Abstract
This paper treats open educational resources (OER), specifically in the context of processes related to education policy. Of importance in this regard are the different understandings, positions, perspectives and focal points of the participant actors from the fields of educational research, practical education and education policy. Those involved approach the politically virulent subject of OER from their respective technical or career-specific perspectives and have one (more or less weighty) aspect of the OER movement in mind, which is intended to gain admission to the education strategies being constructed. In particular, two case studies are examined: first, the formulation of Germany's education policy strategy, «Bildung in der digitalen Welt» [«Education in a Digital World»], which was developed in 2016 by the Kultusministerkonferenz (KMK) [the standing conference of education ministers of the federal states] with the participation of professional associations; second, the curriculum formulated 2017 by the Österreichisches Bundesministerium für Bildung (BMB) [Austrian Federal Ministry of Education] comprising a «Binding Digital Competence Exercise» in schools. The paper examines the various positions and retraces the final version on which all could agree and in which form OER is finally anchored in education planning. After identifying the blind spots in the conceptual anchoring of the idea of OER, the paper considers why attractive aspects, especially for specific actors, remain underexposed and disregarded.
Highlights
This article is based on a lecture held at the «European Conference on Educational Research» (ECER) in 2017, whose title was «Reforming Education and the Imperative of Constant Change: ambivalent roles of policy and educational research». It was discussed at the «Reflecting open educational resources (OER) Policies, Conceptualizations, and Practices» session, which focused on the various perspectives of different groups involved in educational processes, their needs as well as practical constraints related to their field of activity
The considerations and effort at that time were primarily concerned with OER's potential for developing countries
This is still regarded as the driving force behind innovations in the social and economic development of these countries (UNESCO 2015)
Summary
This article is based on a lecture held at the «European Conference on Educational Research» (ECER) in 2017, whose title was «Reforming Education and the Imperative of Constant Change: ambivalent roles of policy and educational research». OER in the conceptualisation of media education policy in Germany and Austria In the German education strategy, OER is mentioned for the first time in connection with enabling teachers to choose suitable education materials from those on offer by commercial publishers and OER At this point, there is only talk of «suitable quality criteria». There was a decision taken to divide up the program already compiled into a mandatory and elective portion (at least 64 class hours spread over four school years, and a maximum of 128 class hours if established as an educational focal point or subject on its own) This teaching and learning content, which is supposed to include reflection and criticism, and provide pupils with a knowledge of «licensing models, such as creative commons and OER», is classified as a voluntary area of specialization. There are plenty of websites on learning tools where prepared learning opportunities can be viewed and used
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