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