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

Main Article Content

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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How to Cite
Judith, K., & Bull, D. (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
Section
Models of Open Education in Higher Education
Author Biographies

Kate Judith, University of Southern Queensland

Kate Judith lectures in Academic Communications at the Open Access College at the University of Southern Queensland. She has been engaging with open educational practices both as a practitioner creating and reusing OER, and as a researcher with an interest in the practical applications of open access within established higher education courses.

David Bull, University of Southern Queensland

David Bull is currently the Director of the Open Access College at the University of Southern Queensland, where he advocates for the widespread adoption of open practices for the delivery of higher education. His research interests lie primarily with issues related to equity and access policy in higher education and preparatory program curriculum development.