ABSTRACT
While I have always found myself close to the core ideas promoted by the ‘free and open culture’ movement in general, I have never felt really at ease with all the attempts to promote and celebrate open educational resources (OER) as a major development with truly transformative potential. I have never managed to get as excited as, for example, Iiyoshi and Kumar (2008) when they announced that ‘tens of thousands of course Web sites and other educational materials are now freely available from hundreds of institutions, organizations, and projects from thousands of educators around the world, representing an unprecedented upsurge in access to educational resources’ (p. 2–3).
