OER Clusters – OER-CODEX

Clusters

The result titled “Development of Online Course Module Methodology” is a project outcome led by Evro-Sredozemska Univerza in Slovenia, which is designed to guide partner universities in developing Open Educational Resource (OER) online course modules.

The methodology encompasses various steps, including needs analysis, defining learning outcomes, course material development, didactical concepts, OER integration, quality assurance, online piloting, and iteration for improvement. The primary target audience for this methodology is educators with experience in digital education, both within the project team and external educators looking to develop OER online course modules.

The division of work involves EMUNI leading the methodology’s description and coordination, while VDU co-leads with expertise in OER creation. Activities include problem analysis, organizational communication, methodology derivation, and preparation for a Multiplier event to share the methodology with experienced educators.

Cluster 1, led by Vytauto Didziojo Universitetas in Lithuania, focuses on digital resources in online collaborative learning and consists of two (2ECTS) course modules: digital resources and case study design for online collaborative learning.

The analysis for the first module aims to equip educators with competencies in selecting, creating, managing, protecting, and sharing digital resources for online collaborative learning, transitioning them from A1 newcomers to B1 integrators. The second module provides educators with tools and strategies to design case studies suitable for online collaborative learning, aligning with their expertise and teaching fields. Both modules aim to enhance teaching practices in higher education, leveraging Open Educational Resources (OER) and previous European project achievements.

Cluster 2, led by Technische Universitaet Dresden in Germany, focuses on facilitating online collaborative learning through tutoring qualification and the use of learning analytics and chatbot technology.

This cluster comprises two-course modules: one on tutoring qualification for facilitating online collaborative learning and the other on enhancing online guidance using learning analytics and conversational agent technology.

The division of work involves Technische Universitaet Dresden leading the development of course modules and coordinating contributions from partner institutions. Co-leading this cluster is P4-Krems, assisting with technical infrastructure and adaptable software solutions.

Cluster 3, led by Technische Universitaet Dresden in Germany, focuses on modern assessment approaches using formative assessment, learning analytics, and conversational agent technology.

This cluster comprises three-course modules: the first module aims to equip educators with competencies in formative assessment in online collaborative learning (Area 4 of DigCompEdu), transitioning them from beginners to integrators. The second module combines formative assessment with learning analytics, allowing educators to effectively use data for assessment purposes. The third module focuses on providing feedback with conversational agent technology based on learning analytics data. Co-leading this cluster is P4-Krems, offering technical expertise.

Cluster 4, led by IMC Fachhochschule Krems GmbH, focuses on gamification and virtual reality (VR) in online collaborative learning. It aims to provide educators with strategies for using gamification and VR to enhance online and blended learning.

This cluster addresses various areas of the DigCompEdu framework, offering guidance on interactive resources, teaching improvements, and digital competence.

It targets educators and aims to reach a wider audience, supporting the “Agenda for New Skills for New Jobs.” The cluster offers a qualification program for gamification and VR, aligning with DigCompEdu generating Open Educational Resources (OER). IMC Fachhochschule Krems GmbH leads the development, with P3-VDU co-leading for didactical expertise.