Assessing the potential for openness: a framework for examining course-level OER implementation in higher education

Article


Judith, Kate and Bull, David. 2016. "Assessing the potential for openness: a framework for examining course-level OER implementation in higher education." Education Policy Analysis Archives. 24 (42). https://doi.org/10.14507/epaa.24.1931
Article Title

Assessing the potential for openness: a framework for examining course-level OER implementation in higher education

ERA Journal ID19928
Article CategoryArticle
AuthorsJudith, Kate (Author) and Bull, David (Author)
Journal TitleEducation Policy Analysis Archives
Journal Citation24 (42)
Number of Pages19
Year2016
Place of PublicationUnited States
ISSN1068-2341
Digital Object Identifier (DOI)https://doi.org/10.14507/epaa.24.1931
Web Address (URL)http://epaa.asu.edu/ojs/article/view/1931
Abstract

The implementation of open educational resources (OER) at the course level in higher education poses numerous challenges to education practitioners—ranging from discoverability challenges to the lack of knowledge on how to best localize and utilize OER as courseware. Drawing on case studies of OER initiatives globally, the article discusses field-tested solutions to addressing those challenges at the faculty level, the programmatic level, and institutional level. The article concludes with an ontological framework that highlights the importance of weighing the efficiencies afforded by a higher level of institutional control in OER implementation efforts, with the need for individual freedom on behalf of faculty to creatively use and adapt OER.

KeywordsOEP; open educational practices
ANZSRC Field of Research 2020390102. Curriculum and pedagogy theory and development
Byline AffiliationsOpen Access College
Institution of OriginUniversity of Southern Queensland
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