Seite - 60 - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

4 AHiddenDream:OpenEducationalResources 63 very challenging due to the fact that everyone is questioning learning quality. The easiest answer to thequality issuewas to ask the samequestionofhowyouensure quality in traditional classrooms, and then reflect that in open educationwhere all thematerial is accessible by everyone, anytime and anywhere,with no conditions. Unfortunately,however,youcannotconvinceeveryone,and thatquestioncontinues tobe raised in relation toopeneducation. Other strategies including trying to shift the teachers’ minds from considering developing open resources (OR) as a burden to considering it as away to improve their professions (and as PRmaterial for their CVs) is anotherway to address the qualityquestion.UsingORstointroduceourselvesasexpertsandgoodpractitioners tothescholarcommunityisastrongargumenttoleadandisalsoeasiersinceteachers candirectly see its impacton their careerdevelopment. 4.4 LimitationofOpenEducationandOpenEducational Resources Open education has indeedmade the learning process more flexible for learners. However, it still faces somechallengesas it still emerging, and its adoptionprocess is still in the early stages. OP requires a clear system to help people adapt to its concept and to ensure the quality of the resources offered online. Another limita- tionisthetraditionalmindsetsoforganizationsregardingsharinginformationwithin thoseorganizations andbetween the students and teachers.There shouldbeaware- ness campaigns explaining the necessity of global sharing. Limitations due to the cost of resources are also a challenge, asmanyorganizations are financed by gov- ernments,which restrict content development by teachers.The latter often requires morefunding, since it involvesspecial softwareandhardware.The languagebarrier canfurther restrict theprocessofopeneducationdevelopment.TheParisOERDec- laration(2012)suggeststhat localizationofthelanguageincontentdevelopmentcan ensure theflexibilityanddiversityofcontent.Somecountries’ scarce resourcesand their intention touse traditional teachingmethodsdue to the lackofdigital compe- tencies canbeanadditional barrier. Finally, thebiggest challenge is themindset of the people,whichneeds to be shifted to bemoreopen to adapting to newmethods of learning (KreljaKurelovic, 2016). AcasestudyfoundthatthereareseveralchallengesthataccompanyadoptingOER within a course in a higher education curriculum. Themajor ones include limited staff knowledge ofOEP, copyright issues, discoverability issues driven by diffuse natureofOERrepositories,findingcontext-suitableresourcesandadaptingmaterial acrosscontexts (Judith&Bull, 2016). According to Vlasenko (n.d.), there are limitations and disadvantages of open educationanddistanceeducation: 1. The individuality of work and limitation of interactions with other students, since groupwork is limited and there is little or no oral communicationwith