Open educational resource (OER) adoption in higher education: Challenges and strategies

2017 ◽  
Author(s):  
Tianchong Wang ◽  
Dave Towey
Keyword(s):  
Higher Education ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Challenges And Strategies

scholarly journals Caring for students in postsecondary open educational resource (OER) and open education initiatives: inviting student participation and voice

2020 ◽  
Vol 48 (3) ◽  
pp. 473-487
Author(s):  
Merinda McLure ◽  
Caroline Sinkinson
Keyword(s):  
Higher Education ◽  
Student Voice ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Content Type ◽  
Post Secondary ◽  
Education Movement ◽  
Theoretical Perspectives ◽  
Open Education Movement

Purpose This paper aims to examine librarians’ professional motivations and theoretical perspectives to attend to care and student voice, as they pursue open educational resource (OER) initiatives in higher education. Design/methodology/approach The authors examine OER initiatives that serve as models for their work at the University of Colorado Boulder (CU Boulder), describe how they have attended to care and student voice in their work to date and reflect on how they hope to continue to do so in their future OER initiatives. Findings The authors find connections between theoretical perspectives for care in education and the values and ethics of both the open education movement and librarianship. They propose that these connections provide a foundation for librarians to align their professional motivations and practices in support of learning. The authors provide examples of OER programming that attend to care and student voice and offer related strategies for practitioners to consider. Originality/value Librarians at many post-secondary institutions provide critical advocacy and support the adoption, adaptation and creation of OER in higher education. Theories of care, values and ethics in the open education movement and librarianship provide a foundation for librarians to attend to care and elevate student voice as they undertake OER advocacy and initiatives.

Identifying the Strengths and Concerns of OpenCourseware Design

2014 ◽  
Vol 4 (1) ◽  
pp. 16-26 ◽  
Author(s):  
Chia-Yu Chang ◽  
Huang-Yao Hong
Keyword(s):  
Higher Education ◽  
Exploratory Study ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Massachusetts Institute ◽  
Massachusetts Institute Of Technology ◽  
Learning And Teaching ◽  
Design And Implementation ◽  
E Learning ◽  
Institute Of Technology

This qualitative, exploratory study investigated the design strengths and concerns of OpenCourseware (OCW) for higher education based on user experience, using the translated Chinese website of the Massachusetts Institute of Technology OCW as a venue for exploration (http://www.myoops.org/twocw/mit/index.htm). Forty-two college students, professors, and e-learning experts in Taiwan were recruited to assess the usefulness of the OCW for learning and teaching on this website. Semi-structured, hour-long interviews were conducted. Fourteen factors – including nine strengths and five concerns – that influence the degree of effectiveness of the design and implementation of OCW were identified and discussed with reference to three major design aspects (technological, curricular, and pedagogical). The implications for better design and use of OCW as an open educational resource (OER) were discussed.

scholarly journals Academic impact and perceived value of Wikipedia as a primary learning resource in higher education

2020 ◽  
Author(s):  
Antoni Meseguer-Artola ◽  
Inma Rodríguez-Ardura ◽  
Gisela Ammetller ◽  
Eva Rimbau-Gilabert
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Perceived Value ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Academic Impact ◽  
Learning Resource ◽  
Frequency Of Use ◽  
The Impact ◽  
Positive Effect

Wikipedia is an open educational resource whose frequency of use and importance in higher education are growing. However, empirical evidence about Wikipedia’s contribution to students’ academic performance is scant and many higher education actors express concern regarding its value. By applying a combined theoretical and empirical approach, we examine the impact of Wikipedia as a primary learning resource on both students’ academic performance and the perceived value of Wikipedia. Based on an experimental research design conducted with 2,330 university students, we show that the primary use of Wikipedia in combination with conventional learning resources has a positive effect on students’ academic performance, and that this effect is moderated by course discipline. Furthermore, the students’ perceived value of Wikipedia is positive and, generally, not influenced by individual academic performance.

scholarly journals Guidelines for leveraging university didactics centers to support OER uptake in German-speaking Europe

2016 ◽  
Vol 24 ◽  
pp. 39 ◽  
Author(s):  
Martin Ebner ◽  
Sandra Schön ◽  
Swapna Kumar
Keyword(s):  
Higher Education ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Learning Centers ◽  
Educational Materials ◽  
Copyright Laws ◽  
German Speaking ◽  
E Learning ◽  
Implementation Guidelines

Although less well established than in other parts of the world, higher education institutions in German-speaking countries have seen a marked increase in the number of open educational resource (OER) initiatives and in government-supported OER funding in recent years. OER implementation, however, brings with it a unique set of challenges in German-speaking higher education contexts, stemming in part from copyright laws and use permissions that have made sharing and reuse of educational materials less prevalent. The article discusses how instructional development centers, including university didactics centers (hochschuldidaktische Zentren) and e-learning centers, can play a key role in faculty uptake and adoption of OER, and concludes by proposing a set of OER implementation guidelines that leverage the expertise and interfacing role of these centers in German-speaking countries.

scholarly journals Freeing CP: GIS&T and NACIS in the Open Educational Resources Movement

2009 ◽  
pp. 5-20
Author(s):  
David DiBiase
Keyword(s):  
Higher Education ◽  
Graduate Education ◽  
Information Science ◽  
Geographic Information Science ◽  
Geographic Information ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Special Case

This article positions higher education in geographic information science and technology (GIS&T), including cartography, in relation to the Open Educational Resources (OER) movement. After defining OER and the movement it denotes I compare several initiatives designed to promote free sharing of GIS&T-related educational resources and, in one special case, free provision of graduate education. Finally I consider a justification for conceiving Cartographic Perspectives as an open educational resource, and for freeing it from its current exclusive distribution to NACIS members, subscribers and their patrons.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Support for Study: Online Educational Environments and the Rights to Education

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Lin Lin ◽  
Karen Swan
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Collaborative Inquiry ◽  
Expert Knowledge ◽  
The Self ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Online Learners ◽  
Educational Environments ◽  
Independent Inquiry

This paper uses an online learning conceptual framework to examine the “rights to education” that the current online educational environments could provide. The conceptual framework is composed of three inquiries or three spaces for inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge [42] that online learners pursue and undertake in the process of their learning. Our examinations reveal that most online open educational resource environments (OERs) can incorporate more Web2.0 or Web3.0 technologies so as to provide the self-directed learners, who are the main audience of OERs, with more opportunities to participate, collaborate, and co-create knowledge, and accordingly, to achieve their full rights to education.

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