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Moving to open educational resources at Athabasca University: A case study

TitleMoving to open educational resources at Athabasca University: A case study
Publication TypeJournal Article
Year of Publication2013
AuthorsIves, C., & Pringle M. M.
EditorsConrad, D., & McGreal R.
PublisherIRRODL
Volume14
Start Page1
Issue2
Pagination1-13
Date Published06/2014
Place PublishedAthabasca, Alberta
Type of WorkSpecial Issue - Open Educational Resources: Opening Access to Knowledge
ISSN1492-3831
Keywordscase study, course design, course production, OER
Abstract

Since the birth of the World Wide Web, educators have been exchanging ideas and sharing resources online. They are all aware of the turmoil in higher education created by freely available content, including some hopeful developments charted in this issue. Interest has grown steadily over the past decade in making a university-level education openly available to students around the globe who would otherwise be overlooked, and recommendations for how to do this are well documented (e.g., UNESCO, 2002; OECD, 2007). Initiatives in the United States (Thille, 2012), Canada (Stacey, 2011b), Africa (OER Africa, n.d.), and the United Kingdom (JISC, 2012) are easily accessed and case studies abound (e.g., Barrett, Grover, Janowski, van Lavieren, Ojo, & Schmidt, 2009). Supporting the widespread availability of OER is a goal that Athabasca University (AU) has embraced through association with the Commonwealth of Learning and by becoming a charter member of the OER University (OERu, 2011). The use of OER in AU programs has strategic local implications that go beyond the five reasons for institutions to engage in OER projects described by Hylén (2006). Recently at AU explorations have begun into the potential of using OER in course design and production.

URLhttp://www.irrodl.org/index.php/irrodl/article/view/1534
Rights

Creative Commons Attribution 4.0 International (CC BY 4.0)

Refereed DesignationRefereed
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