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

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).

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.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to published version in accordance with the copyright policy of the publisher. freely available to read online.
Faculty / Department / School: Current - Open Access College
Date Deposited: 20 Apr 2016 01:56
Last Modified: 20 Apr 2016 01:56
Uncontrolled Keywords: OEP; open educational practices
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
Identification Number or DOI: doi:10.14507/epaa.24.1931
URI: http://eprints.usq.edu.au/id/eprint/29051

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