Just a quick reply to Ken before I go, just a small part of Ken's post. I think replied to some of Ken's considerations in the other posts before I read Ken's contribution.
it might be helpful to have some method to identify OER (define this as broadly as you like) thatis most “usable” and “useful,”
Is this something that needs a third party involved? We are in the age of the read-write web, social content, folksonomies, and kudos. Let the community decide what is useful. Accreditation in this context is an old fashioned, aggregative, scarcity mentality concept. When you have communities, the communities themselves are the best judges of what is useful.
Take a simple example, what are the most viewed presentations on Slideshare? What are the ones that are bookmarked the most? What are the ones that people have added as their favorites? What are the ones that are most often embeded? There lies the basic means with which newcomers can get a sense of the usefulness of something. And in a world of abundance, there is always another resource to fill the gap. interestingly, my presentation on Quality in Education 3.0 on there got over a thousand views in one week, so there must be quite a few people thinking about these concepts.
Oddly though, the proponents of new ways of doing are still aggregating, nogal? Is that not a bit weird?
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