Openness in education shifts the focus from content (OER) to practices (OEP)¶
Claim · All claims
Evidence · 1 study · theoreticalr3·q1
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Openness in education necessarily shifts the focus from content (OER) to practices (OEP) necessary for using that content. → Markus Deimann and Robert Farrow 2013
Evidence¶
Markus Deimann and Robert Farrow 2013¶
Markus Deimann and Robert Farrow. (2013). Rethinking OER and their Use: Open Education as Bildung. International Review of Research in Open and Distance Learning, Vol 14 No 3. https://eric.ed.gov/?id=EJ1017477 doi:10.19173/irrodl.v14i3.1370
q1 · i? · theoretical · r3
Position statement in the abstract, attributed to Mackey & Jacobson (2011) and Weller (2011): "'openness' in education necessarily shifts the focus from content (OER) to practices (OEP)." The article presents this as an adopted argument rather than a tested finding.
"We follow other commentators (Mackey & Jacobson, 2011, p. 62; cf. Weller, 2011) who argue that 'openness' in education necessarily shifts the focus from content (OER) to practices (OEP) that are necessary for the use of that content."
Discussion¶
Related Claims¶
- Renewable assignments such as student-created quiz questions transcend classroom boundaries and can ameliorate economic injustice — a narrower finding that bears on this claim
- Some initiatives fit no single generalized structure: the OER for Racial Justice project required a novel generator-plus-catalyzer combination — related
- Teachers' educational level was statistically associated with their responses on three of 37 OER-competency survey items, though the definition-of-elements association is weak and non-linear — related
- Most teachers report precise identification of OER sources plus at least two diffusion improvements when implementing a diffusion strategy — related
- Doctoral-level teachers show the highest advanced-level percentage in each of the four OER competency modules — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
openness-shifts-oer-to-oep |
title |
Openness in education shifts the focus from content (OER) to practices (OEP) |
description |
Openness in education shifts the focus from content (OER) to practices (OEP) |
status |
review |
evidence_strength |
weak |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — markus-deimann-and-robert-farrow-2013 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.