Open Educational Resources (OER) projects often face the challenge of how to sustain and develop further the resources after the initial project funding comes to an end. OER are provided for free and open for anybody to re-use, modify and distribute. How than can the producers exploit the resources, are there any feasible business models, especially models which could remove or at least reduce dependence on limited and insecure funding? This article presents results of a survey of literature on OER business models and an overview of models identified in the literature. For projects which developed a learning program with OER the freemium model is being considered as a promising model.
[Draft @ ResearchGate]
Reference: Geser, G., Schön, S. & Ebner, M. (2019). Business models for Open Educational Resources: how to exploit OER after a funded project?. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1519-1525). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
Martin and me wrote a short blogpost for our colleagues in Philadelphia about our didactical approach of „Inverse Blended Learning„, based on our MOOC-research
We guess that all innovative educators especially in the field of educational technology love to work with MOOCs. We simply get the possibility to teach a broad audience and are working with learners really interested in the stuff. In recent years, the number of those courses have increased while impressive educational institutions report successful experiences.
[Link to the blogpost]
We are very happy to announce that our chapter on „Inverse Blended Learning – a didactical concept for MOOCs and its positive effects on dropout-rates“ is published 🙂
Massive Open Online Courses, shortly MOOCS, are one important trend of technology-enhanced learning of the last years. In this contribution we introduce a new didactical approach that we call „inverse blended learning“ (IBL). Whereas „blended learning“ is the enrichment of traditional learning settings through online inputs or phases, the IBL approach aims to enhance a pure online course with additional offline meetings for exchange and practising. Within two case studies the concept was tested and evaluated. The research study points out that the typical high dropout rate for MOOCs decreased arbitrarily. Therefore we recommend introducing the didactical approach of inverse blended learning in future MOOCs, if applicable.
[Link to the book]
[Link to draft @ ResearchGate]
Reference: Ebner, M., Schön, S. (2019). Inverse Blended Learning – a didactical concept for MOOCs and ist positive effects on dropout-rates. In: The Impact of MOOCs on Distance Education in Malaysia and Beyond. Ally, M., Amin Embi, M., Norman, H. (eds.). Routledge. ISBN 9780367026615 [Link to draft @ ResearchGate] Link to the book]
Maria Grandl from the TU Graz presented out joint research on how to reach more girls in makerspaces/maker education at the Edurobotics conference 2018 in Rome. Thanks a lot for the presentation!
You find the poster as well online:
Sandra Schön, Margarethe Rosenova, Martin Ebner and Maria Grandl (2018). How to support girls’ participation at projects in makerspace settings. Overview on current recommendations. In: EduRobotics 2018 in Rome, Poster: https://www.researchgate.net/publication/328175572, as pdf: poster_edurobotics
Maria Grandl from the Graz University of Technology will present a paper and a poster which is a cooperational work with DOIT (and me :o)) at the 11th of October in Athens. ❤
Veronika Hornung-Prähauser and DOIT colleagues from Salzburg Research and Lappeenranta University of Technology wrote a paper about DOIT’s social innovation training for the ISPIM conference 2018. It got published now.
Our DOIT contribution for the edMedia conference in Amsterdam 2018 is availble! You will find as well a preliminary version.