Ga naar de startpagina
Zoek leermateriaalKennis & expertiseCommunities
NL|EN
Privacy policyDeelnemende instellingen
Creative CommonsCreative Commons AttributionSURFFunded by the European Union

Filteren

Zoekresultaten (16)

HBO/WO

MBO

20 juni 2025

Delen met Drempels: De Cultuur achter Open Leermateriaal in het Hoger Onderwijs

Terwijl internationale afspraken, zoals de UNESCO-aanbeveling uit 2019, en nationale initiatieven zoals edusources de norm van openheid benadrukken, blijft het gedrag op de werkvloer weerbarstig. Waarom aarzelden veel docenten om hun lesmateriaal te delen, terwijl zij het idee van toegankelijk onderwijs wel ondersteunden? In dit onderzoek is de verspreiding van Open Educational Resources (OER) aan de Radboud Universiteit onderzocht, met bijzondere aandacht voor de culturele, sociale en professionele factoren die het gebruik en hergebruik ervan beïnvloeden. We stellen dat het delen van kennis geen neutrale, technische handeling is, maar een sociaal geladen praktijk die raakt aan vragen over eigenaarschap, erkenning, status en professionele identiteit. Aan de hand van kwalitatieve interviews met docenten, beleidsmakers en ondersteuners hebben we verkend hoe zij betekenis geven aan OER, en welke barrières en motivaties zij ervaren bij het delen en hergebruiken van lesmateriaal. Dit onderzoek kijkt naar OER vanuit een invalshoek van hergebruik. In dit geval gaat het dan om hergebruik van lesmateriaal. Deze studie positioneert zich binnen de bredere discussie over open onderwijs in een academisch veld dat steeds meer onder invloed staat van marktlogica, competitie en meetbare prestaties. Door theoretische kaders van onder anderen Pierre Bourdieu (1986), Marcel Mauss (1925) en Appelgren & Bohlin (2015) te combineren, is geprobeerd inzicht te krijgen in de diepere betekenissen achter ogenschijnlijk individuele keuzes rondom het delen van kennis. Binnen het kader van hergebruik hebben we ook de theorie van Appelgren en Bohlin (2015) aangehaald over making en growing. Studentenwerkstuk Radboud Universiteit Culturele Antropologie

Document

Lisa Giesen, Rani Cornelissens, Linn van den Bogert, Kim Kessel, Chris Hoogenraad

14 november 2023

Open Educational Resources (OER) information page for University Teaching Qualification Module (2023)

This extra information page is an optional section of the University of Groningen's University Teaching Qualification Module on Course Design. It introduces the topic of Open Educational Resources (OER) briefly, and invites readers to complete the optional assignment on copyright and OER.

Document

Frederiek van Rij, Martijn Blikmans-Middel, Mira Buist-Zhuk

21 oktober 2026

Chapter 1 Navigating the OER Policy Landscape

After reading this chapter, you will be able to: Explain the role of OER policies in supporting the adoption, implementation, and sustainability of Open Education. Distinguish between international, national, and institutional approaches to OER policy and explain how these different levels influence and reinforce each other. Identify key policy frameworks, recommendations, strategies, and resources that can support OER policy development and implementation. Analyse existing OER policies and policy resources in relation to your own institutional, national, or professional context. Identify opportunities to reuse and adapt existing policy frameworks, roadmaps, toolkits, and templates to support the development or strengthening of OER policy in your own context.

Open (Access) Tekst Boek

Claudia Hackl- Mayerhofer

26 oktober 2021

Open Education webinar (2021 - slides)

This set of slides is used for the interactive workshop "Redesign, enrich and transform your course with open educational resources" developed and delivered at the University of Groningen (UG). Promo text: Intended audience: University teachers, PhD students with teaching responsibilities, education specialists Duration: 2 hours + 30-minute Q&A session Format: Interactive webinar Platform: Blackboard Collaborate The subject of open educational resources (OER) is becoming more prominent in higher education, especially in times of transition to Open Science and a need to switch to blended forms of teaching and learning. As an instrumental tool in reusing existing and creating innovative learner-centered resources, OER are an interesting area to explore for UG teachers. Would you like to try new and interesting things in your teaching? Do you need some inspiration, practical tools and support with redesigning your courses, making them more open and up-to-date? Information specialists from the University of Groningen Library and didactic experts from Education Support & Innovation will host a webinar focused on helping you redesign and enrich your course (in whole or in part) with open materials. During this interactive webinar, we will work alongside you and provide: Didactic advice Expertise in the area of open education and copyright Tips for finding high-quality open educational resources Help with exploring all the cool things that can be done with reusable and open materials Course redesign tools Platform for discussions Inspiration Your participation won’t just benefit your own course and development – you will also help us better understand your needs, so we can work on developing new services and infrastructure to make your teaching life easier. Learning Outcomes After completing this workshop, you will be able to: Understand how to use OER, basics of the copyright and open licenses Search strategically for and evaluate OER most relevant to your subject area Design appropriate teaching and learning activities using OER

Presentatie

Mira Buist-Zhuk, Frederiek van Rij

21 oktober 2026

Introduction

This textbook is structured around three interconnected thematic areas that reflect key dimensions of Open Education in higher education contexts: OER Policy, Support and Resources, and Open Educational Practices (OEP). This textbook is designed to support different layers of reuse, recognising that readers will engage with its content in different ways depending on their needs and experience with Open Education. Level 1 – Some may simply read and explore the chapters to gain an understanding of OER policies and practices. Level 2 – Others may discover reusable sources by following the referenced toolkits, frameworks, case studies, and openly licensed materials included throughout the book. Level 3 – For practitioners ready to implement Open Education, many of these resources can be adapted and remixed to fit local institutional, disciplinary, or linguistic contexts. Level 4 – Finally, the textbook also provides editable templates, practical tools, and implementation examples that can be directly reused when developing policies, workshops, support services, or educational resources. Chapter 1: Navigating the OER Policy landscape Chapter 2: Support and resources for Open Education Chapter 3: Practical tips for trustworthy OER reuse, adaptation and co-creation Chapter 4: The role of domain specific communities UNESCO OER RECOMMENDATION AREAS The textbook is strongly informed by the UNESCO Recommendation on Open Educational Resources (2019), which provides an international framework for supporting the development and sustainability of Open Education. The chapters engage with the five UNESCO OER Recommendation action areas: Building capacity of stakeholders to create, access, re-use, adapt, and redistribute OER Developing supportive policy Encouraging inclusive and equitable quality OER Nurturing the creation of sustainability models for OER Facilitating international cooperation Throughout the textbook, these action areas are referenced to help situate practices, policies, and resources within broader international Open Education developments.

Open (Access) Tekst Boek

Marta Bustillo, Paola Corti, Harrie van der Meer, Claudia Hackl- Mayerhofer, Sylvia Moes

8 april 2024

Open Education Challenge Series 2024

During the OE week 2024, the University of Groningen ran the Open Education Challenge Series. Everyday, participants received an email on an aspect of Open Education, as well as a challenge. These files contain the full email texts that were sent every day. The topics were the following: Day 1: what is open anyway (copyright and open Creative Commons licenses) - Challenge: Copyright and open licensing quiz Day 2: Open Educational Resources: Big and little - Challenge: Share one or multiple interesting OER you found Day 3: Looking for Open Education Resources - Challenge: Identify learning goals and educational resources in own course Day 4: Open Pedagogy - Challenge: Share course assessment methods and real life applications of course knowledge that can be used for an Open Pedagogy context Day 5: Sharing materials openly - Challenge: Share an image to us for further open sharing In addition to the email, there were Google forms available where participants could share their thoughts. Other participants could see the responses as they were publicly available to those who had access to the form. The link to these forms are disabled in the texts. For days 2, 3, and 4, this Google Form was also used by participants to share their challenge outcome. For days 1 and 5, an additional Google form was present to show the quiz (day 1) and upload the image (day 5). The Google forms are not included in the shared materials, but the descriptions for the forms of Day 1 and 5 are written in the text document after the email texts. Interested parties can easily copy and adapt the email texts, and use the provided information to create their own submission formats (Google Forms or otherwise) for the challenges and other input of the participants.

Document

Martijn Blikmans-Middel

9 november 2020

Notitie Duurzame borging Open Leer Materialen en AnatomyTOOL

Deze notitie bespreekt de mogelijkheden voor duurzame borging van Open Leer Materialen (OLM, Engels: Open Educational Resources - OER) in het algemeen en van het AnatomyTOOL project in het bijzonder. Deze notitie werd geschreven in het kader van het Open Anatomie Leermaterialen ('TOOL2') project ten behoeve van de projectgroep zelf en ten behoeve van beleidsmakers bij het Ministerie, bij SURF en bij de onderwijsinstellingen.

Document

O. Paul Gobée, members of AnatomyTOOL librarian work group and Steering Committee

9 juli 2026

Proces – Kwaliteitscheck in de digitale leermaterialencyclus

Dit document beschrijft het kwaliteitsproces voor digitale leermaterialen binnen de HAN en de elementen die nodig zijn om dat proces betrouwbaar, herhaalbaar en bruikbaar te maken. Het bevat 1. De werkwijze voor de kwaliteitscheck van digitale leermaterialen; 2. Het HAN-kwaliteitsmodel voor digitale leermaterialen; 3. Richtlijnen en een template voor (peer)review van digitaal leermateriaal; 4. Een toelichting op de toepassing van het kwaliteitsmodel en (peer)review binnen de leermaterialencyclus.

Document

Marijn Post, Marja Versantvoort

13 augustus 2026

Process – Quality checks in the digital educational resources cycle

This document describes the quality assurance process for digital educational resources at HAN and the elements required to make that process reliable, repeatable, and practical. It includes 1. The procedure for quality assurance of digital educational resources; 2. The HAN quality model for digital educational resources; 3. Guidelines and a template for (peer) review of digital educational resources; 4. An explanation of how to apply the quality model and (peer) review within the educational resources cycle.

Document

Marijn Post, Marja Versantvoort

10 maart 2025

Online Workshop Introductie open leermaterialen

In de online workshop Introductie open leermaterialen gaan we na een korte introductie aan de slag met het zoeken naar open leermaterialen en bespreken we hoe je deze kunt toepassen in de les.

Presentatie

Brenda Lems