Thanks Oliver
It’s easy to confuse the subtleties of arguments in discussions like this – you make some great points !
🙂

Of course! It’s perfectly fine to discuss trustworthiness tied/related/… (sorry, English it not my mother tongue, and am often not as precise as I’d love to) OER. The thing is that I wonder why it most often comes up with OER, but not with materials used for teaching in general. It was not my intention to say that you limited the problem to OER.

Translating “sapere aude” as a fairly lose “Dare to think for yourself” to me means most opinions are valid (if based on some level of evidence).

The phrase “sapere aude” is closely linked to the ideas of the “Enlightenment” in 19th century Europe, and the message is quite different, rather “Everyone is entitled to have his/her own opinion, but not his/her own facts” as it means not to blindly trust information that you encounter but to use reason to evaluate it. I just wanted to express that I personally value teaching this idea to people in general higher than installing quality assurance processes for one particular type of resource.

“I don’t see the need to tie this issue to OER…”
1. It’s possible to relate (not tie) many factors to OER – I was discussing OER here, so it’s perfectly OK to discuss quality/trustworthiness in this context.
2. I did not “suggest[ing] it was some flaw that other resources don’t suffer from” – I don’t see that even lightly inferred in the text I wrote.
Translating “sapere aude” as a fairly lose “Dare to think for yourself” to me means most opinions are valid (if based on some level of evidence).

It might not hurt to have some mechanisms to support decision making, but they can be flawed, tampered with, and people might also blindly trust those if they are in place. I’d rather vote for “sapere aude” and for putting effort into fostering digital literacy.

Yes, it’s fascinating how copyright law, and academic freedom, vary greatly between countries.
And OER crosses both of these areas (and more besides!) – which makes it quite complex.
I would like to believe that teachers and trainers evaluate every piece of OER they access and use, but I think the reality may be that many do not, or only at a cursory level.
I’ve seen countless links like “…go and view this YouTube video before class” – which are often poor quality, and only barely relevant.
So I do think there is a gap in the market, for small bites of OER, that can easily be remixed, or mixed together, underpinned with some level of community rating or quality control … perhaps some form of an “author / creator reputation” model ?

And if they do, what what is the quality control process that can be used here?

This seems to be a never-ending discussion in the OER world. I think it is safe to say that remixing materials from all kinds of sources is on of the bread-and-butter tasks of teachers. They have to evaluate information either way, OER or not. I understand the call for some higher authority to give some form of blessing, but I think digital literacy must replace it.