Open Educational Resources (OER) are fast gaining traction amongst the academic community as a viable means of increasing access and equity in education. The concept of OER is of especial significance to the marginalised communities in the Global South where distance education is prominent due to the inability of conventional brick and mortar institutions to cope with the growing demand. However, the wider adoption of OER by academics in the Global South has been inhibited due to various socio, economic and technological reasons. One of the major technological inhibitors is the current inability to search for OER which are academically useful and are of an acceptable academic standard. Many technological initiatives have been proposed over the recent past to provide potential solutions to this issue. Among these are OER curartion standards such as GLOBE, federated search, social semantic search and search engines such as DiscoverEd, OCW Finder, Pearson’s Project Blue Sky. The research discussed in this paper is carried out in the form of literature review and informal interviews with experts. The objective of the study is to document the extent of the OER search issues contributing to the slow uptake of the concept of OER. This review paper discusses the current OER search dilemma and the impact of some of the key initiatives which propose potential solutions.

1. I S H A N S U D E E R A A B E Y W A R D E N A
W A W A S A N O P E N U N I V E R S I T Y
&
C H E E S E N G C H A N
U N I V E R S I T Y O F M A L A Y A
5 7 T H W O R L D A S S E M B L Y O F
I N T E R N A T I O N A L C O U N C I L O N E D U C A T I O N F O R T E A C H I N G
( I C E T 2 0 1 3 )
N O N T H A B U R I , T H A I L A N D .
( 2 5 – 2 8 J U N E 2 0 1 3 )
Review of the Current
OER Search Dilemma

2. Open Educational Resources (OER)
 “web-based materials, offered freely
and openly for use and re-use in
teaching, learning and research”
(Joyce, 2007).
 “teaching, learning and research
materials in any medium, digital or
otherwise, that reside in the public
domain or have been released under an
open license that permits no-cost access,
use, adaptation and redistribution by
others with no or limited restrictions”
(UNESCO Paris OER Declaration, 2012)
Joyce, A. (2007). OECD Study of OER: Forum Report, OECD. Retrieved December 12, 2011 from
http://www.unesco.org/iiep/virtualuniversity/forumsfiche.php?queryforumspages_id=33.
UNESCO. (2012, June 22). 2012 PARIS OER DECLARATION. Retrieved June 13, 2013, from unesco.org:
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/WPFD2009/English_Declaration.html

3. Current State of OER

4. The Dilemma
So…how do I find the material I
need for my teaching

5. The Dilemma
How about …?

6. Google“AdvancedSearch”resultsforOERonChemistry(24thMay2012)

7. Literature
 ...The problem is in finding the resources, and more correctly finding the “right”
resources. Using a regular search engine like Google to find content is not always
a viable option as it will generate too many answers. There is, hence, a need to
easily find relevant content...” (Hatakka, 2009)
 “searching this way (using existing search engines such as Google) might be a long
and painful process as most of the results are not usable for educational purposes”
(Pirkkalainen & Pawlowski, 2010)
 No single search engine is still able to locate resources from all the OER repositories
(West & Victor, 2011)
 One of the major barriers to the use and re-use of OER is the difficulty of finding
quality OER matching a specific context (Dichev & Dicheva, 2012)
 “…the problem with open content is not the lack of available resources on the
Internet but the inability to locate suitable resources for academic use” (Unwin,
2005).

8. The Dilemma
How about search mechanisms in?

9. Native Search in Repositories
Identify which material to look for
(e.g. integration, C++ programming)
Identify the search queries
(e.g. “undergraduate mathematics”)
Locate repository(word of mouth, some
link somewhere, go to the more popular
repositories)
Run multiple queries to find resources
Read each resource to identify the usefulness
(openness, access, relevance)
Identify useful resources
Repeat steps 3-6 on multiple repositories
(hundreds to thousands…..)

10. Some Existing Solutions
 Google: “…searching this way might be a long and
painful process as most of the results are not usable
for educational purposes” (Pirkkalainen & Pawlowski, 2010).
 Federated Search: BRENHET2; OpeScout; Global
Learning Object Brokered Exchange (GLOBE); and
Pearson’s Project Blue Sky.
 Semantic Search: OER-CC ontology; the
“Assistant” prototype; the “Folksemantic” project;
and “Agrotags”.
Pirkkalainen, H., Pawlowski, J. (2010). Open Educational Resources and Social Software in Global E-Learning Settings. In
Yliluoma, P. (Ed.) Sosiaalinen Verkko-oppiminen. IMDL, Naantali, 23–40.

11. The Dilemma
Yeah…but which one do I choose

12. Pearson’s Project Blue Sky
http://www.pearsonlearningsolutions.com/pearson-bluesky/

13. GLOBE
http://www.globe-info.org/

14. LRMI
http://creativecommons.org/tag/learning-resource-metadata-initiative

15. OERScout
http://www.oerscout.org/

16. Acknowledgments
This research project is funded:
 as part of a doctoral research through the Grant (# 102791) generously made by the
International Development Research Centre (IDRC) of Canada through an umbrella
study on Openness and Quality in Asian Distance Education.
 by the Education Assistance Program (EAP) of Wawasan Open University, Malaysia.
Ishan Sudeera Abeywardena acknowledges the support:
 by Sukhothai Thammathirat Open University, Bangpood, Pakkret, Nonthaburi
11120, Thailand with respect to the sponsorship of the conference registration fees
and accommodation.
 by the Faculty of Computer Science and Information Technology, University of
Malaya, 50603, Kuala Lumpur, Malaysia where he is currently pursuing his doctoral
research in Computer Science.
 by the School of Science and Technology, Wawasan Open University, 54 Jalan
Sultan Ahmad Shah, 10050, Penang, Malaysia where he is currently employed.

17. Authors
 Ishan Sudeera Abeywardena
Senior Lecturer, School of Science and Technology,
Wawasan Open University, 54 Jalan Sultan Ahmad Shah,
Penang, 10050, Malaysia.
e-mail: ishansa@wou.edu.my
 Chee Seng Chan
Senior Lecturer, Faculty of Computer Science and
Information Technology, University of Malaya, 50603,
Kuala Lumpur, Malaysia.
e-mail: cs.chan@um.edu.my

18. References
 Dichev, C., & Dicheva, D. (2012). Open Educational Resources in Computer
Science Teaching. SIGCSE’11, February 29–March 3, 2012, Raleigh, NC, USA.
 Hatakka, M. (2009). Build It and They Will Come? – Inhibiting Factors for
Reuse of Open Content in Developing Countries, EJISDC 37(5), 1-16.
 Pirkkalainen, H., Pawlowski, J. (2010). Open Educational Resources and Social
Software in Global E-Learning Settings. In Yliluoma, P. (Ed.) Sosiaalinen
Verkko-oppiminen. IMDL, Naantali, 23–40.
 Unwin, T. (2005). Towards a Framework for the Use of ICT in Teacher Training
in Africa. Open Learning 20, 113-130.
 West, P., & Victor, L. (2011). Background and action paper on OER. Report
prepared for The William and Flora Hewlett Foundation.