Poerup
EACEA

The POERUP project has been funded with support from the European Commission's Lifelong Learning Programme. The content of this website reflects the views only of the author, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

Reference No: 519138-LLP-1-2011-1-UK-KA3-KA3MP; Duration: 01.11.2011 - 30.06.2014

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Key Outputs & Results

Country studies on OER in Education

One of the main deliverables was a set of country reports on OER initiatives. The final list of countries studied is below. It includes over half of the EU-28, plus Norway (EEA), and in most cases two countries from each continent outside Europe.

There are more countries also reported on briefly, using information from other reports - see Countries for an index to the full list.

Research on OER communities

The case studies work set out to understand the ways in which OER communities can develop and foster activity without sustained long-term government funding. Particular tools for Social Network Analysis (SNA) were used extensively in most of these case studies.

After considerable discussion, including with potential case study sites, eight case studies for OER communities were chosen across the various education sectors for analysis by POERUP partners, at varying degrees of depth (some described as mini case studies). Selection parameters included geographic and linguistic proximity to the POERUP case study partners (in UK, Netherlands, Italy and Canada) and coverage across the various educational sub-sectors (universities, schools, VET, informal).

The case studies were the schools-focussed projects Digischool (Netherlands, linked with Wikiwijs) and Bookinprogress (Italy); the HE-focussed projects OER U, Futurelearn (UK) and BC Campus (Canada); the VET-focussed ALISON (Ireland), Re:Source (Scotland) and the Introduction to Communication Science, a specific MOOC project in informal adult learning (University of Amsterdam). The analyses led to a series of recommendations for effective running of such projects in future.

For more details now see D3.1 Report on in-depth case studies.

Policy formulation

Three EU-level policy reports (for schools, for universities and for colleges and other organised education providers) were produced in autumn 2013 ­– the first in early September 2013 before Opening Up Education was released and the other two soon afterwards. A summary of these was presented at the EU OER workshop just before the Online Educa conference in December 2013.

In 2014 specific policy documents were produced for five member states (France, Ireland, Netherlands, Poland, and UK – England, Scotland and Wales separately) plus Canada. In addition to formal policy work, informal policy discussions were held at workshops in five more member states: Sweden, Slovenia, Hungary, Romania and Croatia. In the Netherlands a series of 10 policy workshops were organized on different institutions of higher education to assist in formulating an open policy.

Wiki database and maps

Publications

Bacsich, P. and Pepler, G. “Learner Use of Online Content: implications for teachers”, in Teaching and Learning On-line: New pedagogies for new technologies, Routledge, 2013.

Pepler, G. (a book chapter, submitted after the eLSE conference) “Developing policies to stimulate the uptake of OER in Europe

Schreurs, B. et al, “An investigation into social learning activities by practitioners in open educational practices”, IRRODL Vol. 15, no. 4, 2014.

More papers are in preparation for release after the funded period ends.