The eduOER portal is designed for end-users; any type of learners and educators, university students, professors, academic researchers and course or training developers. Some simple hypothetical user scenarios ca be found below.
The EC policy
Amy Mather talks about Opening up Education
The world of learning and teaching in Europe is still traditional. In order to reshape education in Europe successfully, learners should engage in more personalization, collaboration and better links between formal and informal learning, with the help of teachers who are confident in sharing and creation of educational contents.
Learning can’t anymore be confined to specific classroom and timetables but take full advantage of technology to break boundaries and learn across cultures, ages, and geographical divides.
Opening up education (FAQ) means taking advantage of the considerable benefits the digital revolution has to offer:
- Increase effectiveness of education – Open Education Resources (OER) and Massive Open Online Course (MOOCs), easier and more efficient public procurement, sharing practices, opportunities to innovate.
Increase equity – knowledge more accessible to all, and individuals getting access to new learning opportunities, by lowering costs and better access to digital services.
- Produce positive impacts in the economy – stronger and more structured uptake of ICT and upskilling the workforce, helping industry manage disruptive change, through new market opportunities by fostering partnerships for infrastructures, new products and services.
- The overall goal remains to increase the attractiveness of European education for boosting 21st skills and better living.
Undergraduate Student in Medicine
Adam wakes up every morning early. After a quick jogging in the morning he likes to go through the topics of the subjects that are being covered in class. Each day he searches on Google and on the eduOER portal for information about 5 key subjects that he selects for each day.
On Google he tries to find documentary and “generic” information about the topic as it is a general search engine that will provide all sorts of type of information, from news to blogs, from assorted web pages to scientific documentation. Sometimes there are some interesting videos on YouTube or TED. But, because most academic content is under “closed” environment on LMS, Adam also searches for videos on the eduOER portal which indexes all the information around Europe. Using the search expression he can identify other contents that are hidden from Google. He also knows that this content are made from academic faculty and, of course, are much more reliable and trusted. Often he uses some of this information to his homework assignments or reviews lectures from faculty members other from his own university to grasp different viewpoints on the matter.
Usually he uses his tablet to search because it is just more convenient that the laptop, but once he founds something interesting he favorites the content for later viewing on the laptop.
College Professor, wants to enrich his teaching process and materials
When Dean searches the internet for materials for his class, he encounters several problems: Google offers many resources, but without details or depth search most of them are irrelevant; OCW-C offers full courses that he doesn’t need; GLOBE is similar to Google, only it offers even more information than Google – and that information is also, at times, irrelevant. Finally, he finds the eduOER portal. There he finds varied resources (HE repositories) and materials. Using the depth search and the detailed metadata, he finds relevant and useful materials to enrich his class. Moreover, those resources have detailed explanations on how to use them and when. With those resources, Dean creates new teaching process that are tailored to his class topics, integrates online and offline teaching and learning.