论开放教育资源之适宜性质量观

Open Educational Resources: On the Search for an Appropriate Quality Concept

开放教育资源的初衷是向整个国际社会开放获取教育资源的途径。虽然用意良好,国际上对开放教育资源的质量标准有共识,必不可少的技术基础设施也已具备,但是开放教育资源的实际使用尚未达到临界阈值。这种局面在很大程度上与教育工作者创建开放教育资源的目的有关,即他们是否是为自己的教学而制作资源以满足教学需要?这个问题与具体教学环境息息相关,现有各种质量标准似乎缺乏解决方案。即使正式质量能得到保证,就具体教育资源而言,它们常常仅适合在作者制作资源时的目标环境使用。正因为如此,用于衡量技术促进学习(Technology Enhanced Learning)质量的现有标准在实际中是否能满足开放教育资源价值链的具体要求,这些质量标准是否能被有意义地用于衡量开放教育资源质量——这是值得关注的问题。本文首先分析技术促进学习的质量标准,然后对比分析商业性学习资源和开放教育资源的生命周期模式,进而从开放教育资源的使用环境角度出发阐述对开放教育资源质量的特殊要求,并在此基础上总结开放教育资源质量新标准。文章最后还针对开放教育资源设计和未来标准发展提出建议。

The general idea behind Open Educational Resources(OERs) is opening up access to educational resources to the whole international community. Despite very good intentions, internationally agreed quality standards, and the availability of the required technological infrastructure, the critical threshold in OER usage is not yet met. One central issue is related to the educator's decision concerning whether a particular OER fits into and is appropriate for his/her own lecture. It appears that today's available quality standards provide little support to this highly context-specific question. Even if the formal quality were ensured, the usefulness of particular OERs would often be limited to the context originally targeted by the author(s). The question arises whether the existing quality standards for Technology Enhanced Learning(TEL) actually meet the specific requirements within the OER value chain and whether they are generally applicable to OERs in a meaningful way. This paper analyzes quality standards for TEL and contrasts the life cycle model of commercial learning resources against the life cycle model of OERs. It then analyzes special demands on quality in the context of OERs and, taking the former results into account,derives emergent quality criteria for OERs. The paper concludes with recommendations for the design of OERs and a future standard development.