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本文考察了英国教育技术互用性标准中心(CETIS)通过支持国家项目(即英国联合信息系统委员会(JISC)和高等教育委员会的英国开放教育资源试点项目,详见http://www.jisc.ac.uk/oer),以促进发布开放教育资源方面的经验,并探索了如何让我们的支持模式对其他相关项目有所启发,并能改编用于鼓励开放课件运动的可持续性技术支持网络.作为一个涵盖英国众多大学的国家层面的创新举措,众多开放教育资源提供者参与了英国开放教育资源(UKOER),这包括个别教育者、学科联合体和机构.考虑到这种多样性,从一开始我们就意识到没有任何一种技术解决方案能适合所有的项目.因此,也没有委托专门的工具、描述性标准、交流或分发机制(除要求所有制作的资源应该放在国家学习资源库中外,详见http://jorum.ac.uk).为了支持这一项 目,我们引导采取不同的方法和形成不同的社群,也许在支持发布开放教育资源方面,任何类似的跨机构创新都将会面临相似的问题.我们的项目支持方法已从具体的细节问题发展到提供基本的支持原则,从而预测其他问题,并推动最佳实践.我们的做法是:通过会议上的技术汇报和讨论机会,以及在博客上发帖,激发讨论;通过技术评论讨论,并记录针对这些公布在网上的讨论的总结性内容,从而调查个别项目的技术选择;针对通过以上方式所发现的问题,以及项目博客上凸显的问题,做出相应的反馈.考虑到如何使这一方法在更广泛的范围内应用,我们也反思了这种公开的工作模式所面临的挑战、这一方法的开支、适应性,以及我们所认为的其在支持开放教育资源管理和传播方面所扮演的角色.“,”This paper examines CETIS experience of supporting a nationwide programme to release Open Educational Resources (the JISC Higher Education Academy UKOER Pilot Programme,http://www.jisc.ac.uk/oer ).We consider how our model of support could inform others and be adapted to encourage sustainable technical support networks for Open Course Ware initiatives.As a national initiative involving universities throughout the UK, the UKOER programme involved a diverse range of OER providers,including individual educators, discipline-based consortia and institutions.Given this diversity it was recognised from the outset that no single technical solution would fit all projects, and therefore no specific tools, descriptive standards, exchange or dissemination mechanisms were mandated (apart from a requirement that the resources produced be represented in a national repository of learning materials ,http://jorum, ac.uk ).In supporting this programme we have had to address diverse approaches and communities and it is likely that any similar pan-institutional initiative for supporting the release of OERs would face similar challenges.Our approach to programme support has sought to move from the detail of specific support issues towards underlying support principles;thereby anticipating other issues and promoting good practice.Our method has been:to provoke conversation through technical presentations and discussion opportunities at meetings or through blog posts;to investigate the technical choices made by individual projects through technical review conversations and record summary details of these conversations publicly online through an interface supporting searching and browsing;and to respond to issues arising from these calls or from project blogs.In considering how this approach could be used more widely we will look at the challenges of working openly, the organisational overhead of this approach, its adaptability, and the role we think it has played in supporting the management and dissemination of OERs for this programme.