the Paris OER Declaration [1] was adopted at the World Open Educational Resources (OER) Congress in
Another factor considered in details though expressed in diagrams is the various activities of the users as well as the functionalities to be integrated in the system
Summary
The concept of open educational resources (OER) was first coined at a meeting of the United Nations Educational, Scientific and Cultural Organization (UNESCO) forum on ‘the impact of open courseware for higher education in developing countries’ in July, 2002. Prior to the said meeting of UNESCO, the OER movement had gained considerable visibility in 2001, when Charles Vest, the President of the Massachusetts Institute of Technology (MIT), made public the intention of the Institute to place all of its course materials online for the benefit of all. His decision resulted in the Open Course Ware (OCW) Project which took off in 2001. In order to drive the concept of OER globally, the Paris OER Declaration [1] was adopted at the World Open Educational Resources (OER) Congress in. The aims of the Declaration are to encourage governments to contribute to the awareness and the use of OER; and to develop strategies and policies to integrate OER in education
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