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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 …………………………………………………………………