According to UNESCO, demand for higher education increases globally by approximately 1% each year (Marginson, 2016). This demand will stimulate further coevolution of educational organizations and educational technologies. Along with the increasing demand for higher education is a desire for equality, which can be partially attained through access to higher education (Marginson, 2016).
One option for helping to fill this demand is to use open educational resources (OERs) which are defined as ”Teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution” (UNESCO, 2011). OERs are widely available as are guides for their adoption (e.g. UNESCO & COL, 2015). However, OERs are not widely used, and there remain questions as to how to increase their adoption by institutions (Kaatrakoski, Littlejohn, & Hood, 2017).
This paper describes case studies of two anonymous institutions which have developed OERs in partnership with the OERu. The OERu uses an open business model with transparent planning processes aimed at sustainability. It is “[a]n international network of recognised partner institutions from five continents – providing top-quality tertiary courses to students everywhere” (OERu, n.d., para. 1). This research aims to examine how the institutions developed OERs. Data about organizational culture and processes were collected through interviews with OER developers, analysis of literature pertaining to the institutions and online planning documents, and analysis of course content,
Davis’ (2018) arena of change with technology in education was used to map the institutions’ practices within a global organizing framework to better inform partners about the complex changing educational ecosystems within which they are embedded. The findings aim to support the OERu and its partners to fulfill their vision of providing affordable access to education.
Audience members will be provided with handouts of the presentation slides along with a blank diagram representing Davis’ (2018) arena. These handouts will also be shared on social media and accompanied by #OER19 and an Attribution-only Creative Commons license. The public will be encouraged to reflect on the presentation and consider how they can apply Davis’ (2018) arena to their institutions in an effort to plan OER development by considering the global ecosystem.
Davis, N.E. (2018). Digital technologies and change in education: The arena framework. London & New York: Routledge.
Kaatrakoski, H., Littlejohn, A., & Hood, N. (2017). Learning challenges in higher education: An analysis of contradictions within Open Educational Practice. Higher Education, 74(4), 599-615. Available at: http://oro.open.ac.uk/49063/ [Accessed 1 Dec. 2018]
Marginson, S. (2016). The worldwide trend to high participation higher education: Dynamics of social stratification in inclusive systems. Higher Education, 72(4), 413-434. Available at: https://link.springer.com/article/10.1007/s10734-016-0016-x [Accessed 1 Dec. 2018]
OERu. (n.d.). OERu partners. Available at: http://oeru.org/oeru-partners [Accessed 1 Dec. 2018]
UNESCO (2018). Open Educational Resources (OER). Available at: https://en.unesco.org/themes/building-knowledge-societies/oer [Accessed 1 Dec. 2018]
UNESCO, Commonwealth of Learning. (2015). Guidelines for open educational resources (OER) in higher education. Vancouver: COL & UNESCO. Available at: http://oasis.col.org/handle/11599/60 [Accessed 1 Dec. 2018]