This paper presents the theoretical and methodological approach of a stakeholder mapping study in the field of open educational resources (OER) in Germany. The study is a component of the OERinfo project, which is funded by the German Federal Ministry of Education and Research as the central information office for OER in Germany (www.o-e-r.de). The objective of the mapping study is to identify new actors and communities in diverse educational domains that have limited prior engagement with OER. These groups are later to be introduced to the discussion and communities surrounding OER and Open Educational Practices (OEP) through information and advisory services by OERinfo its partners. Overall, this approach aims to promote the mainstreaming of OER and OEP across all educational sectors.
OER are essentially defined as openly available and reusable, mainly digital learning, teaching and research materials (UNESCO, 2019; Zawacki-Richter et al., 2023), while OEP are defined „as practices which support the (re)use and production of OER through institutional policies, promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning path“ (Ehlers, 2011, p. 6).
The assumed benefits of OER are that the improved accessibility, adoption and adaptability of learning materials increase the quality and efficiency of education (Janssen et al., 2023). Learning settings and educational programs can thus be better adapted to the needs of different learners, collaboration between and within institutions is promoted, and educational innovation is encouraged (Janssen et al., 2023). On the level of educational processes, OER stand for an ecosystem-focused approach in which the learner's learning environment is given special consideration (Janssen et al., 2023). It is also assumed that OER help to develop collaborative and participatory learning arrangements (Otto, 2020). On a global level, OER are seen as an important prerequisite for building inclusive knowledge societies and achieving UNESCO Sustainable Development Goal 4, which aims to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" (UNESCO, 2019, p. 4).
Despite these expectations, and despite the boost of digitalization in education in many countries caused by the COVID 19-pandemic, OER have not yet spread in education systems and educational practice to the extent hoped for – both globally (Janssen et al., 2023), but especially in Germany (Orr et al., 2018). The following reasons are cited as the main obstacles: Users being overwhelmed by legal issues (Otto, 2019), lack of appropriate OER policies, funding problems, lacking knowledge and skills about using, developing and publishing OER, worries about additional time investment (Janssen et al., 2023), and uncertainty over the quality and appropriateness of the content (Zawacki-Richter et al., 2023). The OERinfo project attempts to help break down these barriers with its information and advisory measures. However, in order to reach the right target groups, the mapping of OER stakeholders presented here is planned.
There are already various mapping and overview studies on the status of the adoption and use of OER by educational stakeholders in Germany (Ebner et al., 2015; Orr et al., 2018) as well as a comprehensive collection of people, projects, organizations and offers in the field of OER through the OER World Map (Neumann & Muuß-Merholz, 2017; Mollenhauer & Grimm, 2023). However, these studies and sources concentrate primarily on presenting active players and existing offers in the OER sector, so that they provide only few clues for the identification of specific desiderata groups. Since such groups are not explicitly visible through activities, projects or publications in connection with OER, a comprehensive and up-to-date view on educational institutions and actors in Germany is necessary. This is what the presented mapping study aims to achieve.
