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It argues that culture, as a core driver of pedagogy, is a major yet insufficiently acknowledged factor of success and suggests incorporating culture into OER metadata using Hofstede’s framework.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\n[http://www](http://www.AsianJDE.org)[.](http://www.AsianJDE.org)[AsianJDE](http://www.AsianJDE.org)[.](http://www.AsianJDE.org)[org](http://www.AsianJDE.org)  \n© 2018 The Asian Society of Open and Distance Education ISSN 1347-9008 Asian J D E 2018 vol 13, no 2, pp 7-19  \nUsing OER in Asia: Factors, Reforms and Possibilities  \nJohn TRAXLER  \nUniversity of Wolverhampton, United Kingdom  \n[John.Traxler@wlv.ac.uk](John.Traxler@wlv.ac.uk | ORCID 0000-0002-5284-709X)[ | ORCID 0000-0002-5284-709X](John.Traxler@wlv.ac.uk | ORCID 0000-0002-5284-709X)[ ](John.Traxler@wlv.ac.uk | ORCID 0000-0002-5284-709X)ABSTRACT:  \nOpen Educational Resources (OER) are frequently advocated as an educational panacea, an educational technology that can be transported and transferred, reused and revised, to address the global shortage of high-quality online material. This paper explores that scenario by looking at the factors that might promote or inhibit the transfer and re-use of OER into Asian higher education and particularly focuses on the issue of language and culture. The paper identifies culture, as the underpinning of pedagogy, as a significant and unacknowledged determinant of success and proposes culture, as calibrated by the work of Hofstede and comparable thinkers, as a possible addition to OER metadata.  \nKeywords: Asia, OER, open, pedagogy, language, translation, culture  \n1. INTRODUCTION:  \nThe volume of reports and papers, and of projects and pilots clearly suggest that OER is an interesting and significant topic in policy, practice, research and development in educational technology, thought to produce quality resources with enormous potential for re-use and thus deliver economies of scale (Butcher 2015) .  \n2. HISTORY AND ORIGIN:  \nOER builds indirectly on the ideas of objects, classes, libraries and re-use that emerged as part of the object-oriented programming transformation in computer systems in the final decades of the last century and also has a relationship to the learning objects movement and philosophy – definitions vary and overlap (Lane & McAndrew, 2010; McGreal et al 2013) . The fundamental mantra was‘write-once, read-many’, that is the notion that a particular resource could be written or developed or produced once but could be used, reused and used again, thereby  \nreducing the need to continually produce the same resource afresh every time it was needed, assuming that the resource was electronic and online. This simple philosophy clearly has some practical challenges, mostly around organization, standards, quality, structure and access (Atkins et al 2007; shearer et al 2015; Bliss & Smith 2017) .  \n3. METADATA  \nHaving started to produce resources, how should they be stored and how should they be found? Obviously once the volume reaches a certain level, the human capacity to remember and recover specific resources is overwhelmed. This quickly led to the introduction of metadata, the data that describes the resource, vastly improving its search ability. There must however be agreed formats for this metadata so we see the development of metadata standards (Smith & Schirling, 2006; Duval et al 2002; McClelland, 2003) .  \nASIAN JOURNAL of DISTANCE EDUCATION  \nOur purpose here is not to engage in a detailed exposition or critique of metadata standards but we will, arbitrarily, choose one to develop our arguments about culture and language; in some ways, weare confronting the issue that OER are pedagogically neutral and universally appropriate. We have chosen LOMS. Looking at the Learning Object Metadata Standard, at specifically the Educational category. and quoting below in Table 1 from  \n[http://edutechwiki.unige.ch/en/Learning_](http://edutechwiki.unige.ch/en/Learning_)[Object_Metadata_Standard](Object_Metadata_Standard), we see the following:  \nTable 1: Learning Object Metadata Standards  \n-General Category  \n\n| Nr | Element | Description |\n| --- | --- | --- |\n| 5.1 | Interactivity Typ","cbCaievyyZYjPBln","https://ap.wps.com/l/cbCaievyyZYjPBln","pdf",259132,13,"English","# INTRODUCTION\n# HISTORY AND ORIGIN\n# METADATA","[{\"question\":\"What is the focus of the paper on OER in Asia?\",\"answer\":\"The paper analyzes factors that can promote or inhibit transferring and reusing OER in Asian higher education, emphasizing language and culture.\"},{\"question\":\"How does the paper connect culture to educational success?\",\"answer\":\"It treats culture as the underlying determinant of pedagogy and argues that cultural dimensions significantly influence OER success, yet are not sufficiently acknowledged.\"},{\"question\":\"What role does metadata play according to the document?\",\"answer\":\"The document explains that metadata helps store and retrieve resources at scale and discusses metadata standards, including language-related and educational categorization elements.\"}]","Using OER in Asia: Factors, Reforms and Possibilities | PDF",1792076428,33]