This is the second in a series on open educational resources from Contact North. Note that the article is very confused about what is a myth and what is not, so you'll have to do some interpreting, as I have below (most text quoted from the post):
- Just because it comes from a leading institution, it doesn’t mean the OER is good
- Not all OER went through a quality assurance process.
- In some cases, every case needs to be changed to be local and current - a lot of work
- Finding useful, effective, quality, relevant and current OER is tough.
- OER will not transform higher education
I think these assertions (and the 'myths' that prompt them) are expressed from a very narrow point of view. What does it mean to say 'not all OER are assessed for quality'? If you found it through Google, it went through a recommendation process! And why is the perspective the teacher's point of view? Why not consider the case of learners using OERs directly?
SUBSCRIBE TO OLDAILY DONATE TO DOWNES.CA
Web - Today's OLDaily
Web - This Week's OLWeekly
Email - Subscribe
RSS - Individual Posts
RSS - Combined version
JSON - OLDaily
National Research Council Canada
All My Articles
Stephen's Web and OLDaily
Half an Hour Blog
Google Plus Page
Huffington Post Blog