OER for Assessment and Credit for Students/Opportunities and threats

Opportunities

 * Open means we can design better assessments
 * "Redesign" of the OER university can transfer back to improve "conventional" approaches
 * Social networks allow sharing of knowledge and locating of subject experts
 * Open education encourages the design of adaptive learning environments and content, which can meet the varying learning needs of multiple learners
 * Many experts available to teach, not reliant on one teachers perspective, deeper learning opportunity
 * Collaborative and project based learning becomes possible
 * Open education encourages the design of adaptive learning environments and content, which can meet the varying learning needs of multiple learners
 * Effective communication of value proposition for institutions
 * Different approaches for small island states (eg printed materials)
 * SPC supportive of ICT and OER approaches
 * Provides opportunity to widen access in systems where access to tertiary education is capped
 * Widen access to 4X more learners for the same amount of money (taxpayer dollars)
 * Provides more choices for students
 * Central coordination for students who want to develop Prior Learning Assessment PLARS
 * Teach/Learn self-directed learning processes that will last a life time.
 * Development of means for indigenous languages and wisdom to be used for formal credentials.
 * An amazing opportunity for people all around the world to work together and attain cultural competence.
 * Seeking to tap into the 'Service' component of individual academics' employment roles, even if their employer doesn't support OER institutionally

Threats

 * Where is the teacher - -who guides the learner? How do we integrate robust pedagogy?
 * Buy-in from faculty is mission critical. Academics need time.
 * We are assuming that learners want this kind of learning
 * Can learners afford the technology (cost of computers and connectivity)
 * Resources under non-copyleft license
 * A lack of learner awareness about the opportunities available through Open Education may hinder its uptake
 * Without participation and engagement from National qualifications authority -- OER university concept will not work
 * OER and reduced enrolment? Why would institutions do this.
 * Inability to see the requirement of OER by the traditional mindset, since they do not sense any threat, and they continue to find enough consumers (students)
 * A lack of academic (teacher)awareness about OER and resistance to step outside current delivery/assessment models
 * Traditional educational models fear of change and resistance to "open" educational options
 * Worldwide shortage of instructional designers, even more important in online learning than in traditional classrooms.
 * Few people skilled in the pedagogy involved in self-directed learning, learning contract development etc.
 * Need to develop legitimate means of evaluating learning especially means of proctoring exams, assuring that the learning belongs to the person who claims it.
 * Challenge of explaining a number of complex concepts: self-directed learning, learning plans, educational portfolios etc. in asychronously
 * Challenge of enabling students to master their use of time (self-regulation of learning).
 * Addition of a "human element" to encourage persistence,provide guidance, and stave off loneliness
 * Convincing not only students, but their families, employers,governments etc. that the self-directed use of learning resources and portfolio development is worth it especially in a world where online degrees have just recently gained credibility
 * Enabling students to separate the OER-U and its participating institutions from diploma mills that sell credentials.
 * Perpetuation of a predominantly Western,'one size fits all' approach to education
 * Use of OERs as product rather than as the vehicle for a participatory, capacity-building process