There is scant evidence of OER reuse or sharing; OER apologists maintain that reuse is happening in private spaces, but others argue there is no evidence of such ‘dark reuse’. The OER lifecycle provides a model of OER engagement, defining five key practices: finding, composing, adapting, reusing and sharing. However, no empirical research has yet investigated whether teachers’ engagement with OER follows this model; evidence from OER repository analytics suggests not. This paper draws on an empirical study of engagement with an OER repository by language teachers at a distance university (The Open University UK). Through the applied thematic analysis of data generated through observation of lesson preparations, the paper’s contribution is to validate the OER lifecycle model and provide evidence of ‘dark reuse’. Qualitative tools, sensitive to the situated nature of OER engagement, are crucial to understanding invisible practices around ‘dark reuse’, and sophisticated models that embrace the complexity of OER ecosystems are needed.

中文翻译：

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“黑暗再利用”：对教师开放教育资源参与的实证研究

很少有OER重用或共享的证据；OER辩护律师坚持认为，重复使用是在私人空间中进行的，但其他人则认为没有这种“黑暗重复使用”的证据。OER生命周期提供了OER参与的模型，定义了五个关键实践：查找，组成，调整，重用和共享。但是，尚未进行任何实证研究来调查教师对OER的参与是否遵循这种模式。OER存储库分析的证据表明没有。本文基于一所远程大学（英国公开大学）的语言教师对OER资料库参与度的实证研究。通过对通过观察课程准备而产生的数据进行应用主题分析，本文的作用是验证OER生命周期模型并提供“暗重用”的证据。定性工具