Table 5 A framework for selecting OER on the basis of fitness for purpose

Purposes

(7 criteria)

□ Providing open, accessible and quality content for a wider community of teachers and learners.

Comments ……………………………………………………………..

□ Sharing best practice and helping to avoid re-inventing the wheel.

Comments ……………………………………………………………..

□ Helping developing countries improve and expand learning for development.

Comments …………………………………………………………………

□ Offering flexible non-formal and informal knowledge and skills accumulation pathways to formal study.

Comments …………………………………………………………………

□ Providing for geographically, socially or economically excluded students, non-traditional students, work-based learners, etc.

Comments …………………………………………………………………

□ Improving the quality of conventional and online education by achieving greater awareness of open and inclusive educational practices and varied perspectives on fields of study.

Comments …………………………………………………………………

□ Enabling collaboration between institutions, sectors, disciplines and countries.

Comments …………………………………………………………………

Ease of Use

(4 criteria)

□ The OER accords with open content licenses (e.g., Creative Commons) that have been properly referenced and applied to the resources.

Comments …………………………………………………………………

□ The OER can be reused, revised and remixed with other resources or shared with students or other teachers.

Comments ………………………………………………………………..

□ The screen design and navigation systems are clear and consistent.

Comments ………………………………………………………………..

□ The presentation methods accord with the learner’s knowledge and abilities.

Comments …………………………………………………………………

Content

(5 criteria)

□ The goals and content are easily understood.

Comments ………………………………………………………………..

□ The content is accurate and up to date.

Comments ……………………………………………………………….

□ The content covers educationally significant concepts and enables deep understanding.

Comments ………………………………………………………………..

□ The content progresses from simple to complex.

Comments ………………………………………………………………..

□ The content is appropriate to the students’ knowledge, experience, language, ethnicity, race, culture, religion age, gender or other circumstances.

Comments …………………………………………………………………

Pedagogy

(9 criteria)

□ The OER gains and maintains students’ attention and interest.

Comments …………………………………………………………………

□ The OER helps the students recall, relate or apply prior knowledge, skills, experience, etc.

Comments ……………………………………………………………….

□ The OER provides a sound structure for knowledge and skills development.

Comments ………………………………………………………………..

□ The OER provides opportunities for task analysis and solving hands-on, real-world problems.

Comments …………………………………………………………………

□ The OER’s text, images, audio and video elements and hyperlinks provide diversity in learning.

Comments ……………………………………………………………….

□ The instructional design focuses on the key aspects of the learning and lacks distracting features.

Comments …………………………………………………………………

□ The OER contains in-built feedback, support and assessment.

Comments …………………………………………………………………

□ The OER enables the transfer of the new knowledge and skills to different tasks, problems or contexts.

Comments …………………………………………………………………

□ The OER enables the students to consolidate their learning or construct personal meaning through reflection, discussion, demonstration of new knowledge or skills, etc.

Comments …………………………………………………………………