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A trusted learning analytics dashboard for displaying OER Ahmad, Atezaz; Yordanov, Ivaylo Ivanov; Yau, Jane; Schneider, Jan; Drachsler, Hendrik Sammelbandbeitrag | Aus: Otto, Daniel; Scharnberg, Gianna; Kerres, Michael; Zawacki-Richter, Olaf (Hrsg.): Distributed learning ecosystems: Concepts, resources, and repositories | Wiesbaden: Springer | 2023 43376 Endnote: Autor*innen: Ahmad, Atezaz; Yordanov, Ivaylo Ivanov; Yau, Jane; Schneider, Jan; Drachsler, Hendrik
Titel: A trusted learning analytics dashboard for displaying OER
Aus: Otto, Daniel; Scharnberg, Gianna; Kerres, Michael; Zawacki-Richter, Olaf (Hrsg.): Distributed learning ecosystems: Concepts, resources, and repositories, Wiesbaden: Springer, 2023 , S. 279-303
DOI: 10.1007/978-3-658-38703-7_15
URL: https://link.springer.com/chapter/10.1007/978-3-658-38703-7_15
Dokumenttyp: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Datenanalyse; Datenerfassung; Indikator; Internetplattform; Learning Analytics; Lernplattform; Literaturbericht; Open Educational Resources; Technologie
Abstract: Learning Analytics (LA) consists of miscellaneous steps that include data harvesting, storing, cleaning, anonymisation, mining, analysis, and visualisation so that the vast amount of educational data is comprehensible and ethically utilisable by educators or instructors to obtain the advantages and benefits that LA can bring to the educational scene. These include the potential to increase learning experiences and reduce dropout rates. In this chapter, we shed light on OER repositories, LA, and LA dashboards and present an implementation of a research-driven LA dashboard for displaying OER and their repositories that allows the visualisation of educational data in an understandable way for both educators and learners. Moreover, we present an LA dashboard for displaying OER that shows information about the existing German OER repositories as part of our EduArc project located in Germany. The LA dashboard consists of multiple adopted indicators and metrics such as the number of reading sessions, duration of reading sessions, number of reading interruptions, number of learning activities, student attendance, and student grades. The details of the research methodology, including a literature review to create this dashboard, as well as the display items of the dashboard are presented and further elaborated. (DIPF/Autor)
DIPF-Abteilung: Informationszentrum Bildung

From theoretical debates to lived experiences. Autoethnographic insights into open educational […] Fahrer, Sigrid; Heck, Tamara; Röwert, Ronny; Truan, Naomi Zeitschriftenbeitrag | In: Research Ideas and Outcomes | 2022 43620 Endnote: Autor*innen: Fahrer, Sigrid; Heck, Tamara; Röwert, Ronny; Truan, Naomi
Titel: From theoretical debates to lived experiences. Autoethnographic insights into open educational practices in German higher education
In: Research Ideas and Outcomes, 8 (2022) , S. e86663
DOI: 10.3897/rio.8.e86663
URL: https://riojournal.com/article/86663/
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Deutschland; Empirische Forschung; Erfahrung; Ethnografie; Hochschullehre; Konzeption; Lehr-Lern-Prozess; Literaturbericht; OPEN ACCESS; Open Education; Open Educational Resources; Reflexion <Phil>
Abstract: The Open Science Fellow Program built a community where researchers learned how to work openly. Within this environment, questions emerged on what it means to teach openly, i.e. which practices represent open learning and teaching and which examples can be shared amongst colleagues and peers? Different concepts of open educational practices (OEP) aim at giving answers to open learning and teaching. At the same time, OEP still lack a common definition and many discussions on the topic only give minimal or implicit guidance to concrete approaches of being open -despite the creation and sharing of open educational resources. Investigating how we as practitioners implement concepts of OEP in the classroom was the starting point for the autoethnographic study we describe in this paper. We conducted a literature review to map explicit concepts of OEP, we reflected those concepts regarding the adaptation in our own teaching and our experiences with OER-based and other open teaching concepts. We discuss four research papers and our respective position as practitioners in higher education in Germany. We reflect on the current state of ideas of OEP and their practical adaptation and implementation in learning and teaching scenarios. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Vertrauensbildende Maßnahmen zu Open Educational Resources (OER) Fahrer, Sigrid Sammelbandbeitrag | Aus: Fuchs, Eckhardt; Otto, Marcus (Hrsg.): In education we trust?: Vertrauen in Bildung und Bildungsmedien | Göttingen: V&R unipress | 2022 43036 Endnote: Autor*innen: Fahrer, Sigrid
Titel: Vertrauensbildende Maßnahmen zu Open Educational Resources (OER)
Aus: Fuchs, Eckhardt; Otto, Marcus (Hrsg.): In education we trust?: Vertrauen in Bildung und Bildungsmedien, Göttingen: V&R unipress, 2022 (Bildungsmedienforschung. Studien des Leibniz-Instituts für Bildungsmedien, 153), S. 233-245
DOI: 10.14220/9783737015097.233
URL: https://www.vr-elibrary.de/doi/10.14220/9783737015097.233
Dokumenttyp: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Digitalisierung; Kontrolle; Künstliche Intelligenz; Lehrmittel; Lernmittel; Open Educational Resources; Qualitätssicherung; Unterrichtsmaterial; Verfahren; Vertrauen
DIPF-Abteilung: Informationszentrum Bildung

Learning information literacy across the globe, Frankfurt am Main, May 10th 2019 Botte, Alexander; Libbrecht, Paul; Rittberger, Marc (Hrsg.) Sammelband | Frankfurt am Main: DIPF | Leibniz‐Institut für Bildungsforschung und Bildungsinformation | 2021 42365 Endnote: Herausgeber*innen: Botte, Alexander; Libbrecht, Paul; Rittberger, Marc
Titel: Learning information literacy across the globe, Frankfurt am Main, May 10th 2019
Erscheinungsvermerk: Frankfurt am Main: DIPF | Leibniz‐Institut für Bildungsforschung und Bildungsinformation, 2021
DOI: 10.25656/01:17670
URN: urn:nbn:de:0111-pedocs-176704
URL: https://www.pedocs.de/frontdoor.php?source_opus=17670
Dokumenttyp: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Didaktik; Digitale Medien; Digitalisierung; E-Learning; Informationsgesellschaft; Informationskompetenz; Informationsverhalten; Informationswissenschaft; Kompetenz; Kompetenzerwerb; Konferenzbericht; Künstliche Intelligenz; Lernen; Lernprozess; Medienkompetenz; Mehrsprachigkeit; Online-Kurs; OPEN ACCESS; Open Educational Resources
Abstract (english): The international Conference on Learning Information Literacy across the Globe was held on the 10th of May 2019 at Frankfurt Main, Germany. The Conference was part of the Erasmus+ Project Information Literacy Online (ILO), a European project to improve students' competencies. […] The Conference task was to be a forum for the exchange of research and experience associated with Information Literacy (IL) Learning. […] With different frequency, the following topics are touched by the keynotes and papers: Information literacy as a learning process, including assessment; Digital learning resources for information literacy (e.g. MOOCs, Learning-scenarios, OERs); Comparative studies of courses and curricula with an information literacy lens; Cultural diversity of information literacy; Information literacy in connection with other literacy concepts.
DIPF-Abteilung: Informationszentrum Bildung

Open practices of early career researchers. A qualitative study on research and teaching behavior Heck, Tamara; Blümel, Ina Sammelbandbeitrag | Aus: Wolff, Christian; Schmidt, Thomas (Hrsg.): Information between data and knowledge: Information science and its neighbors from data science to digital humanities, proceedings of the 16th International Symposium of Information Science (ISI 2021), Regensburg, Germany, 8th-10th March 2021 | Glückstadt: Hülsbusch | 2021 41291 Endnote: Autor*innen: Heck, Tamara; Blümel, Ina
Titel: Open practices of early career researchers. A qualitative study on research and teaching behavior
Aus: Wolff, Christian; Schmidt, Thomas (Hrsg.): Information between data and knowledge: Information science and its neighbors from data science to digital humanities, proceedings of the 16th International Symposium of Information Science (ISI 2021), Regensburg, Germany, 8th-10th March 2021, Glückstadt: Hülsbusch, 2021 (Schriften zur Informationswissenschaft, 74), S. 115-124
DOI: 10.5283/epub.44941
URN: urn:nbn:de:bvb:355-epub-449411
URL: https://epub.uni-regensburg.de/44941/
Dokumenttyp: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Open Science; Wissenschaftlicher Nachwuchs; Bildungsforschung; Promotion; Forschung; Hochschullehre; Workshop; Tagebuch; Motivation; Erfahrung; Open Access; Open Educational Resources; Qualitative Forschung; Interview; Deutschland
Abstract (english): Many researchers have a positive attitude towards open science and are motivated to apply them. However, applying them requires a change in one's daily practices. Different factors might challenge a behavioral change. The introduced study wants to get deeper insights into the reasons and influences that lead early career researchers to apply open practices in their daily research and teaching work. The participatory design let ten participants choose open practices they wanted to learn and adapt in either research or teaching scenarios. The study accompanied them and collected their positive and challenging experiences via diverse methods like interviews, diary entries and workshops. This paper introduces the study design and preliminary results. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Normative objects in educational infrastructures Hiebl, Johannes Sammelbandbeitrag | Aus: Cole, Nicki Lisa; Jahrbacher, Michaela; Getzinger, Günter (Hrsg.): Conference Proceedings of the STS Conference Graz 2021: Critical Issues in Science, Technology and Society Studies, 3-5 May 2021 | Graz: Verlag der Technischen Universität Graz | 2021 42011 Endnote: Autor*innen: Hiebl, Johannes
Titel: Normative objects in educational infrastructures
Aus: Cole, Nicki Lisa; Jahrbacher, Michaela; Getzinger, Günter (Hrsg.): Conference Proceedings of the STS Conference Graz 2021: Critical Issues in Science, Technology and Society Studies, 3-5 May 2021, Graz: Verlag der Technischen Universität Graz, 2021 (Science, Technology and Society), S. 132-149
DOI: 10.3217/978-3-85125-855-4-07
URL: https://doi.org/10.3217/978-3-85125-855-4-07
Dokumenttyp: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Inhaltsanalyse; Dokumentenanalyse; Open Educational Resources; Praxeologie; Norm <Ethik>; Soziales Handeln; Praxis; Bildung; Infrastruktur; Offenheit; Lehrmittel; Lernmittel; Rahmenrichtlinien; Bildungspolitik; Wirtschaft <Handel>; Digitale Medien; Digitalisierung; Lehr-Lern-Prozess; Internetportal
Abstract (english): This paper describes open learning and teaching materials, so-called open educational resources (OER), as visualizing, economic and normative objects, and classifies these into a plenum with interwoven practices and arrangements of material (Schatzki). The plenum determines how the actors, their socio-material practices, and the associated political and technical frameworks each generate different interpretations of OER for the actors. The discussion is based on a case study of a video platform providing academic content. The empirical example, studied via document analysis and content analysis, of the TIB AV portal as an educational infrastructure offering videos of scientific conferences and teaching as an online service shows how the normative requirements to open educational resources are produced by the infrastructure. The paper focuses on the argument that the normative dimension of OER be part of material arrangements. The normative OER model is implemented in the infrastructure, while the social norms of openness are provided by the service. OER in terms of normative objects embodying the norm of openness are produced performatively through repositories. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Potenziale von Open Educational Resources in der Informationswissenschaft? Kullmann, Sylvia; Hiebl, Johannes; Heck, Tamara; Rittberger, Marc Sammelbandbeitrag | Aus: Schmidt, Thomas; Wolff, Christian (Hrsg.): Information between data and knowledge: Information science and its neighbors from data science to digital humanities, proceedings of the 16th International Symposium of Information Science (ISI 2021), Regensburg, Germany, 8th-10th March 2021 | Glückstadt: Hülsbusch | 2021 41418 Endnote: Autor*innen: Kullmann, Sylvia; Hiebl, Johannes; Heck, Tamara; Rittberger, Marc
Titel: Potenziale von Open Educational Resources in der Informationswissenschaft?
Aus: Schmidt, Thomas; Wolff, Christian (Hrsg.): Information between data and knowledge: Information science and its neighbors from data science to digital humanities, proceedings of the 16th International Symposium of Information Science (ISI 2021), Regensburg, Germany, 8th-10th March 2021, Glückstadt: Hülsbusch, 2021 (Schriften zur Informationswissenschaft, 74), S. 397-404
DOI: 10.5283/epub.44956
URN: urn:nbn:de:bvb:355-epub-449565
URL: https://epub.uni-regensburg.de/44956/
Dokumenttyp: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Deutsch
Schlagwörter: Open Educational Ressources; Informationswissenschaft; Hochschullehre; Hochschullehrer; Lehrmaterial; Lernmaterial; Mixed Methods; Qualitative Forschung; Quantitative Forschung; Expertenbefragung; Interview; Inhaltsanalyse; Umfrage
Abstract: Open Educational Resources (OER) werden durch ihre offene Lizenzierung und den damit verbundenen Möglichkeiten zur Nachnutzung Potenziale zur Verbes-serung von Lern-/Lehrsituationen zugeschrieben. In unserer Mixed-Methods-Studie erheben wir die Einschätzung zum Nutzen von OER für die Lehrpraxis von Lehrenden der deutschsprachigen Informationswissenschaft. Außerdem fragen wir nach Umsetzungsmöglichkeiten eines gemeinsamen OER-Pools und den Einstellungen zu gemeinschaftlichen Erstellungsprozessen von Lern-/Lehr-material. Im folgenden Posterbeitrag werden erste Ergebnisse einer qualitativen Befragung ausgewählter Lehrender vorgestellt, die Basis für eine darauf aufbau-ende quantitative Befragung unter Lehrenden der deutschsprachigen Informa-tionswissenschaft ist. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Special issue: Engaging with open science in learning and teaching Heck, Tamara; Bossu, Carina Zeitschriftenbeitrag | In: Education for Information | 2020 40410 Endnote: Autor*innen: Heck, Tamara; Bossu, Carina
Titel: Special issue: Engaging with open science in learning and teaching
In: Education for Information, 36 (2020) 3, S. 211-225
DOI: 10.3233/EFI-200386
URL: https://content.iospress.com/articles/education-for-information/efi200386
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Sprache: Englisch
Schlagwörter: Open Science; Open Educational Resources; Integration; Lehren; Lernen; Wissenschaft; Offenes Lernen; Literaturdatenbank; Literaturrecherche; Informationssystem; Literaturübersicht
Abstract (english): In this paper, we discuss some of the literature that attempts to bring together these two different, but also overlapping elements of openness: open science and open education. We investigated these two topics and how they intersected with each other by conducting a desktop research with relevant topical terms in diverse information services. The coverage of topics in this literature sample gives first hints on current topics covered in research and papers that we think are relevant for further investigating potentials of interrelating open science and open education. We present the result of the desktop research in the next section. We then present and examine each of the five papers included in the special issue and finally, we make some recommendations regarding how institutions, educators and students can take advantage of and further advance open science in learning and teaching.
DIPF-Abteilung: Informationszentrum Bildung

Designing open informational ecosystems on the concept of open educational resources Heck, Tamara; Kullmann, Sylvia; Hiebl, Johannes; Schröder, Nadine; Otto, Daniel; Sander, Pia Zeitschriftenbeitrag | In: Open Education Studies | 2020 40803 Endnote: Autor*innen: Heck, Tamara; Kullmann, Sylvia; Hiebl, Johannes; Schröder, Nadine; Otto, Daniel; Sander, Pia
Titel: Designing open informational ecosystems on the concept of open educational resources
In: Open Education Studies, 2 (2020) 1, S. 252-264
DOI: 10.1515/edu-2020-0130
URN: urn:nbn:de:0111-pedocs-236880
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-236880
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Open Educational Resources; Konzept; Infrastruktur; Informationssystem; Design; Funktion; Retrievalsystem; Nutzer; Bedarf; Verhalten; Literaturrecherche; Literaturübersicht
Abstract (english): Open informational ecosystems play a crucial role in fostering open educational resources (OER) and allow new opportunities to share and collaborate in the learning and teaching environment. Such ecosystems containing interoperable infrastructures and open interfaces aim at fulfilling user needs and fostering practices related to the concept of OER and the five user rights (5 R's). To fully embrace this role, those ecosystems need to be designed carefully. In this paper, we discuss implications for open informational ecosystems to fully comprise the concept of OER and related user needs. We carried out literature reviews to analyse recent aspects of the 5 R's in relation to user behaviour and infrastructures. We will introduce the results from these reviews and illustrate upcoming questions and challenges for the design of an ecosystem respecting the 5 R's conceptual ideas. With our recommendations, we aim at contributing to a better understanding of the concept of OER to improve ecosystem development and implement useful and user-friendly functions.
DIPF-Abteilung: Informationszentrum Bildung

Open science practices in higher education. Discussion of survey results from research and teaching […] Heck, Tamara; Peters, Isabella; Mazarakis, Athanasios; Scherp, Ansgar; Blümel, Ina Zeitschriftenbeitrag | In: Education for Information | 2020 39841 Endnote: Autor*innen: Heck, Tamara; Peters, Isabella; Mazarakis, Athanasios; Scherp, Ansgar; Blümel, Ina
Titel: Open science practices in higher education. Discussion of survey results from research and teaching staff in Germany
In: Education for Information, 36 (2020) 3, S. 301-323
DOI: 10.3233/EFI-190272
URN: urn:nbn:de:0111-dipfdocs-190330
URL: http://www.dipfdocs.de/volltexte/2020/19033/pdf/Heck_2020_Open_Science_in_Higher_Education_Preprint_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Open Science; Open Educational Resources; Hochschullehre; Hochschullehrer; Offenes Lernen; Praxis; Befragung; Online; Empirische Untersuchung; Empfehlung; Deutschland
Abstract (english): Aspects of open science and scholarly practices are often discussed with a focus on research and research dissemination processes. There is currently less discussion on open science and its influence on learning and teaching in higher education, and reversely. This paper discusses open science in relation to educational practices and resources and reports on a study to investigate current educational practices from the perspective of open science. We argue that offering students opportunities via open educational practices raises their awareness of future open science goals and teaches them the skills needed to reach those goals. We present online survey results from 210 participants with teaching responsibility at higher education institutions in Germany. While some of them try to establish more open learning and teaching settings, the majority applies rather traditional ways of learning and teaching. 60 % do not use open educational resources - many have not even heard of them - nor do they make their courses open for an online audience. Participants' priority lies in resource accuracy and quality and we still see a gap between the benefit of open practices and their practicability and applicability. The paper contributes to the general discussion of open practices in higher education by looking at open science practices and their adaptation into the learning and teaching environment. It formulates recommendations for improvements of open practice support and infrastructure. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung