However, there is no universal definition of quality for open educational resources: what is considered high quality varies depending on the educational institution, target audience, and didactic purpose.
In order to provide reliable guidance, we base our approach on the international study by Zawacki-Richter and Mayrberger (2017), as well as the instrument developed by Müskens within the EduArc sub-project “Quality of OER and international perspectives”. Based on this, seven criteria were developed that are universally applicable to all open educational resources.
Vetenskaplig grund
All content should reflect the current state of academic knowledge, be presented accurately, and generally follow good academic practice. In addition, a critical review by other teachers should have been carried out.
Återanvändbarhet
Other teachers should be able to reuse the educational material easily for their own purposes. Reusability should be supported both in terms of content and technically, and legal infringements should be avoided.
Tillämpning och transfer
The educational material should be competence-oriented, i.e., support learners in developing skills and abilities.
It should encourage learners to apply their knowledge in practice. Therefore, it should include learning activities that enable students to transfer the content to new types of problem situations in their studies and working life.
Stöd och vägledning
The educational material should include opportunities to check learning outcomes. For example, it can enable learners to check what they have learned through review questions or by carrying out a self-assessment.
To facilitate reuse, the material should also include supplementary information about the concept and previous use. This is best stored in didactic metadata.
Motivation och didaktik
Det didaktiska upplägget bör ha en stimulerande effekt på både studerande och lärare. Det ska motivera studerande att engagera sig i ämnet och fördjupa sig i innehållet. Lärare ska känna intresse för att integrera materialet i sin egen undervisning.
Struktur, navigation och orientering
The structure of the educational material should be clear and as simple as possible, so that learners can easily orient themselves and navigate the material.
Design, läsbarhet och tillgänglighet
The design should support learners’ engagement with the material. An appealing design can spark interest and sustain attention.
To ensure correct understanding, all components—such as texts and graphics—should be clearly visible and easy to read. The material should be designed to be as accessible as possible.