Location
SMU
Abstract
Type of presentation: Full Session
ABSTRACT
In 2012, at the World Open Educational Resources Congress in Paris, UNESCO declared that governments within their powers should develop strategies and policies that promote open educational resources (OER) as an avenue toward the universal right of equity of access to education. Though OER has increased exponentially in availability since that time, there remain confounding factors that act as barriers to OER adoption, such as ease of discovery, ease of adaptability and re-use, and uncertainty regarding quality and sustainability. Numerous studies have examined these barriers, and these studies should be of concern to librarians who support OER use. This session will provide an overview of findings from the literature on barriers and possible solutions to OER adoption. The goal is to improve librarians’ understanding of these barriers, which may impede their role as OER advocates.
Included in
Cataloging and Metadata Commons, Higher Education and Teaching Commons, Instructional Media Design Commons
Barriers to OER Adoption (and possible solutions)
SMU
Type of presentation: Full Session
ABSTRACT
In 2012, at the World Open Educational Resources Congress in Paris, UNESCO declared that governments within their powers should develop strategies and policies that promote open educational resources (OER) as an avenue toward the universal right of equity of access to education. Though OER has increased exponentially in availability since that time, there remain confounding factors that act as barriers to OER adoption, such as ease of discovery, ease of adaptability and re-use, and uncertainty regarding quality and sustainability. Numerous studies have examined these barriers, and these studies should be of concern to librarians who support OER use. This session will provide an overview of findings from the literature on barriers and possible solutions to OER adoption. The goal is to improve librarians’ understanding of these barriers, which may impede their role as OER advocates.
Comments
REFERENCES
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Abeywardena, I. S., Tham, C. Y., & Raviraja, S. (2012). Conceptual framework for parametrically measuring the desirability of open educational resources using D-Index. International Review of Research in Open & Distance Learning, 13(2), 59-76.
Amiel, T. (2013). Identifying barriers to the remix of translated open educational resources. International Review of Research in Open & Distance Learning, 14(1), 126-144.
Beaven, T. (2013). Qualitative methods for researching teachers’ (re)use of OER. In OER13: Creating a Virtuous Circle, 26 - 27 March 2013, University of Nottingham.
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Tuomi, I. (2013). Open educational resources and the transformation of education. European Journal of Education, 48(1), 58-78.
UNESCO. (2012). World Open Educational Resources (OER) Congress, Paris, June 20-22, 2012.
Valiente, M-C., Sicilia, M-A., Garcia-Barriocanal, E., & Rajabi, E. (2015). Adopting the metadata approach to improve the search and analysis of educational resources for online learning. Computers in Human Behavior, 51B, 1134-1141.
Wani, Z. A., & Sofi, A. A. (2016). Retrieval efficiency of select search engines vis-à-vis diverse open courseware formats. The Electronic Library, 34(3), 457-470.