Opportunities & Challenges
OER have reached the peak of the initial hype – platforms have been created, large quantities of resources have been developed, MOOCs are being offered and certification systems are being piloted; OER appear to be entering the next stage of their development and maturity. In the initial stage, the majority of OER initiatives were funded in the form of projects with external or internal funding. An ongoing challenge faced by these initiatives is what business models might be appropriate to make them sustainable in the longer term (POERUP, 2013).
One of the weaknesses in adopting OERs and OEPs by institutions is the "lack of a direct business model for OER. There is no direct perceived connection between developing OER and getting the benefits of them; OER can seem like giving something away for nothing" (Redecker, Muñoz and Punie, 2013 - page 40).
The Redecker, Muñoz and Punie (2013) study is an inventory of OER initiatives in Europe and beyond, indicating: their duration, geographical scope, number of users, audience (learners, teachers, employees, general public etc.); learning setting (e.g. institutional or not), focus (creation, retrieval, use, re-use, sharing, adapting, etc.), funding and business models; impact and lessons learnt.
There is an urgent need to monitor and evaluate the emergence of new and sustainable funding and business models for OER and OEP in educational institutions at all levels.
Have a look at the following table of potential business models:
- "existing business models table", M6 [odt]
- "existing business models table", M6 [doc]
- "existing business models table", M6 [pdf]
- "potential business models table", M6 [odt]
- "potential business models table", M6 [doc]
- "potential business models table", M6 [pdf]
Mind map for business and sustainability models for OER
For a full and detailed view of this map, click here!