Should we focus on only achieved learning as the measure of quality OER ?
or should we include other dimensions to our definition of quality – even if they are impossible or difficult to measure ? Wiley (2012) suggests that a 700-page glorious OER authored by a great expert with fantastic multimedia captivating the student etc etc is not the point, and rather that the achieved quality of learning is the be-all-and-end-all of the matter.
As I see it, our job is not only to achieve learning but to improve learning.
This means knowing whether or not introducing voice-over leads to diminished or increased learning scores, and whether a shortened mobile-phone OER achieves better learning or not, than watching interactive video at home. What do you think ?
I believe that having a host of categories inside our definition of quality helps us to improve the OER and increase achieved learning. Better yet would be having a full and comprehensive understanding of all components affecting the quality and achieved learning. Your input here please ~
All Best Wishes
Wiley, D. (2012) OER quality standards. Iterating toward Openness blog posting 16 October. Retrieved January 26, 2013, from http://opencontent.org/blog/archives/2568