A Third Space: Infusing Open Educational Resources (OER) with Universal Design for Learning (UDL)

Abstract

In a rapidly changing educational landscape digital access has become a fundamental need for all learners and educators. Without virtual access to education in March 2020, as a result of the COVID-19 global pandemic, education would have been inaccessible for all. It is in this context of rapidly widening access to digital learning resources that we examine the opportunities for students to become co-creators. Open educational resources (OERs) are central to achieving the creation of a valuable ecosystem for the student, practitioner and educator in which to create and collaborate. This chapter introduces the concept of open and participatory education which provides globally available equal access to collective knowledge. We follow with an explanation of the transition from the passive consumption of technology to students as designers ensuring understanding of the how, where and why learning takes place through the effective use of learner designed OER. The chapter views OER through the Universal Design for Learning (UDL) lens to support the underpinning of inclusive and equitable design for all. The chapter contributes to the theoretically motivated arguments regarding OER and UDL for students and educators at higher education; particularly, it contributes to the discussion of the design of artefacts for learning in formal education and across multiple settings. Furthermore, the chapter highlights the importance of the third space, where we embed UDL design principles in OER design, to establish a supportive technological infrastructure for learning.KeywordsOpen Educational Resources (OER)Universal Design for Learning (UDL)InclusionAccessibilityDesign thinkingStudents as co-creators