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• Acceptability and relevance of OER? • Preparedness to create OER? • Is there a sufficient threshold of academics who are confident, competent and active in OER production and use?
Objectified cultural capital
• Is OER production 'doable' and viable? • What has been produced? • Are productions original or adapted from existing sources? • Have OER produced at one participating institution been used at another?
Institutionalized cultural capital
• Is institutional policy amenable to OER? • Is there an alignment of relevant structures (e.g. ICT, library)? • Is there funding for OER? Are there support structures for OER production?
Across individual institutions: the broader social level
Social capital
• Is OER production and use linked to a durable academic network that bonds similar professionals across institutions, and generates social trust and reciprocity?
• Does project management provide suitable support and promote wider networking and collaboration? • Is the website a pivotal resource for networking?
These analytical categories provide the structure of Harley's subsequent report (Harley 2011). A question of scale and time
Ten years after the coining of the term OER, hundreds of institutions have shared thousands of resources. We are beginning to see the emergence of structured educational opportunities premised on the use of OER to provide curriculum resources, complemented by a variety of optional support and assessment possibilities to suit various kinds of both informal and formal lifelong learning
Open Educational Resources (OER): Do They Make a Difference and How Do/Will We Know? 139