Scholarlink

<p>This paper examines OER as part of the open science movement, tracing its development in Germany through a&#xa0;cultural change lens. Applying Nosek’s Strategy for Culture Change framework, we analyse how OER implementation requires coordinated development across multiple dimensions. Rather than following a&#xa0;linear progression, Germany’s OER journey reveals a&#xa0;complex choreography where these elements evolved consecutively through three phases. Each phase demonstrates the interplay between the ideals of open education, organizational change initiatives, and regulatory frameworks within Germany’s decentralized education system. While significant progress has been made toward institutionalization, practical implementation challenges persist. We argue that artificial intelligence represents a&#xa0;pivotal advancement by specifically addressing usability barriers—simplifying the use of OER for educators. However, AI integration introduces new considerations that must be addressed within existing OER frameworks. The paper illustrates, how cultural change in educational practices requires alignment between philosophical principles, practical tools, and policy support.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Open Educational Resources (OER) in Deutschland: Teil eines Open Science Kulturwandels

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月6日

查看全文
  • Verena Weimer,
  • Susanne Grimm,
  • Dominic Orr,
  • Shahla Rasulzade

摘要

This paper examines OER as part of the open science movement, tracing its development in Germany through a cultural change lens. Applying Nosek’s Strategy for Culture Change framework, we analyse how OER implementation requires coordinated development across multiple dimensions. Rather than following a linear progression, Germany’s OER journey reveals a complex choreography where these elements evolved consecutively through three phases. Each phase demonstrates the interplay between the ideals of open education, organizational change initiatives, and regulatory frameworks within Germany’s decentralized education system. While significant progress has been made toward institutionalization, practical implementation challenges persist. We argue that artificial intelligence represents a pivotal advancement by specifically addressing usability barriers—simplifying the use of OER for educators. However, AI integration introduces new considerations that must be addressed within existing OER frameworks. The paper illustrates, how cultural change in educational practices requires alignment between philosophical principles, practical tools, and policy support.