Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10609/5083
Título : Approaches to OER Development
Autor : McGreal, Rory
Otros: Open Ed (7th : 2010 : Barcelona)
Palabras clave : OER
course development
reuse
standards
Fecha de publicación : 15-sep-2010
Editorial : Universitat Oberta de Catalunya
Open University of the Netherlands
Brigham Young University
Citación : McGreal, R. (2010). Approaches to OER Development. In Open ED 2010 Proceedings. Barcelona: UOC, OU, BYU. [Accessed: dd/mm/yy]. <http://hdl.handle.net/10609/5083>
Resumen : OER development is becoming more sophisticated as instructors and course specialists become more familiar with the environment. Most OER development approaches for online courses have been developed from those that were appropriate in the face-to-face context. However, the OER online environment opens up new possibilities for learning as well as holding particular limitations. This paper presents some approaches that OER implementers should bear in mind when initiating and supporting OER course development projects. 1. Beg, borrow, or steal courseware. Don't reinvent the wheel. 2. Take what exists and build the course around it. 3. Mix and match. Assemble. Don't create. 4. Avoid the "not invented here" syndrome. 5. Know the content -garbage in and garbage out. 6. Establish deadlines. Work to deadlines, but don't be unrealistic. 7. Estimate your costs and then double them. Double them again. 8. Be realistic in scheduling and scoping. 9. The project plan must be flexible. Be prepared for major shifts. 10. Build flexibly for reuse and repurposing -generalizability reduces costs 11. Provide different routes to learning. 12. Build to international standards. There are necessary features in every OER, including introduction, schedule etc. but it is most important to keep the course as simple as possible. Extreme Programming (XP) methodology can be adapted from software engineering to aid in the course development process.
Idioma: Inglés
URI : http://hdl.handle.net/10609/5083
Aparece en las colecciones: Open Ed Conference 2010 (Barcelona, 2-4 novembre 2010)

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