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Open is an invitation: Exploring use of open educational resources with Ontario post-secondary educators

TitleOpen is an invitation: Exploring use of open educational resources with Ontario post-secondary educators
Publication TypeThesis
Year of Publication2018
AuthorsHayman, J.
AdvisorMertler, C., Roen D., & Anderson T.
PublisherArizona State University
DegreeDoctor of Education
Number of Pages1-224
Date Published12/2018
UniversityArizona State University
Type of WorkA Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Education
Keywordsliterature review, MOOC, OER research, open textbooks

During the 2017-2018 academic year, I worked as Program Manager for a
government-funded post-secondary organization in Ontario, Canada. A core part of my
professional role was creating awareness and increasing the use of open educational
resources (OER) in partnership with Ontario educators. I conducted this work with the
support of colleagues and OER advocates at public colleges and universities.
Collectively, we focused on the use of OER as an opportunity to: (a) reduce the cost of
post-secondary resources, (b) diversify the types of resources used in teaching and
learning, and (c) explore opportunities to create assessments and activities that
empowered learners as co-creators of knowledge. Alongside my professional role during
this year, I engaged in a mixed-methods action research study using change management
strategies and Ajzen’s (1991) Theory of Planned Behavior. The purpose of the study was
to determine the usefulness of an awareness and support strategy designed to increase the
use of OER among post-secondary educators in Ontario.

For many of the participants in the study (n = 38), OER were new elements in
their teaching practice. I engaged in focused and meaningful dialogue with them as part
of professional development sessions in order to fully explore their perspectives about
use of OER. I chose two facilitation designs as the action of my action research. The first
was a pair of face-to-face workshops, and the second was an open online course
commonly called a MOOC (massive open online course). These were the interventions
(and innovations) for the study. From the perspective of the participants, the awareness
and support strategies were determined to be useful for increasing their use of OER


Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)

Refereed DesignationRefereed
Dissertation_Hayman_December2018_OpenlyPublished.pdf4.09 MB
Total votes: 4