OERlabs Openbook/3 questions 3 answers (People)

Feedback Questions

After all events were finished we asked the participants to give us feedback to three questions. Some of those answers were quite short others quite extensive. The following part gives a wordcloud visualization and a tabellaric view of the answers for each question.

Question 1 - If you think of the OERlabs, which word comes to mind first?

If you think of the OERlabs, which word comes to mind first?
During the project I realized that the process to make knowledge accessible is a feature of democratic society.
A new seriousness in working arose, since the materials created were not only for the seminar, but also for a much wider public. In addition, the idea soon became established that one would not work as a lone fighter at university or later as a teacher, but as part of a large community of people who shared their ideas and materials. A new seriousness to work emerged since the materials produced are not only intended for the seminar but for a wide public. Furthermore the thought wins that not only at university or later as a teacher one is fighting alone but part of a bigger community of people who share their ideas and materials.
Be open and face challenges!
OPEN EDUCATION NEEDS OPEN HEARTS
I was there too seldom, personal contacts => contact person
The encounter with the OERlabs inspired me to develop concepts in the future with a little less structure and "red thread" and to allow a bit more dynamism and productive "interference" from others.
The OERlabs have shown that people with different professional socialisations are important for the continuous development of good educational materials and related practices.
It is helpful when different institutions and instances work together to successfully establish OER at the university.
I am impressed by the space for enabling through the experimental character, which is very activating to participate, to continue and to use it for learning.
Within the framework of the multi-stakeholder dialogues, I have dealt with the following questions who made me painfully aware of my distance from teaching in my daily work.
I have learned from the OERlabs that it is much more interesting to think about Open Educational Practices than about the resources themselves, because in the future it will be more and more important to recognize the practices of dealing with free educational media and to recognize their use for educational processes and furthermore to recognize the practices of learners and to make them usable for educational processes with and via media.
The OERLabs project provided an open space for discussion between different actors who have developed many solutions and strategies related to OER in (higher) education.
The OERlabs have made me curious about the use and creation of free teaching and learning materials.
This project has shown me how complex (as opposed to complicated) it is to bring a project or a new idea (here open educational resources) into an ecosystem like that of a university and how one can be successful with a participatory, dialogical, meaningful process.
For me personally it was particularly enriching to experience the networking of very different actors (e.g. library and university) live and to see how the different perspectives have filled the topic "OER" with application-oriented life.
The exchange and networking with other "stakeholders" is important in order to think in new perspectives, to broaden one's view and to get to know existing approaches and structures.
Priority: Strengthening strengths (e.g. preferably involving people who are already interested in a topic) and only in the second instance trying to overcome weaknesses.
Stakeholder dialogue can be a lot of fun and is an outstanding success factor for the promotion of OER.
A deeper insight into the (background) processes of a University, as well as the great motivation in the team to work together on the topic.
I have taken from the OERlabs to think (learning) also times freely of borders and restrictions.

Question 2 - In one sentence: how did you benefit personally from the OERlabs?

In one sentence: how did you benefit personally from the OERlabs?
Within this project, I became aware that the process of making knowledge accessible to all is a characteristic of a democratic form of society.
A new seriousness in working arose, as the materials produced were not only for the seminar, but for a much wider public. In addition, the idea soon prevailed that one would neither work at university nor later as a teacher as a lone fighter, but be part of a large community of people who shared their ideas and materials.
Be open and face challenges!
OPEN EDUCATION NEEDS OPEN HEARTS
I was there too rarely, personal contacts => contact person
The encounter with the OERlabs inspired me to develop concepts in the future with a little less structure and "red thread" and to allow a bit more dynamism and productive "interference" from others.
The OERlabs have shown that people with different professional socialisations are important for the continuous development of good educational materials and related practices.
It is helpful when different institutions and instances work together to successfully establish OER at the university.
I am impressed by the space for enabling through the experimental character, which is very activating to participate, to continue and to use it for learning.
Within the framework of multi-stakeholder dialogues, I have dealt with questions that have made me painfully aware of my distance from teaching in everyday working life.
I have learned from the OERlabs that it is much more interesting to think about Open Educational Practices than about the resources themselves, because in the future it will be more and more important to recognize the practices of dealing with free educational media and to recognize their use for educational processes and furthermore to recognize the practices of learners and to make them usable for educational processes with and via media.
The OERLabs project provided an open space for discussion between different actors who have developed many solutions and strategies related to OER in (higher) education.
The OERlabs have made me curious about the use and creation of free teaching and learning materials.
This project has shown me how complex (as opposed to complicated) it is to bring a project or a new idea (here open educational resources) into an ecosystem like that of a university and how one can be successful with a participatory, dialogical, meaningful process.
For me personally it was particularly enriching to experience the networking of very different actors (e.g. library and university) live and to see how the different perspectives have filled the topic "OER" with application-oriented life.
The exchange and networking with other "stakeholders" is important in order to think in terms of new perspectives, to be able to
and to get to know already existing approaches and structures."
Priority: Strengthening strengths (e.g. preferably involving people already interested in a topic) and only in the second instance trying to overcome weaknesses.
Stakeholder dialogue can be a lot of fun and is an outstanding success factor for the promotion of OER.
Deeper insight into the (background) processes of a university and the great motivation in the team to work together on the topic.
I have taken from the OERlabs to think (learning) free of boundaries and restrictions.

Question 3 - The OERlabs lived from the cooperation of the University of Cologne, the TU Kaiserslautern, schools and many more partners: in your opinion, what can your institution learn from the OERlabs?

The OERlabs lived from the cooperation of the University of Cologne, the TU Kaiserslautern, schools and many more partners: in your opinion, what can your institution learn from the OERlabs?
My institution could learn from the OERLabs a return to the Humboldt ideal of education and thus to the basic question of what university should be: a place where knowledge is shared and developed with other people in discourses. Education needs dialogue with other people - education is not possible without a communicative exchange of thoughts and insights.
That you gain more than you lose by sharing your work.
Enabling students to go their own way, if they want to, then they can.
OPEN EDUCATION REQUIRES TRANSDISCIPLINARY COOPERATION
Actually I would like to develop and make available OER didactic materials, perhaps with the respective preparation courses from the practical semesters. But somehow it all seems to be quite tedious ...
The OERlabs showed that a lot of courage, patience and perseverance is needed to get involved in a project in which different actors bring in their interests, ideas and needs and whose final form is therefore particularly difficult to predict.
Similar to the OERlabs, however, we also want to cultivate as much exchange as possible and encourage co-determination and participation.
We can learn from the OERlabs that while it takes a lot of trust and energy to kneel into something that we do not set ourselves, it also leads to particularly rich results.
The OERlabs have shown how an open attitude can facilitate the dissemination of practices and products.
It may well be that many people at the university already deal with one and the same topic, but do not know anything about each other, because communication between the departments is not particularly pronounced.
Communicate faster and more directly for networking.
Open discussions (see 1.), whereby I can only endorse the last point of the OERlabs handover protocol: The solution proposals developed must also be implemented.
Openness (in every respect) itself is an educational resource.
The students can do more than you think; you just have to show them the right way and/or give them opportunities.
The OERlabs have brought many different actors of the university into a lively exchange about open teaching and learning practices. The interdisciplinary and inter-institutional dialogue has not only opened up new perspectives for cooperation, but has also stimulated discussion of the culture of sharing in analogue and digital educational contexts.
The subject areas emerging with digitisation are rather complex and cannot necessarily be developed with classical management methods (cause-and-effect). I think that dialogical approaches such as OERlabs, as an alternative or supplement to a top-down strategy, could contribute a lot to understanding the requirements and framework conditions in decision-making and service development. This, however, requires the appropriate experience and knowledge to carry out multi-stakeholder dialogues, for example. Here, too, we can learn from the OERlabs.
The idea of creating opportunities and experimental spaces within and outside teaching in which OERs can be produced, further developed and discussed.
In my opinion, the idea of exchange and networking between the most diverse actors is particularly important for the University of Cologne. Such platforms, which bring together different actors on a specific topic or issue, sensitize them and facilitate collaboration, are very productive and important, especially at such a large institution as the University of Cologne. For example, the OERlabs have shown with their multi-stakeholder dialogues that many OER thoughts and ideas can be implemented with relatively little effort and, at the same time, with great effect using the various "stakeholders".
Insights into methodological considerations and planning of an open process. Networking of relevant stakeholders, as well as steering and guiding corresponding thematic discussions. Design and control of university communication - depending on existing university networking and communication culture.
In addition to its experience in the activation and integration of students and the liquid nature of content, OERlabs has made valuable advances in cooperation with academic libraries and in the design of physical, digitally enriched learning spaces from which our institution can still benefit.
Particularly with regard to youth association work, I perceive in my contexts a (little surprising) trend towards increased use of digital aids. Products that arise in the course of this more digitized work can also be published under free licenses and released for further use. For this, very similar questions have to be clarified as those already asked on the MSDs. In particular, the communication of the added value of openness will be a topic that has already been dealt with by the OERlabs more than once. Also the mediation of possibilities of the Creative Commons licenses to young people in the context of audio/video/photo projects plays a role here. Especially the findings of Andre Hermes which were presented in the Openlab can be used for this purpose.
My institution could learn from the OERlabs that teaching and learning is often teamwork and should be as open as possible.