 Welcome to our online presentation. My name is Marjo Vans and I will be presenting our study with the title Would She Use Them? A Qualitative Study on Teaching Assessments of OER in Higher Education. So, we know that the quality of OER has been a continuous topic of interest over the past two decades. As extents of research have been carried out to explore this topic as well, most studies have focused on quantitative measures on OER quality, as defined by the perceptions of teachers, reviewers and students. Also qualitative research has been undertaken, but they mostly focus on the quality of specific resources, mainly open textbooks. So, previous research have provided important information about the quality of resources, but we believe that there is insufficient attention being paid to the qualitative process of teachers' evaluations of OER. So, what do teachers take into account when assessing OER? Because if we have more insights into this process, we can also better understand why they choose to adopt or to not adopt a certain OER. So, we took up the recommendations of medical, nuclear and methane and grief human, and that further empirical studies are needed on teacher's assessment and selection of resources. So, before we go any further, we want to stress that we describe quality as the key characteristics of an OER that are, from the teacher's point of view, important and will determine whether it will be included in the teaching or not. So, it's really a subjective definition of quality. So, the aim of our study, therefore, was not to make general statements on what defines the quality of OER, though we wanted to characterize the elements teachers take into account when assessing OER quality. So, we're actually presenting just part of the findings of our study in this online presentation, but the entire research procedure can be seen in the image on the slide. So, first we scheduled an individual moment with each teacher, so a total of 11 teachers participated, and first an individual moment in which we explored their needs for OER. So, what kind of topics within their teaching subjects. And we used those criteria to search with the aid of a librarian to search for OER. So, in this presentation we're really focusing on a plenary meeting that we scheduled to have teachers discuss OER. So, we have three teaching subjects that were selected, I will say more about that on the next slide, but we selected those teaching subjects because these topics are taught across schools within the university in which the research took place. So, each group of teachers received three or four OER, and we knew it was two hours long to discuss these OER. So, the question we asked them to start the discussion within the group is what is your first impression of this resource and would it be useful for your curriculum? And after having 30 minutes as a group to discuss about this and have a conversation on it, we asked them the question, would you recommend the resource to your colleagues? And these questions were really used as a way to stimulate interaction. So, these are the participants of this study and you can see that we have three groups, three subjects, and the teachers didn't know each other, while some knew what I'm by walking in all ways, but most of them didn't collaborate before. So, these are the teachers and the topic. So, each group, for example, intercosm of communication, received four resources and they had two hours, 30 minutes allocated for each resource to discuss it as a group. So, these recordings were transcribed verbatim and then we analyzed them to see what kind of themes derived from their conversations. And after going forward between the data and discussing the themes that we identified, in the end we identified five main themes, content design, usability, engagement, and readability. And we will be presenting the importance of these concepts as well, constructs of what we are quality as defined by teachers, because most remarks were made in relation to content and less were made on readability. So, based on the, this is quite a lot, but based on the conversations of teachers we scored the conversations they had on the themes that we identified. So, that's how the themes came into being and the order of the findings will be presented. So, I'm going to present the five themes now, and again it's not to state what a quality OER is, but to really show what teachers take into account when assessing OER. So, might be expected of course, but the main important elements of the most comments were made in relation to content, especially whether it's relevant, but also the scope if it's really big then it's easier to find something that you can use or it's a really narrow scope and it's maybe harder to find something interesting as a teacher. Another thing which quite striking is that teachers thought it was quite important to have a connection with future professions of students as a really the context of not only learning something, but how does it work in real life practice, and also of course the structure. And what you can see is for example, and a quote of a teacher that says that often OER, he thought that the techniques that were presented were totally uncomparable, so he didn't really agree with it. Second element is design. So, suitability of OER or the quality of OER from the perspective is whether or not the OER fits their pedagogical design, and also the granularity of it makes it easier to decide whether or not it fits their design as well. Also the looks, it's important that the resource looks good, that there is a range of learning modalities in the resource, and some also check whether when it's produced or who has produced OER. So, for example, the quote shows that although it's a great textbook, see the things that it doesn't fit the pedagogical design of a course. So, it's not that she doesn't think that the OER hasn't got quality, but it just doesn't fit her context, her teaching context. So, another aspect is usability. So, utility layout navigation is really examined from a student perspective, whereas access and insight in student's progress is really explored from a teacher perspective. So, here you can see a quote of a teacher that said that user-friendlyness of this resource was really high. Then the fourth theme that we derived from a teacher's conversation was engagements. So, resources that they can use in their teaching and in which students are actively engaged with through exercises or videos or feedback mechanisms and interactivity is in progress bars are really something that they think that can help students learn in the learning process. So, for example, the quote shows that it really triggered him to think about certain concepts, because you had to have an understanding of the concepts for correctly performing the exercise. So, finally, readability. And this might actually be something that is more an issue or more a thing to assess on for teachers in which English is not the native language of the students, because quite some comments and remarks were made regarding the level of the language and the style of writing as well. So, even though some even don't think English is a problem, it can still be too academic and then it is a problem or it can be too long of a text. So, that was really taken into account as well. So, what it shows is just the range of things teachers take into account when assessing OER. So, first we want to state that findings make a compelling case for collaborative dialogue as a method to foster awareness about OER, because through the dialogues they had, they didn't only see what others were assessing OER on, they also gained a better understanding of not having the necessity to score an entire OER, but also like, oh, I can use part of it. And that is something that really triggered teachers during the conversation, because they were having conversations about the OER and whether or not it would be suitable for the practice. That being said, we had these meetings with teachers, like I said before, we didn't know each other, but they taught the same subject, but were in different schools. We recommend organizing these conversations within their own team, so that is already finely attuned to the specific teaching context. So, the third is that within the other aspect of the study, which we didn't go into detail, is that we that we saw the teachers and they stated that that's really challenging to adopt OER within running courses. So, we recommend that the recommendation, we endorse the recommendation of Schubert and Janssen to focus on OER adoption to include clinical reforms. And fourth and final remark is that we want to make is that it shows, of course, we, of course, it's that, but teachers are perfectly capable of determining more practical, practical and didactic elements they deem necessary. But defining show that available tools could support teachers in assessing OERs or elements of quality that they may not automatically take into account. So, for example, we saw that no remarks were made regarding accessibility while we are for all learnings, or teachers had some uncertainty about what it meant of using OER in the teaching, especially within the technical format. How does it work in practice? What are they allowed to do based on the open license? Can they revise and remix it? So, we had conversations within a group, and we had a librarian attending the meetings. So, any uncertainties or questions they had could be answered right away. But these are the topics that we saw that was either a lot of ambiguity about what can they do, what can they do, or either they didn't make any remarks about it. So, it's really can be useful to use this information to further support teachers on those elements of OER quality. So, of course, there are some limitations as well. So, we only use big OERs, like the four resources they receive were either open textbook, open online course, or open courseware. And there is also, of course, a vast number of little OERs available and might be that finding to be different for a little OER compared to big OER. So, it could also be that teachers had to assess one or more resources that were of less relevance, because teaching subjects might differ and have a different focus across schools. So, that's why we also recommend the practical recommendation to assess OER. We need our own teacher teams, but they'll have a conversation about it. And this could be the alignment of the resource could be further increased if it's specifically future research is undertaken within teacher teams of subject specific communities. And it's really interesting to further explore the concept of quality within those specific contexts. That are our main findings of our study. Thank you for attending this online presentation. And here are some references. And well, thank you for watching and hope to see you sometime soon.