Does the phenomenon of Open Educational Resources lead to new didactic model? “It depends”

Wim Didderen, Steven Verjans

    Research output: Chapter in Book/Report/Conference proceedingChapterProfessional

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    Abstract

    This contribution starts with the question of whether there is a direct relationship between OER and didactics. Is there such a thing as “OER didactics”? In the same way as a decade ago the usefulness and need for specific digital didactics were questioned, one can also raise questions regarding specific didactics for OER. Simons (2003) defined digital didactics as “knowledge and expertise regarding the use of ICT to facilitate learning”. A parallel definition of OER didactics would therefore be: “knowledge and expertise regarding the use of OER to facilitate learning”. More generally, one might define specific didactic models as “knowledge and expertise regarding the use of X to facilitate learning”, with X then being replaced by specific tools or technologies, for example online video, virtual worlds, or serious games. The question is then: Is it in fact valuable to think of specific didactic theories, models, or practices specifically for Open Educational Resources? Are OER didactics a specific discipline within digital didactics, or within didactics in general?
    Original languageEnglish
    Title of host publicationTrend Report: Open Educational Resources 2012
    EditorsRia Jacobi, Nicolai van der Woert, Monique Janssens
    Place of PublicationUtrecht, the Netherlands
    PublisherSpecial Interest Group Open Educational Resources
    ChapterA: The educational perspective on Open Educational Resources
    Pages9-15
    Number of pages7
    Publication statusPublished - Mar 2012

    Keywords

    • open educational resources
    • OER
    • didactics
    • didactic models
    • trend report
    • SURF
    • Open Educational Practices
    • OEP
    • teacher

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