Abstract
In keeping with its land grant mission, a university campus library partnered with several OER advocacy efforts on both national and state levels to promote the creation and use of OER at the university. While the program had some initial success in inspiring faculty to create and use OER in their courses, the effort proved difficult to sustain. This paper presents the application of the Performance Improvement/HPT model to an Open Educational Resources (OER) initiative in a university library. This paper focuses specifically on three phases of the process: organizational analysis, environmental analysis, and gap analysis We share results of that application and discuss how the HPT model might effectively be applied to other similar programs.
Highlights
In keeping with its land grant mission, a university academic library partnered with several Open Educational Resource (OER) advocacy efforts on both the national and state levels to promote the creation and use of Open Educational Resources (OER) at the university
This paper describes how the Performance Improvement/Human Performance Technology (HPT) model (Van Tiem et al 2012) was applied to improve an Open Educational Resources (OER) initiative at an academic library, as an example of how HPT might be applied to improve scalability and sustainability in other OER programs
Documents included minutes of faculty council meetings, a survey sent by a faculty council committee regarding faculty awareness of student textbook use, a financial worksheet associated with the pilot project, an archived conference presentation, the library research guides, and a book chapter authored by personnel previously involved with the library OER initiative
Summary
In keeping with its land grant mission, a university academic library partnered with several Open Educational Resource (OER) advocacy efforts on both the national and state levels to promote the creation and use of OER at the university. Documents included minutes of faculty council meetings, a survey sent by a faculty council committee regarding faculty awareness of student textbook use, a financial worksheet associated with the pilot project, an archived conference presentation, the library research guides, and a book chapter authored by personnel previously involved with the library OER initiative. To answer the question “What is the current state of development of allies in the library OER initiative?” (Cohen et al 2018) we applied data indicating communication between the Faculty Council Student Affairs and Learning Resources Committee regarding a survey sent to faculty exploring faculty awareness of student textbook purchasing practices (see Appendix Fig. 1). Documentation is being addressed through the formation of a campus-wide working group to develop a formal process for documenting the work of the OER team and its partners across the campus
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