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

From: A framework for assessing fitness for purpose in open educational resources

Dimension 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 …………………………………………………………………