Using Information Technology to Optimize the Allocation of Teaching Resources in Open Education and Educational Reform Practices

This paper is based on very practical concerns and observations about the Open Educational Resource (OER) movement. While it concerns educational practice, the paper starts with a focus on the rhetoric and stated ideals of the OER movement, exploring the relationship between open education and neoliberalism as an attempt to understand the apparent contradictions within the movement. The paper then looks at OER in distance education as an attempt to understand our own approach to Open Educational Practice (OEP). Drawing on older open education narratives it explores the role of openness in bringing new voices into education through partnerships, and how OEP foster opportunities for groups of learners distanced from education. The paper concludes by acknowledging the deliberate partiality of this reading, and with some questions we are starting to explore.

The concepts of Open Educational Resources (OER) and Open Educational Practices (OEP), regarded as two pillars of the broader open education movement, have been evolving since the concept of OER was first coined in the 2012 Paris Declaration. Several research studies have been conducted to investigate the impacts of OER and OEP adoption and implementation in universities. However, most of those studies have focused on western and developed countries, and little information is known about developing countries, especially Asian ones. Particularly, China was one of the first Asian countries to adopt open education and its related strategies following the MIT OpenCourseWare conference in Beijing in 2003. This study conducts a systematic literature review to investigate the current state of the art of OER and OEP in China. The findings show that several governmental, organizational, and institutional initiatives have been launched to facilitate OER adoption in China. They also show that while several OEPs have been implemented, there is still a continuous need to work on these practices and further investigate their impacts on learning outcomes and behaviors, as no current reviewed study has done so. Finally, a generic framework of OER and OEP challenges is presented along with recommendations to further enhance the adoption of OER and OEP in China.

Location: JC Room G Nowadays, the primary concern in the use of open educational resources (OER) in teaching and learning is that these open and free resources are used merely to promote free access to knowledge online. The need for evidence of the effectiveness of OER in teaching and learning is eminent as it highlights the necessity of the emerging shift from considering OER as open content to considering it as open educational practices (OEP) in order to enhance the innovation in teaching and learning practices. The open educational resources (OER) movement is an established phenomenon in the ‘open’ movement, based on the idea that knowledge is freely available on the internet and open for use with few or no restrictions. Wiley (n.d) introduced the 5Rs (Retain, Reuse, Revise, Remix, Redistribute) framework of permissions for using OER: (a) retain refers to permission to preserve the authorship of the original work and control copies of the content; (b) reuse refers to permission to reuse the materials exactly as they are; (c) revise refers to permission to adapt, modify, improve, and change the content, including translating into different languages; (d) remix refers to permission to mix and incorporate the original content with other material to produce new materials or content; and (e) redistribute refers to permission to distribute revised and mixed original copies among educators and friends. The William and Flora Hewlett Foundation (2013) produced a set of goals stating that by 2017, OER would be significantly integrated into all educational systems at different levels. However, the current status of OER adoption in education is variable, and it has not expanded in higher education due to several obstacles such as discovery issue, remixing issue and quality assurance issue that hinder the spread of OER at the local and national levels (Allen & Seaman, 2016, Al Abri & Dabbagh, 2018). In addition, several scholars (e.g., Pit, 2015; Wiley, Webb, Weston, & Tonks, 2017) believe that OER might have other potential capabilities alongside the sharing of knowledge and providing cost-saving alternatives to expensive textbooks. Among these capabilities, it is believed that OER can promote innovation in pedagogical models when OER become the central focus of teaching and learning practices. However, these perceived benefits of OER cannot be robustly demonstrated without empirical evidence. As a result, the absence of empirical evidence regarding the effectiveness of OER in teaching and learning leads to posing questions about the features and characteristics of courses-supported OEP that can encourage faculty to change the current pedagogy practices and engage students to be co-creators of OER. From this spirit, the OER community encourages researchers to explore how the possibilities of OER in innovating pedagogical models can be put into practice in authentic contexts. Advocating the shift from using OER as mere open content to use it as open educational practices emphasize empowering students ‘contribution to the world of knowledge. Recently, there has been renewed interest in making students’ assignments matter by engaging students in OER creation. The discussion regarding students’ contribution to OER knowledge has engendered the concept of renewable assignments, also called student-created OER. Renewable assignments defined as students’ engagement in creating artifacts that have personal meaning to them and can be shared publicly under the Creative Commons license (Ross, 2018; Wiley, 2017). These artifacts with CC license are students’ OER renewable assignments they executed in courses and published them online for others to use it by practicing the 5R activities (Ross, 2018). Regarding the ethical concern by faculty members of using student-created OER in future courses is that students’ contribution to making their assignments under CC license is optional and they have the right to turn it to OER or to retain it in the university Blackboard. According to the university copyright law, students earn the copyright of their own work. Thus, they have the right to contribute it as OER or to not make it OER. Students who will make their assignments under CC license, they need to understand the different types of CC licenses and the permissions they will grant future students to use it. References Al Abri. M. & Dabbagh. N. (2018). Open educational resources: A literature review. Journal of Mason Graduate Research, 6 (1), 83-104 Allen, I. E., & Seaman, J. (2016). Opening the textbook: Open education resources in U.S. higher education,2015-16. Retrieved from http://www.onlinelearningsurvey.com/reports/openingthetextbook2016.pdf

Open Educational Resources (OER), as openly licensed content free to (re-)use at no cost, are attracting increasing interest from scholars and practitioners for their repurpose value in new educational settings, thus enabling Open Educational Practice (OEP). A topic that is under-explored to date is the role of social networking in OER uptake, affording ways for user groups to socially engage in meaningful learning, and bridging formal and informal learning contexts. This paper critically examines whether and how social networks enable open practice, focusing on the field of language learning and teaching in particular. For the purposes of the study, expert views in response to an open-ended questionnaire on OER/OEP for language education were collected between June and August 2014. The 18 respondents were scholars operating at the crossroads of OER and Computer Assisted Language Learning (CALL). Expert views were analyzed through a content analytic framework in line with three dimensions: the value of the social dimension in OEP, social network affordances in OEP and open learning pedagogies. The study examines whether open educational practice for language education can benefit from trends of user engagement through social networks (comprising reputation, recommendation and badging systems), and the potential implications for open language education. It also contributes to an understanding of changes in learning pedagogies afforded by principles of openness.

Open educational practices (OEP) is an umbrella term that includes the creation, use, and reuse of open educational resources (OER); pedagogical practices encouraging peer learning, collaborative knowledge creation, sharing, and empowerment of learners; and systemic and structural initiatives to support and embed openness. The underlying values of OEP match those of open education more broadly, i.e. enabling educational access, ensuring inclusivity, and furthering equity. Examples of OEP include using OER, renewable/non-disposable assignments (where students publish work openly), collaborative annotation, Wikipedia editing, open courses, and engaging in open learning/teaching communities, among many others. Some people use the terms 'OEP' and 'open pedagogy' interchangeably, while others consider OEP to be a broader concept, inclusive of open pedagogy, as the latter focuses primarily on teaching practices (see Open Pedagogy). OEP can be enacted at the level of individual artifacts, modules or programs (via OER, open pedagogy, open textbooks, open learning design) as well as systemically across institutional structures (via open education policies, open publishing practices, reward/recognition structures). Recent OEP research focuses on the importance of critical and social justice approaches, reflecting wider trends in digital and higher education. Such approaches acknowledge the importance of context and power relations and encourage diverse, inclusive, and equitable approaches to openness.

PurposeThis paper is intended to contextualize the major themes of the special issue, “The Intersections of Open Education and Equity Pedagogy” in the Journal for Multicultural Education, by providing a brief history of open educational resources (OER) and open educational practices (OEP) and highlighting the growing focus on social justice within the field. The purpose of this paper is to generate discussions around the potential of OER and OEP to increase equity within education.Design/methodology/approachThis featured paper summarizes and reviews a brief history of OER and OEP, discusses the integration of equity pedagogy within open education, elaborates on the rationale and process for developing the special issue and concludes by identifying challenges and ongoing conversations for the field as a response to the need for social justice action.FindingsDespite increasing acceptance of OER, educators are not aware of how to implement OER and OEP with equity in mind. As OER and OEP continue to expand, teachers across all educational sectors need examples of how to teach effectively with these resources and practices. There is also a rising focus on culturally relevant and sustaining teaching practices, which OEP can complement.Practical implicationsThe authors provide this featured piece to contextualize the special issue for those new to open education. The authors hope to further the discussion of social justice and equity pedagogy within open education.Originality/valueThis paper provides background for the special issue, to orient readers to the field of open education.

Incorporating the principles of Open Educational Practices (OEP) into teacher training can help prepare future professionals for the challenges they face in their daily work, as curricula and practices are increasingly influenced by digital culture principles. As a concept that is still being consolidated, OEP can assume different meanings. This study, conducted with teachers in basic (ISCED 1-3) and higher education, aimed to identify the (1) the characteristics inherent to OEP; (2) elements of the identity of an ‘open educator’ and their relation to OEP; and (3) the perspective on OEP presented by the participants. The research method consisted of a combination of semi-structured interviews and document analysis. The results indicated that the participants perceptions were aligned with what is identified in the literature as “expansive” OEP, and that OEP is an evolutionary process in multiple dimensions. Based on the analysis, a framework was developed to assist teachers and educators in reflecting on and evaluating their practices, as well as promoting professional development in the context of OEP.

Open educational resources and open education practices have the potential to lower costs and increase participation in higher education. One hundred and ten individuals from higher education institutions around the world participated in a survey aimed at identifying the extent to which higher education institutions are currently implementing open educational resources and open educational practices. The study explores the drivers and challenges faced by institutions considering the implementation of collaborative assessment and accreditation services for courses based on open educational resources, such as the Open Educational Resource University concept. Differences between institutions that are participating in the Open Educational Resources University and non-members are examined. Results from the study indicate that although higher education institutions are aware of, and interested in, open educational resources and open educational practices, there are a number of challenges that need to be overcome to achieve their potential.

This chapter explores the use of open educational practices (OEP) in higher education, the tensions posed by all forms of openness within the academy, the importance of critical approaches to openness, and specific policy considerations to facilitate open education approaches in the curriculum. Open educational resources and OEP emerged as some key areas of development within open education. Through the use of OEP, open educators aim to acknowledge the ubiquity of knowledge across networks and to facilitate learning that fosters agency, empowerment, and global civic participation. Open educators’ use of OEP is complex, personal, contextual, and continually negotiated within sometimes supportive, sometimes unsupportive institutional policy contexts and cultures. Intellectual Property policies at higher education institutions typically state that all work arising from the course of employment remains the intellectual property of the institution. Copyright is one specific form of intellectual property protection, the operation of which prevents the open re-use and sharing of materials.

STEAM education (Science, Technology, Engineering, Arts, and Mathematics) promotes active learning by integrating knowledge for lifelong learning and providing solutions in complex and changing environments. The study was based on the question: What is the future of STEAM education in the context of complexity? The objective of the study was to analyse the components shaping the future of STEAM education in the context of complexity, with the goal of contributing to mobilising strategies that integrate open education and distance practices. Using an instrumental case study design, the research analysed good practices within a Latin American STEAM community focused on developing life skills and complex thinking. A total of 1224 participants from 21 countries took part in online seminars. Data were collected through three instruments assessing perceptions of reasoning for complexity, STEAM practices, and open education practices. The analysis revealed that the future of STEAM education is shaped by elements such as interdisciplinarity, complex thinking as a core competence, the expansion of e-learning supported by mediating technologies, the creation of open education networks for knowledge co-construction, and a strong commitment to socially oriented and sustainable education. The findings show that: a) initiatives like online OER seminars attract diverse participants over time, b) gender does not influence complex thinking levels among educators, c) that Education 4.0 technologies can enhance the mobilisation of STEAM open practices, and d) educators increasingly use social networks as effective tools for sharing resources and promoting open education. The study offers contributions to academic, scientific, and social communities interested in promoting STEAM training actions with educational innovation. Received: 19 October 2024 / Accepted: 11 June 2025 / Published: 08 July 2025

In the wake of a global pandemic, educators need to reflect on their practices, and deeply question whether and how they are ensuring that their teaching provides opportunities to develop 21st century skills such as adaptability, flexibility, a growth mindset and self-directed learning (SDL). Open educational practices can develop student’s SDL by actively engaging them in the co-design of curriculum and assessment processes. Such co-design of assessment practices may mitigate existing stressful, high-stakes examination focussed assessments with more holistic, continuous learning approaches to democratise teaching and learning and make it more relevant to students. To achieve these ideals, current education practices were examined to identify areas where these can evolve to support SDL goals through open education practices. Following an interpretivist epistemology, this mixed-methods study surveyed educators about their assessment practices, beliefs and perceptions, to understand how this aligns to their current learning outcomes, how/whether they develop SDL, and their use of open education resources (OER) and practices (OEP). The survey was completed by 42 educators, some were lecturing in higher education contexts, and others were school teachers who had recently graduated from post-graduate education programmes. The concerns based adoption model (CBAM) was used to analyse the survey responses. Findings identify the need to encourage changes in educators’ beliefs, perceptions and practices around OER and OEP, assessment and SDL competencies. It is suggested that educators be exposed to diverse assessment practices that emphasise regular, meaningful feedback toward developing students’ metacognitive judgement and calibration as critical SDL competencies.KeywordsSelf-directed learningAssessmentOpen education resourcesOpen practicesDemocratisation of education

This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning specifically within a South African milieu. The envisaged chapters cover conceptual and review research and empirical work focussing on open educational practices and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research followed by research on open education in terms of various modules in the health science, music education, law, philosophy, dietetics, anthropology, French language learning, journalism and political science. There is a clear gap in the literature on open education in terms of open educational practices, specifically in terms of contextualising resources, supporting student agency and fostering self-directed learning in a South African context. Despite the existence of some general works on open education in terms of policy, social justice and open textbooks, this book will be unique in exploring the intersections of openness, specifically with contextualisation, student agency and self-directedness.

This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning specifically within a South African milieu. The envisaged chapters cover conceptual and review research and empirical work focussing on open educational practices and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research followed by research on open education in terms of various modules in the health science, music education, law, philosophy, dietetics, anthropology, French language learning, journalism and political science. There is a clear gap in the literature on open education in terms of open educational practices, specifically in terms of contextualising resources, supporting student agency and fostering self-directed learning in a South African context. Despite the existence of some general works on open education in terms of policy, social justice and open textbooks, this book will be unique in exploring the intersections of openness, specifically with contextualisation, student agency and self-directedness.

The number of disabled students is rapidly increasing worldwide, but many schools and universities have failed to keep up with their learning needs. Consequently, large numbers of disabled students are dropping out of school or university. Open Educational Resources (OER) and Open Educational Practices (OEP) contain several relevant features, including the possibility of reusing and remixing, which have led researchers to consider using OER and OEP to facilitate meeting the needs of disabled and functional-diverse students in order to increase their accessibility and e-inclusion capabilities in educational settings. The very limited research to date, however, has provided a limited holistic understanding of accessibility within OER and OEP in order to aid researchers in pursuing future directions in this field. Therefore, this paper systematically reviewed 31 papers to provide insights about functional diversity within OER and OEP. The results obtained highlighted that accessibility is still in its infancy within OER and that researchers should focus more on considering the four accessibility principles — perceivable, operable, understandable and robust — when providing OER. Additionally, while several researchers have focused on several issues related to accessibility within OER, limited focus has been given to assistive technologies using OER. Finally, this paper provides several recommendations to increase accessibility within OER and help design more accessible OER for students with functional diversity.

While there is growing recognition and acceptance of Open Educational Resources (OER) and Open Educational Practices (OEP) in teaching and learning, designing for their integration remains very challenging for educators. Adopting OER and OEP in their profession requires significant changes in practitioners’ pedagogical thinking and practices, which can be supported by the design of appropriate professional development experiences. At the Open University of Sri Lanka (OUSL), significant successes in addressing this challenge have been achieved with the design and development of a rigorous approach and a robust model to support adoption of OER and OEP by practitioners using Scenario-based Learning (SBL). In this paper we explore the efficacy of a scenario-based approach to learning in the integration of OER by practitioners, reflecting on how the SBL approach was tested and refined over three continuing professional development (CPD) interventions conducted at the OUSL over 2013–2017. Based on the findings, we discuss what design strategies of the three CPD interventions best supported the adoption of OER and OEP by practitioners, how effective have been the theoretical constructs and the strategies adopted in the design of CPD interventions, the impacts of the CPD interventions and implications of these experiences for the future.