OER Certification of Individuals and Organisations in Higher Education: Implementations Worldwide

The initiative “Open Education Austria Advanced” develops infrastructures for open educational resources (OER) in higher education. One part is the development of certification procedures to point out OER competencies of teachers in higher education and OER activities at Austrian universities. We present the results of our research on existing OER certification procedures from the German and English-speaking world. We started by searching in the OER World Map and there listed OER policies of universities worldwide and then tried to find examples for existing OER certification for people and organisations. There are several examples for certifications of persons such as in MOOCs on OER, university training on OER or the Creative Commons certification itself. We found only a few references of (partly) OER certificates for organisations. The publication then describes ambitions towards openness of the OER movement regarding possible certification procedures, namely open development, open content, open assessment and open certificates

Ergebnisse der Studie zur Erfassung der österreichischen Hochschul-E-Learning-Landschaft

Zur Erfassung des Status quo der österreichischen E-Learning-Landschaft im tertiären Bildungsbereich wurde im Jahr 2015 vom Forum neue Medien in der Lehre Austria eine empirische Studie durchgeführt. In der Studie wurden Strategien, Ressourcen, Organisation und Erfahrungen mit Bezug auf den Einsatz von Bildungstechnologien an allen österreichischen Hochschulen untersucht. Die Daten wurden aus drei Arten von Quellen erhoben, erstens aus den Entwicklungsplänen, Wissensbilanzen und Leistungsvereinbarungen der Universitäten, zweitens aus einer Online-Befragung aller 72 österreichischen Hochschulen (Rücklaufquote 68%) und drittens aus vertiefenden Experteninterviews mit Vertreterinnen und Vertretern zwölf ausgewählter Hochschulen. Die Studie vermittelt anhand der zahlreichen konkreten Daten einen umfassenden Überblick, reichend von strategischen Zielsetzungen bis zu praktischen Erfahrungen, woraus die folgenden sieben Handlungsempfehlungen abgeleitet werden konnten: E-Learning strategisch planen, Anreizsysteme schaffen, Lehrende weiter qualifizieren, innovative Lehr-/Lernformen forcieren, Forschungsaktivitäten ausbauen, hochschulübergreifende Zusammenarbeit fördern und Ressourcen bereitstellen. (DIPF/Orig.

The First Hybrid International Educational Comprehensive Cleft Care Workshop.

OBJECTIVE Describe the first hybrid global simulation-based comprehensive cleft care workshop, evaluate impact on participants, and compare experiences based on in-person versus virtual attendance. DESIGN Cross-sectional survey-based evaluation. SETTING International comprehensive cleft care workshop. PARTICIPANTS Total of 489 participants. INTERVENTIONS Three-day simulation-based hybrid comprehensive cleft care workshop. MAIN OUTCOME MEASURES Participant demographic data, perceived barriers and interventions needed for global comprehensive cleft care delivery, participant workshop satisfaction, and perceived short-term impact on practice stratified by in-person versus virtual attendance. RESULTS The workshop included 489 participants from 5 continents. The response rate was 39.9%. Participants perceived financial factors (30.3%) the most significant barrier and improvement in training (39.8%) as the most important intervention to overcome barriers facing cleft care delivery in low to middle-income countries. All participants reported a high level of satisfaction with the workshop and a strong positive perceived short-term impact on their practice. Importantly, while this was true for both in-person and virtual attendees, in-person attendees reported a significantly higher satisfaction with the workshop (28.63 ± 3.08 vs 27.63 ± 3.93; P = .04) and perceived impact on their clinical practice (22.37 ± 3.42 vs 21.02 ± 3.45 P = .01). CONCLUSION Hybrid simulation-based educational comprehensive cleft care workshops are overall well received by participants and have a positive perceived impact on their clinical practices. In-person attendance is associated with significantly higher satisfaction and perceived impact on practice. Considering that financial and health constraints may limit live meeting attendance, future efforts will focus on making in-person and virtual attendance more comparable