Moodle training interests - an OER approach

I wanted to share/articulate my vision for possible future use of Moodle (and training needs) using an Open Educational Resources (OER) approach. This represents an 'ideal' and long-term approach (for me) and is part of my professional development goals. I realise miracles generally don't happen overnight, but an active community might help to stoke the fire. I suspect it will take me a few years to achieve teaching in this way, but each year I aim to get one step closer.

Besides general needs for the Centre for Applied Psychology staff (who tend to have pretty basic/standard unit sites/needs), my interest with Moodle will be to understand the extent to which I can use it as a platform for teaching using a free and open source pedgagogical approach. In practice, what this means is a hosting / managed environment in which:

1. Unit sites provide a high level of usability for public access (e.g., when a student graduates from a unit, I would like for them to have ongoing access, and not to them be locked out a learning community in which they were an active participant, plus I want to allow for involvement and access by non-UC people, etc.)
2. Use of open licensed material (I put my content in the public domain, but also make use of GFDL, and Creative Commons-licensed materials which need to be redistributed with such licenses - how does Moodle/UC manage licensing? I suspect, among other things, that UC's outdated Intellectual Property (IP) policy will need an overhaul - with cultural debate/change needed amongst practictioners and administrators.)
3. Use of open document formats (e.g., .odt, .odp., .ods, .ogg, etc. - so that I aren't locking students into use of commercial software in order to access resources when reasonable free and open source alternatives exist.)
4. Sites in which students and colleagues can edit as much of the content as possible (i.e., minimising the artificial distinction between "teacher"  and "student" in content creation/development as much as possible.)

I'm finding that such goals are reasonably disruptive to the status quo (i.e, clashes/challenges existing policy, attitudes, and technology design), but such principles make moral and pedagogical sense (at least to those who identify as part of open educational resource communities). As a result, such goals are often best achieved, at least in the short-term, external to the sanctioned university teaching environments. OER teaching, nevertheless, can be quite practicable (as long as technology/policy allows for it - otherwise challenge/change is needed) and rewarding for staff/students/institution/broader community.

This year I've tried hosting most of my materials via Wikiversity (a sister project to Wikipedia, hosted by the non-profit Wikimedia Foundation), with accompanying discussions via Google Groups, lecture slides hosted on Slideshare, plus some use of ucspace (e.g., for file hosting and widget embedding). But the front-end is presented via Wikiversity e.g., unit homepages include:

1. Social psychology (3rd year)
2. Research methods (4th year)
3. Survey methods (3rd year)

I suspect I'll continue to use non-UC tools (e.g., because students can continue to access these materials and they are learning technologies that they can continue to use, rather than being bound by institutional contraints), with UC's Moodle implementation used mainly for marks and Callista/LDAP integration, but there are a few gaps/needs I have, plus I'm open to ways of utilising Moodle, e.g., for:

1. File hosting (there is a limited range of file types which can be hosted on Wikiversity - currently I'm uploading such files to ucspace)
2. Multimedia hosting/embedding (UC currently only pushes out .wmv and .wma files from lecture recordings - longer-term, we need to revive the UC project to upgrade recording infrastructure/software; the short-term workaround is that I need to get a digital voice recorder and create my own podcasts and voice-synched slidecasts)
3. Quizzes and online exams (Wikiversity has a quiz module, but this is for practice only, i.e., it doesn't record marks - so, I am to use Moodle to conduct supervised online exams)
4. Online-only units - There is growing interest within our discipline, the university, and within the educational sector more broadly, for delivering blended learning and online-only units of learning. Whilst this can be done using any platform, and is arguably no different from "good pedagogy", I am curious about what can Moodle offer to support/facilitate such endeavours?

Having said all of this, I suspect I'm in a small minority in being motivated to teach in an OER way, so I would suggest the university should pitch its Moodle training at general/common needs, not specific, idiosynchratic needs.

I encourage suggestions, ideas, and discussion.