User-centred web applications such as Wikis or Weblogs are becoming increasingly popular. In contrast to the early Internet, these applications especially focus on the participation of people, on the creation, sharing and modifying of content and on an easy access. Based on this, they are assumed to contribute to self-regulated and life-long learning which is on the agenda of most industrialized countries throughout Europe. However, as shown in the recently published road mapping work of the Open E-Learning Content Observatory Services (OLCOS) project, comprehensive frameworks for learning processes that make use of Open Educational Resources (OER) are missing. In particular it remains unclear how OER can actually contribute to forms of self-regulated learning since this requires a great deal of volitional competence, i.e. the ability to deal with distractions and fluctuations of motivation or emotion which is therefore regarded as a crucial factor (Deimann & Keller, 2006). In this regard, the Volitional Design Model (Deimann, 2007) provides a useful instrument to unfold the potentials of OER by (1) targeting key aspects of the learner’s behaviour in the learning process, and (2) suggesting powerful strategies to tackle decreased motivation. An exemplified volitional design approach using OER will be discussed. (DIPF/Orig.).