The effect of Open Educational Resources (OER) on Higher Education is still disappointing. (Re)use of materials, which can be accessed and employed freely, has not developed in such a way that it has changed the attitudes and behavior of teachers. After analyzing several aspects of the problem the article will focus on educational reasons to improve this situation. It is argued that to strive for context free learning objects is heading in the wrong direction. The author proposes to link OER not only with an educational taxonomy of learning outcomes but also with typical patterns of educational scenarios.