Feasibility protocol: an instrument to assist institutional adoption of OER

Bossu, Carina and Brown, Mark and Bull, David (2013) Feasibility protocol: an instrument to assist institutional adoption of OER. Working Paper. University of New England , Armidale, Australia. [Report]

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This summary document is written for the senior executives of higher education institutions, mostly Australian institutions. It explores the Feasibility Protocol, which is a key outcome of a research project titled:
'Adoption, use and management of Open Educational Resources to
enhance teaching and learning in Australia'.

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Item Type: Report (Working Paper)
Refereed: No
Item Status: Live Archive
Additional Information: This document is published under the terms of the Creative Commons Attribution 3.0 Australia. Under this license, you are free to share (to copy, distribute and transmit the work), to remix (to adapt the work) and to make commercial use of the work, under the following conditions: You must attribute the DEHub, University of New England, as the copyright holder.
Faculty/School / Institute/Centre: Current - USQ Other
Faculty/School / Institute/Centre: Current - USQ Other
Date Deposited: 01 Dec 2013 22:46
Last Modified: 07 Nov 2017 02:22
Uncontrolled Keywords: open education practices; OEP; open educational resourcecs; OER; government policy
Fields of Research (2008): 16 Studies in Human Society > 1605 Policy and Administration > 160506 Education Policy
13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1301 Education Systems > 130103 Higher Education
Fields of Research (2020): 39 EDUCATION > 3902 Education policy, sociology and philosophy > 390201 Education policy
39 EDUCATION > 3904 Specialist studies in education > 390405 Educational technology and computing
39 EDUCATION > 3903 Education systems > 390303 Higher education
Socio-Economic Objectives (2008): E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/24303

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