Professional Documents
Culture Documents
net/publication/355163621
MOOCs, Learning Analytics and OER: An Impactful Trio for the Future of
Education!
CITATIONS READS
0 119
2 authors:
Some of the authors of this publication are also working on these related projects:
Special Issue on "Learning Analytics in primary, secondary and higher education" View project
All content following this page was uploaded by Martin Ebner on 28 October 2021.
Abstract. This paper discusses the general thesis that massive open online
courses (in short MOOC), open educational resources (in short OER) and learn-
ing analytics are an impactful trio for future education, especially if combined.
The contribution bases upon our practical experience as service providers and
researchers in the department “Educational Technology” at Graz University of
Technology (TU Graz) in Austria. The team members provide support to lectur-
ers, teachers and researchers in these addressed fields for several years now, for
example as host of the MOOC platform iMooX.at, providing only OER since
2015. Within this contribution, we will show, against some doubtful or conflict-
ing opinions and positions, that (a) MOOCs are opening-up education; (b) learn-
ing analytics give insights and support learning, not only online learning, if im-
plemented in MOOCs; and (c) that OER has the potential for sustainable re-
sources, innovations and even more impact, especially if implemented in
MOOCs.
1 Introduction
The world of technologies and its applications is changing. Virtual Reality, 360-degree
videos, collaborative editing or video communication: We see inspiring implementa-
tion, interesting pilot applications and trials with these and other technologies. Some
might influence future learning; some might be overruled by new and better solutions.
Although this is a subjective perspective, we want to highlight and address the po-
tential impact of three developments of technology-enhanced learning; where we do
see a direct impact of learning practice, what we know about learning and how we can
share and bring education and knowledge to the world. These three developments are
the following:
First, MOOCs is an abbreviation for “Massive Open Online Courses” is used to de-
scribe online courses that reach a very large number of participants, i.e. more than 150.
2
In addition, they are “open” because these courses are available online without formal
restrictions (such as a university entrance qualification) and are usually free of charge
[1].
Then, learning analytics (in short LA) “comprises the analysis, presentation and in-
terpretation of data from teaching and learning settings with the purpose that learners
can change their learning immediately" according to an Austrian white paper for higher
education [2].
Third, Open Educational Resources (in short OER) are learning and teaching mate-
rials for learners and teachers that are accessible free of charge on the Internet and have
been released for use and also for modification through appropriate licensing [3, 4].
Within the following, we will introduce our main theses and our approach.
Within this contribution, we want to highlight why these three developments are, a
driver for future education, especially when combined. These considerations are less of
a theoretical nature, but are based on our practical experience as service providers and
researchers in the department “Educational Technology” at Graz University of Tech-
nology (TU Graz). Our team provides support to our lecturers, teachers and researchers
in the field of open educational resources, learning analytics and MOOCs for several
years now in a diverse context. We host for example the Austrian MOOC platform
iMooX.at only providing OER since 2015 [5].
From our point of view, however, it is not the isolated activities in the subject areas
of OER, MOOC and learning analytics, but rather their combination of OER in MOOCs
and learning analytics of MOOCs that give us special impulses and effects. In this paper
we would like to discuss the general thesis that MOOCs, OER and learning analytics
are an impactful trio for future education, especially if combined.
Therefore, we will show, against some doubtful or conflicting opinions and posi-
tions, that (a) MOOCs are opening-up education; (b) learning analytics give insights
and support learning, not only online learning, if implemented in MOOCs; and (c) that
OER has the potential for sustainable resources, innovations and even more impact,
especially if implemented within MOOCs (see Fig. 1).
This article is a script of a keynote at the INSTICC 2019 conference by Martin Ebner.
For the following explanations we refer mainly to the research work of our group and
common arguments or objections in the topic area, but not to a systematic literature
analysis with regard to the topics presented. This contribution is therefore to be under-
stood less as research than as a contribution for discussion and further impulses.
3
Within the following, we will go on with our second thesis “learning analytics give
insights and support learning, not only online learning, if implemented in MOOCs”.
Learning analytics is a procedure, as cited in this paper’s introduction, that “comprises
the analysis, presentation and interpretation of data from teaching and learning settings
with the purpose that learners can change their learning immediately" according to an
Austrian white paper for higher education [2]. Exemplarily, we want to show, what we
already learnt from learning analytics in MOOCs and how we can profit from it.
Learning analytics builds upon data of learners, and MOOCs have hundreds to thou-
sands of them. Following the idea to support MOOC learners and tutors, learning ana-
lytics is implemented in many professional MOOC platform [10]. Exemplarily, Fig. 2
illustrates the implementation of learning analytics into the processes of iMooX.at [11]:
Users at the iMooX.at platform have to register and log-in. So, there log-in data and
other activities are saved in log files. As such log files are not directly interpretable,
they need to be parsed and processed. Finally, these data can be visualized and pre-
sented to teachers and researchers. Of course, such visualization might also a display
for learners to support their learning progress and motivate future activities. So, learn-
ing analytics is a tool to optimize the MOOC learning and in general, learners’, teach-
ers’ and organization’s progress.
5
A recent literature review of MOOC and learning analytics identified data mining,
statistics and mathematics, text mining, semantics-linguistics analysis, visualization,
social network analysis and gamification as current methods. Of course, the use and
interpretation of the data within learning analytics have important constraints [12] such
as the transparency of the data collection, the question of ownership of data, data pro-
tection, confidentiality or integrity.
everyone accepts such a behavior of people, and it cannot be measured also, so nobody
is arguing this as problem. But of course, the phenomena of drop-outs or other course
non-completers does not mean that there is nothing to do to prevent drop-out and foster
motivation to stay active. We therefore suggest to design short courses (four-week
MOOCs), embed granular certificates and suspense peak narratives [16], gamification
[17], foster discussion in the forum [18], or implement “inverse blended learning” (see
next chapter; [19, 20]).
LA is per definition an approach to use learners’ data to support teaching and their
learning. So, teachers can monitor learners’ activities with LA in a MOOC. But typi-
cally, the possibilities to really change a MOOC are limited besides some updates of
wrong URLs, spelling errors or active moderation in the discussion forum. Typically,
LA is used to see if there was certain aspect that might be enhanced in a future next
round of the MOOC. But some LA implementations allows direct support of learning.
For example, the LA cockpit developed for learning management system Moodle [22]
shows live activities within the course frame and therefore allows to react on special
patterns such as very low activities in the discussion forum or very low grades in the
quizzes of an accumulation of wrong answers in a specific quiz item.
7
With the help of a dashboard teachers can also get information about their MOOCs –
for example, when and how often the online courses are accessed or how many people
posted how often in a discussion forum [23].
Copyright law is, especially in Middle Europe is a strong law [25]. Copyright and
also rights of use can therefore not be transferred to others or the public very easily. In
order to enable laypersons to grant third parties the use of their materials, a number of
licensing models have been introduced, e.g. by Creative Commons. This saves each
user from having to make individual agreements with the copyright holders regarding
use.
the rationales of universities that introduced OER strategies, concentrating on the or-
ganizational change processes being pursued (rather than any altruistic motives). OER
can also be considered as “digital social innovation” [29]: The majority of projects
mapped by the European digital social innovation (DSI) project focused on education
and skills [30, p. 6]. Four case studies described in [29] show how OER projects vary
the traditional value-added chain known from educational resources and how impres-
sive value is generated, also by influencing as a flagship for projects in other fields. If
it is agreed in a project that a joint result is made available under an open license, this
is a simple rule and facilitates later use. Additionally, all others can use the educational
materials und the license obligations, typically an attribution to the authors/source and
the license. OER additionally serves as a base for easy interchange between institution
[29]. To sum up: There are a number of political, financial, altruistic and didactic argu-
ments for creating OER or supporting this idea.
In the following, we will show, that it has positive effects when OER are used in
MOOCs or MOOCs as a whole are OER. First of all, we must point out that the defini-
tions and understandings of OER and MOOCs are not always as clear-cut as shown:
MOOCs and OER are considered to be part of the movement for “Open Education” or
better “Opening-Up Education”. There are many contributions that refer to MOOCs as
OER, even if they are not OER in the sense of openly licensed materials. MOOCs that
are actually openly licensed is very rarely the case [31]. In our case, the platform
iMooX.at is such a MOOC platform only providing OER in the sense of definition as
licensed with open licenses that allows re-use, modification, re-publication etc. Alt-
hough the course is accessible only after registration and log-in for learners, all materi-
als can be downloaded, the videos are also accessible at Youtube.com. Additionally,
the iMooX.at team will share a whole course copy if asked, so that all details such as
the quizzes can be re-used easily, if wished (directly for the Open Source learning man-
agement system Moodle).
(or provide the PDF for self-print) and organizing face-to-face meetings and additional
offers with the support of several partners. In contrast to “blended learning”, where
phases of presence are interrupted and supplemented by online phases, in “inverse
blended learning” a purely online offering is enriched with offline materials and ser-
vices.
Additionally, for teaching in university, own, but also MOOCs from others (if OER),
can be used in very diverse designs: In [32] we describe seven different scenarios that
we have implemented and supported within the last years as provider of Austria’s first
MOOC platform (iMooX.at):
• Type 1: The conventional MOOC – a pure online course for many users
• Type 2: The Pre-MOOC – an online course as preparation for a following
learning event
• Type 3: The Blended MOOC – a MOOC that is integrated in between several
face-to-face learning events
• Type 4: The In-Between MOOC – is a special form of type 3, where the
MOOC is in-between two face-to-face-events
• Type 5: The Inverse-Blended MOOC – a type of MOOC that is enriched by
face-to-face meetings and events
• Type 6: The Flipped MOOC –a MOOC is used to flipped/inverted classroom
concept: the MOOC prepares parallel for the face-to-face phases focussing to
discuss, train or apply knowledge.
• Type 7: The Lecture MOOC – is accompanied by online activities in the LMS
of an educational organization, allowing e.g. additional non-public discussions
and tests.
These types were clustered also examined how they embedded the MOOC in their
daily teaching practice and how the MOOC was integrated. Afterwards, we clustered
the examples and carried out a typology of seven different learning and teaching sce-
narios of MOOCs (see Fig. 3)
The conventional
MOOC
The Pre-MOOC
10
The In-Between
MOOC (a variant of
Blended MOOC)
The Inverse-Blended
MOOC
Fig. 3. Seven different types of MOOCs for teaching. Source: Ebner, Schön & Braun (2020) [32].
Beside such teaching innovation and development of new possibilities for learners,
OER provides the same opportunities to re-use, modify and re-publication to learners.
So, learners can actively use the OER, practically the whole or part of the MOOC ma-
terials, e.g. to share with others in a comment in their blog posting, or within their e-
portfolio. Open educational practices in the understanding of supporting cooperative,
self-organized and active learning in the Internet era is usually restricted by the copy-
right regulations [26]. But, OER are the invitation and base to use the material, also for
learners.
partners were not only part of a single “marketing activity” as they can and are allowed
to use all materials later, within their own institutions as well. The common project was
not only a promotion for the MOOC platform, but was seen as a chance to attract people
for an own educational institution, illustration to be interested up-to-date learning tech-
nologies without any big risks. So, designed and implemented was the course of four
core partners (BIMS, Graz University of Technology, Association of Austrian Adult
Education and Salzburg Research). Further educational institutions in Austria and Ger-
many support the course by acting as a delivery point for the printed (free) workbooks:
In total there were 32 dispensaries in Austria and Germany, the booklet could also be
self-printed or sent by postage-paid envelopes. Some of them also offered in addition
to accompanying classroom and online events; for example, 12 offered public meetings
in Germany and Austria. So, the development of all course materials as open educa-
tional resources and the intensive search for cooperation partners, unproblematic ex-
tended the core partnership by numerous actors: So, there was among others a senior
club, a hotel, a youth club and an adult education centre within Austria, Germany and
German speaking Italy. From many different countries (in total 14), learners and also
many teachers use the course as a first entry for learning on the Web or with a MOOC.
Several accompanying deals were not available through the course pages for the public
but were intended only for closed groups, so for example an entire school class partic-
ipated. This idea of inverse blended learning and co-operations with many different
institutions was improved and brought into an even more impressing impact in our fol-
lowing paragraph.
To illustrate that an OER MOOC is a very good base for co-operations of different
universities is the lecture and exercise “Teaching and learning with new media” in
2019. It was developed and implemented as an OER MOOC accompanied by assign-
ments in the learning management systems of six Austrian partner universities and three
face-to-face appointments to support a group work. The exam is an online multiple-
choice test that was taken in person at the partner universities (see Figure 1). The as-
sessment for the course comprises a successful MOOC participation, the video produc-
tion (the result of the group work) and the exam. So, this example shows how OER
MOOCs enables or make co-operations between universities easier. This example can
also be seen as a new teaching innovation and example of a Blended and Lecture
MOOC (see above). For the records: This lecture was simple to transfer to a pure online
learning in the COVID-19 crisis in summer term 2020 [33].
meetings. The project team provided the learning facilitators with extensive infor-
mation, instructions and the possibility to access EBmooc one month before the public
release of the course in order to make their own preparations. The result is impressive
for a German-speaking MOOC: The MOOC counted 3,064 registered participants,
2,247 of whom were active in the course, 1,083 participants passed all tests successfully
and received a certificate. This percentage of 35 percent is surprisingly high for a
MOOC [34]. In 2018 EBmooc conducted for a second time, the project was again
funded by the Austrian Federal Ministry of Education, Science and Research. In the
follow-up project “EBmooc plus” the contents and materials were updated and the
MOOC was conducted again in spring 2020 [35]. In total (as of May 2020) about 6,500
persons registered with EBmooc, and 3,900 persons registered with EBmooc plus. In
2019, in Austria about 6,500 people had full-time jobs in (non-profit) adult education,
nearly 50.000 in part-time, additional 25,000 as volunteers [36]. With about 11,000
participants in the EBmooc series we guess that a considerable percentage of Austrian
adult educators took part, and most of them should have heard about the initiative. So,
this continuing education offer is for sure one of the most important initiatives for adult
education experts in the German-speaking area, and certainly the most important initi-
ative for digitization in Austrian adult education so far.
A quite different approach of illustrating the potential of OER MOOCs concerning
impact is a course on data security and privacy in educational organizations at
iMooX.at: As the MOOC was OER, obviously a lot of people, over 10,000 so far, and
institutions who took the course as obligatory for (part of) their staff.
6 Summary
In this article we have pointedly and with many examples and research data ex-
plained why we gave the article the title: “MOOCs, learning analytics and OER – an
impactful trio for the future of education”.
Therefore, we showed, that (a) MOOCs are opening-up education: We described that
universities can attract new groups of learners, enrich the students’ experiences as
learners when letting them learn online and get into contact with people from outside
and their views and perspectives.
We also documented examples on how (b) learning analytics give insights and sup-
port learning, not only online learning, if implemented in MOOCs: We therefore shared
different insights into learning, discussing for example drop-outs in MOOCs and pat-
terns of learners in MOOCs. We therefore share the thesis, that LA in MOOCs allows
us to see and understand usual learning better.
And we gave examples on thesis (c) that OER has the potential for sustainable re-
sources, innovations and even more impact, especially if implemented in MOOCs: We
describe diverse new innovative teaching concepts such as “inverse blended learning”
and MOOC variants for teaching and how MOOC enhances co-operations with other
learning organizations and impact.
So, and this is especially shown in chapter 4 and 5, we see the main impact in the
combination of MOOCs with learning analytics and their provision as OER. When all
13
three ingredients are combined, they develop their potential: supporting insights into
learning and enhancing teaching, to reach more learners and develop learning and
teaching innovations.
As a limitation, we see this article as discussion paper. We give examples and in-
sights that are picked out from our own and potentially biased perspectives. Others or
more objective meta-analysis might give a more objective insight. Nevertheless, the
hope that we give enough examples and insights why we see so much potential in the
combination of MOOCs, OER and LA, and especially in their combination.
One practical limitation is, that there are barriers to participate in MOOCs and usage
of OER that have to be overcome, excluding broad sections of the population: MOOCs
and OER need, for example, motivation to continue learning, self- and learning organ-
ization skills, digital skills and access to the Internet and appropriate equipment.
Practically, we see of course the issue that MOOCs and its materials cannot be di-
rectly accessed and therefore copy/pasted by other teachers (or learners): Registration
and log-in is essential if learning analytics is implemented. In the case of iMooX.at, we
therefore offer teachers to get the whole learning course as download, if wished, to
ensure re-use. We also add all videos at our Youtube channel.
In any case we hope this contribution inspire other working in our field or beyond to
try out and consider their perspective on OER, LA and MOOCs and start or intense to
test possibilities and effects on their own.
Acknowledgement
The development work presented here was partly co-funded by the Federal Ministry
of Education, Science and Research, Austria, as part of the 2019 call for proposals for
digital and social transformation in higher education for the project “Open Education
Austria Advanced” (2020-2024, partner organisations: University of Vienna, TU Graz,
University of Graz, University of Innsbruck, fnma and ÖIBF), “iMooX – Die MOOC-
Plattform als Service für alle österreichischen Universitäten” (2020-2024, partner or-
ganisation: TU Graz, University of Vienna) and “Learning Analytics – Studierende im
Fokus” (TU Graz, University of Graz, University of Vienna) as well partly co-funded
by “Zukunftsfonds” of the State of Styria within the project “Learning Analytics – Aus-
wirkungen von Datenanalysen auf den Lernerfolg” (2020-21, partner organisation:
University of Graz).
References
1. McAuley, A., Stewart, B., Siemens, G. & Cormier, D.: The MOOC model for digital prac-
tice. (2010). URL: https://www.oerknowledgecloud.org/archive/MOOC_Final.pdf last ac-
cessed 2020/08/26
14
2. Leitner, P., Ebner, M., Ammenwerth, E., Andergassen, M., Csanyi, G., Gröblinger, O.,
Kopp, M., Reichl, F., Schmid, M., Steinbacher, H.-P., Handle-Pfeiffer, D., Zitek, A., Zöserl,
E., Zwiauer, C.: Learning Analytics: Einsatz an österreichischen Hochschulen. Whitepaper,
Forum Neue Medien in der Lehre (FNMA). (2019). URL: https://www.research-
gate.net/publication/337415317_Learning_Analytics_Einsatz_an_osterreichischen_Hoch-
schulen last accessed 2020/08/26
3. Geser, G.: Open Educational Practices and Resources - OLCOS Roadmap 2012, Salzburg
(2007). http://www.olcos.org/english/roadmap last accessed 2020/08/26 last accessed
2020/08/26
4. Mruck, K.; Mey, G.; Purgathofer, P.; Schön, S., Apostolopoulos, N.: Offener Zugang - Open
Access, Open Educational Resources und Urheberrecht. In: M. Ebner & S. Schön (ed.),
Lehrbuch zum Lernen und Lehren mit Technologien. (2011). URL: http://l3t.tugraz.at/in-
dex.php/LehrbuchEbner10/article/view/62 last accessed 2020/08/26
5. Kopp, M., Ebner, M.: iMooX - Publikationen rund um das Pionierprojekt. Verlag Mayer.
Weinitzen (2015).
6. Wedekind, J.: MOOCs - eine Herausforderung für die Hochschulen? In: G. Reinmann, S.
Schön, M. Ebner (Ed.). Hochschuldidaktik im Zeichen der Heterogenität und Vielfalt. Nor-
derstedt: BOD, pp. 45–69 (2013).
7. Neuböck, K.; Kopp, M., Ebner, M.: What do we know about typical MOOC participants?
First insights from the field. Proceedings of the European MOOC Stakeholder Summit 2015,
EMOOCs, Mons: Universitee catholique de Louvain, pp. 183–190 (2015).
8. Leitner, P., Ebner, M.: Experiences with a MOOC-platform - Who are our learners and what
do they think about MOOCs? Proceedings of Work in Progress Papers of the Research, Ex-
perience and Business Tracks at EMOOCs 2019 (co-located with the European MOOCs
Stakeholders Submmit 2019 Conference), pp. 163–168, Naples, Italy (2019).
9. Brahimi, T., Sarirete, A.: Learning outside the classroom through MOOCs. In: Computer in
Human Behavior, Volume 51, Part B, October 2015, pp. 604–609 (2015).
10. Ruipérez-Valiente, J. A., Halawa, S., Slama, R., & Reich, J.: Using multi-platform learning
analytics to compare regional and global MOOC learning in the Arab world. Computers &
Education, 103776. (2019).
11. Khalil, M., Ebner, M.: What Massive Open Online Course (MOOC) Stakeholders Can Learn
from Learning Analytics? In: Spector, M., Lockee, B., Childress, M. (Ed.), Learning, De-
sign, and Technology: An International Compendium of Theory, Research, Practice, and
Policy, pp. 1–30. Springer International Publishing (2016).
12. Khalil, M., Ebner, M.: Learning Analytics: Principles and Constraints. In Proceedings of
World Conference on Educational Multimedia, Hypermedia and Telecommunications 2015.
Chesapeake, pp. 1326-1336. VA: AACE (2015).
13. Khalil, H. & Ebner, M.: MOOCs Completion Rates and Possible Methods to Improve Re-
tention - A Literature Review. In Proceedings of World Conference on Educational Multi-
media, Hypermedia and Telecommunications 2014 (pp. 1236–1244). Chesapeake, VA:
AACE (2014).
14. Khalil, M., Ebner, M.: Clustering patterns of engagement in Massive Open Online Courses
(MOOCs): the use of learning analytics to reveal student categories. Journal of Computing
in Higher Education. pp. 1–19 (2016).
15. Wang, Y., Baker, R.: Content or platform: Why do students complete MOOCs? MERLOT
Journal of Online Learning and Teaching, Vol. 11, No. 1 (2015), https://www.up-
enn.edu/learninganalytics/ryanbaker/Wang-Merlot-JOLT.pdf last accessed 2020/08/26
16. Lackner, E., Ebner, M., Khalil, M.: MOOCs as granular systems: design patterns to foster
participant activity, eLearning Papers, 42, pp. 28–37. (2015).
15
17. Khalil, M., Ebner, M., Admiraal, W.: How can Gamification Improve MOOC Students En-
gagement? In: Proceedings of the European Conference on Game Based Learning, pp. 819–
828, Graz (2017).
18. Lackner, E., Khalil, M., Ebner, M.: How to foster forum discussions within MOOCs: A case
study. International Journal of Academic Research in Education. 2(2) (2016).
19. Ebner, M., Schön, S., Käfmüller, K.: Inverse Blended Learning bei "Gratis Online Lernen"
- über den Versuch, einen Online-Kurs für viele in die Lebenswelt von EinsteigerInnen zu
integrieren. In: N. Nistor, S. Schirlitz (ed.), Digitale Medien und Interdisziplinarität. Medien
in der Wissenschaft, Bd. 68, Münster: Waxmann, pp. 197–206 (2015).
20. Ebner, M., Schön, S.: Inverse Blended Learning - a didactical concept for MOOCs and ist
positive effects on dropout-rates. In: The Impact of MOOCs on Distance Education in Ma-
laysia and Beyond. Ally, M., Amin Embi, M., Norman, H. (eds.), Routledge (2019).
21. Khalil, M., Kastl, C., Ebner, M.: Portraying MOOCs Learners: A Clustering Experience
Using Learning Analytics. In: Proceedings of the European Stakeholder Summit on experi-
ences and best practices in and around MOOCs. Khalil, M., Ebner, M., Kopp, M., Lorenz,
A., Kalz. M. (eds.), pp. 265–278, Book On Demand, Norderstedt. (2016).
22. Maier, K., Leitner, P., Ebner, M.: Learning Analytics Cockpit for MOOC Platforms. In:
Emerging Trends in Learning Analytics. Leiden: Brill | Sense (2019).
23. Leitner P., Maier K., Ebner M.: Web Analytics as Extension for a Learning Analytics Dash-
board of a Massive Open Online Platform. In: Ifenthaler D., Gibson D. (eds.) Adoption of
Data Analytics in Higher Education Learning and Teaching. Advances in Analytics for Lear-
ning and Teaching. Springer, Cham (2020).
24. Fischer, H., Dreisiebner, S., Franken, O., Ebner, M., Kopp, M., Köhler, T.: Revenue vs.
costs of MOOC platforms. Discussion of business models for xMOOC providers, based on
empirical findings and experiences during implementation of the project iMOOX.
ICERI2014 Proceedings, 7th International Conference of Education, Research and Innova-
tion, Seville (Spain) 17-19 November, pp. 2991–3000. IATED (2014).
25. Ebner, M., Lorenz, A., Lackner, E., Kopp, M., Kumar, S., Schön, S., Wittke, A.: How OER
enhance MOOCs - A Perspective from German-speaking Europe. In: Open Education: from
OERs to MOOCs. Jemni, M., Kinshuk, Khribi, M. K. (eds.). Springer. Lecture Notes in
Educational Technology. pp. 205–220 (2016).
26. Schaffert, S., Geser, G.: Open Educational Resources and Practices. In: R. Carneiro &
L.Tarin (ed.), eLearning Papers. Promoting innovation in lifelong learning. Special edition
2008, pp. 14–19. Barcelona (2008).
27. Hylen, J.: Open Educational Resources: Opportunities and Challenges (2006),
http://www.oecd.org/dataoecd/5/47/37351085.pdf last accessed 2020/08/26
28. Schaffert, S.: Strategic Integration of Open Educational Resources in Higher Education. Ob-
jectives, Case Studies, and the Impact of Web 2.0 on Universities. In: Ehlers, U-D. &
Schneckenberg, D. (ed.), Changing Cultures in Higher Education - Moving Ahead to Future
Learning, pp. 119–131. New York (2010).
29. Schön, S., Ebner, M., Hornung-Prähauser, V.: Digital social innovation within education:
Five insights on the role of digital tools in the field of Open Educational Resources (OER)
projects. In: Nata, R. V. (ed). Progress in Education. Vol. 49. pp. 167–188. Nova publisher
(2017).
30. Bria F.: Growing a digital social innovation ecosystem for Europe. DSI Final Report. Euro-
pean Commission (2015).
31. Stracke, C. M., Downes, S., Conole, G., Burgos, D., Nascimbeni, F.: Are MOOCs Open
Educational Resources? A literature review on history, definitions and typologies of OER
16