Open Educational Resources in Higher Education: A Global Perspective

Foreword
Contents
1 Contextualising Open Educational Resources in Higher Education
1.1 Introduction
1.2 The Definition of Open Educational Resources
1.3 The Origins of Open Educational Resources and the Development Over Time
1.4 The Reasons for the Use of Open Educational Resources
1.5 Theoretical Framework Underpinning the Use of Open Educational Resources
1.5.1 Mezirow’s Theory of Transformative Learning Among Adult Learners
1.5.2 Knowles’ Theory of Andragogy as a Catalyst for Self-Directed Learning
1.5.3 Intersections Between Andragogy and Transformative Learning
1.5.4 Intersections of Andragogy and Transformative Learning in Adult Classrooms
1.6 Chapter Overview
1.7 Conclusion
References
2 Open Educational Resources: A Catalyst for Social Justice and Equality
2.1 Introduction
2.2 Research Question and Methodology
2.3 The OER Movement as a Catalyst for Social Justice and Human Rights
2.3.1 Human Rights and Sustainability Goals
2.3.2 UNESCO OER Recommendation
2.3.3 The Ecosystem of Openness
2.4 Transformation of Education to Achieve the SDGs: The New Social Contract, the Next Normal and Quality
2.5 Discussion and Conclusion
References
3 Developing Supportive Policies and Strategies for Their Implementation: Student Experience with Real-World Cases
3.1 Introduction
3.2 Leadership in Open Education
3.3 Open Education Strategies Course
3.3.1 Open Education Policy Game
3.3.2 Public Exchanges Through Mastodon
3.4 Discussion and Conclusion
References
4 Open Educational Resources: The Promise, Practice, and Problems in Tertiary and Post-secondary Education
4.1 Introduction
4.2 The Promise
4.3 The Practice
4.3.1 Higher Education
4.3.2 OERs in Other Tertiary or Post-Secondary Education—An Example from the State of Texas, United States
4.4 Problems Encountered and Viable Solutions
4.4.1 Validity and Quality of Resources
4.4.2 Fair Use and Creative Common Licenses
4.4.3 Discoverability and Usability (Accessibility)
4.4.4 Limitations of Technology and Connectivity
4.4.5 Costs to Institutions
4.4.6 Implications for Policy
4.5 Conclusion
References
5 The Collaborative Picture Book Format as an Open Educational Resource for Socialisation, Learning, Teaching and Assessment in Higher Education
5.1 Introduction
5.2 Cases
5.2.1 Case 1—What Will Today Bring?
5.2.2 Case 2—The Invisible King
5.2.3 Case 3—Together
5.2.4 Synoptic Reflection on the Three Open Picture Books Cases
5.2.5 Lessons Learned
5.3 Designing Open Picture Book Activities: Applications, Ideas and Rationale
5.3.1 Community Building for Social Learning
5.3.2 Assessment and Feedback as a Process and Product
5.3.3 A Way Forward
5.4 Conclusion
References
6 Reflections on Remixing Open Access Content into Open Educational Resources: A New Paradigm for Sustainable Data-Driven Language Learning Systems Design in Higher Education
6.1 Introduction
6.1.1 Research Paradigm
6.2 Research Context
6.2.1 Research Materials
6.3 Research Methods and Results
6.3.1 Design-Based Research
6.3.2 Automated Content Analysis
6.4 Discussion
6.4.1 The Four Pillars of Re-Use in Knowledge Organisations
6.4.2 Issues of Access in DDL Research
6.4.3 Barriers to Remixing Texts in Data-Driven EAP Materials Development
6.4.4 A Crisis in EAP Identity
6.5 Conclusion
Appendix
References
7 Who Builds It, Who Benefits? Deepening Student and Faculty Knowledge About Wikipedia’s Scholarly Value
7.1 Introduction
7.1.1 OER Background
7.1.2 Methodology
7.2 Benefits to Students
7.2.1 Criteria for Evaluating Sources
7.2.2 Practice in Collaborative Writing
7.2.3 Writing for a Wider Audience
7.2.4 Exposure to a Diversity of Voices
7.3 Benefits to Faculty
7.3.1 Academics’ Concerns About Quality
7.3.2 The Tension of Dual Goals
7.3.3 Support for Instructors
7.3.4 Tracking a Discipline’s Public Presence
7.4 Discussion and Conclusion
References
8 Legacy Building Through a “Teaching with Technology” Open Textbook Project
8.1 Project Context
8.2 Literature Review
8.2.1 OER-Enabled Pedagogy
8.2.2 Students-As-Contributors
8.2.3 Motivational Aspects
8.3 OER Development Process
8.3.1 Description of the Graduate Course
8.3.2 The “Open Textbook Project”
8.3.3 Content Scope
8.3.4 OER Finalization
8.4 Implementation Considerations
8.4.1 Length and Readability
8.4.2 Use and Applications
8.4.3 Designed Flexibility
8.5 Conclusion
References
9 A Mixed-Methods Study with MOOC Learners to Understand Their Motivations and Accessibility Needs
9.1 Introduction
9.2 Background
9.3 Methodology
9.3.1 MOOC Structure
9.3.2 Design of the Study
9.3.3 Design of the Surveys, Sample, and Data Analysis
9.3.4 Design of the Interviews
9.4 Results
9.4.1 Motivations of MOOC Learners with Accessibility Needs
9.4.2 Making MOOCs Accessible for Learners with Accessibility Needs
9.5 Discussion and Conclusion
9.5.1 Motivations of MOOC Learners with Accessibility Needs
9.5.2 Making MOOCs Accessible for Learners with Accessibility Needs
9.5.3 Contributions, Limitations, and Future Work
References
10 Repositories of Open Textbooks for Higher Education: A Worldwide Overview
10.1 Introduction
10.2 Previous Studies
10.3 Methodology
10.4 Results and Discussion
10.5 Conclusions and Future Research
References
11 Integrating Open Education Resource Praxis and Feminist Pedagogy in Gender, Women’s, and Sexuality Studies
11.1 Introduction: Selecting Resources
11.2 An Autoethnographic Approach
11.3 Implementing Open Educational Resource Usage
11.4 Classroom Observations
11.5 Recommendations for Feminist Open Educational Resource Usage
11.6 Conclusion
References
12 The Wikipedia Education Program as Open Educational Practice: Global Stories
12.1 Introduction
12.2 Background
12.2.1 History of the Wikipedia Education Program
12.3 The Study
12.4 Methodology
12.4.1 Participants
12.4.2 Data Collection and Analysis
12.5 Results
12.5.1 The Case Studies
12.5.2 Common Challenges
12.5.3 Common Benefits
12.5.4 Common Lessons Learned
12.6 Conclusion
References
13 Open Educational Resources for Literacies, Diversity, Equity and Inclusion: The Case of Integrating Wikidata into Higher Education
13.1 Introduction
13.2 Background
13.2.1 OERs in Academia
13.2.2 Wikipedia as a Learning Platform
13.2.3 Semantic Networks as a Learning Platform
13.2.4 Wikidata: A Quick Overview
13.3 The Study
13.4 Methodology
13.4.1 Participants
13.4.2 Data Collection and Analysis
13.5 Results
13.5.1 Course Design
13.5.2 Course Outcomes
13.5.3 Students’ Learning Experience
13.5.4 Benefits and Challenges
13.6 Discussion and Conclusion
References
14 Open Educational Resources in the English for Academic Purposes Context
14.1 Introduction
14.2 Literature Review
14.3 Methodology
14.3.1 Context of the Study and Participants
14.3.2 Data Collection and Analysis
14.4 Results
14.4.1 Themes Affecting Both Development and Adoption
14.4.2 Themes Affecting Open Educational Resource Adoption
14.4.3 Themes Affecting Open Educational Resource Development
14.5 Discussion
14.5.1 Features of OERs in EAP
14.5.2 Challenges and Opportunities of Using Open Educational Resources in English for Academic Purposes
14.5.3 Limitations
14.6 Implications and Practical Suggestions
14.6.1 Building a Course-Based Open Educational Resource Material Repository
14.6.2 Professional Research on the Development of Materials
14.6.3 Multidimensional Training Activities
14.6.4 Continuous Research on Open Educational Resources in English for Academic Purposes
14.7 Conclusion
References