The implementation of open educational resources (OER) at the course level in higher education poses numerous challenges to education practitioners-ranging from discoverability challenges to the lack of knowledge on how to best localize and utilize OER as courseware. Drawing on case studies of OER initiatives globally, the article discusses field-tested solutions to addressing those challenges at the faculty level, the programmatic level, and institutional level. The article concludes with an ontological framework that highlights the importance of weighing the efficiencies afforded by a higher level of institutional control in OER implementation efforts, with the need for individual freedom on behalf of faculty to creatively use and adapt OER. Evaluando el potencial de lo "abierto": una estructura para examinar la implementación de los Recursos Educacionales Abiertos al nivel de curso en educación post-secundaria Resumen: La implementación de recursos educativos abiertos (REA) al nivel de curso en educación post-secundaria genera dificultades numerosas para los profesionales de la educación. Basándose en una revisión de la literatura vinculada a la implementación de los REA en programas de educación superior a nivel mundial, los autores identifican los principales desafíos que enfrentan los profesionales de educación, así como las estrategias para resolverlos. Por examinar las estrategias de implementación derivadas de la literatura previa, los autores identifican tipos variados de apoyo, los cuales se presentan como un continuum ontológico para asistir a los desarrolladores de los REA y quienes que toman decisiones institucionales, en cuanto a determinar métodos efectivos y políticas para cultivar prácticas educativas abiertas. El artículo concluye con una discusión de las implicaciones del continuum con respeto a los niveles de control y riesgo conllevado en utilizar el diverso rango de estrategias examinadas. Palabras clave: REA; Recursos Educativos Abiertos; estudios de caso; reutilización; colaboración; educación post-secundaria; políticas públicas; materiales de instrucción y practicas Avaliando o potencial do "aberto": um enquadramento para examinar a implementação dos REA ao nível do curso na educação superior Resumo: A implementação dos recursos educativos abertos ao nível do curso na educação superior apresenta desafios numerosos para os professionais de educação. Baseado numa revisão da literatura ligada à implementação dos REA em programas de educação superior á nível mundial, os autores identificam os principais desafios na implementação dos REA que enfrentam os professionais da educação assim como estratégias para resolvê-los. Ao examinar as estratégias de implementação aprendidas a partir da literatura, os autores identificam diferentes tipos de apoio que eles apresentam como um contínuo ontológica para ajudar os desenvolvedores de REA e os tomadores de decisões institucionais em determinar métodos e políticas eficazes para cultivar práticas educativas abertas. O artigo termina com uma discussão da...

For fifteen years, Australian Higher Education has engaged with the openness agenda primarily through the lens of open-access research. Open educational practice (OEP), by contrast, has not been explicitly supported by federal government initiatives, funding, or policy. This has led to an environment that is disconnected, with isolated examples of good practice that have not been transferred beyond local contexts.This paper represents first-phase research in identifying the current state of OEP in Australian Higher Education. A structured desktop audit of all Australian universities was conducted, based on a range of indicators and criteria established by a review of the literature. The audit collected evidence of engagement with OEP using publicly accessible information via institutional websites. The criteria investigated were strategies and policies, open educational resources (OER), infrastructure tools/platforms, professional development and support, collaboration/partnerships, and funding.Initial findings suggest that the experience of OEP across the sector is diverse, but the underlying infrastructure to support the creation, (re)use, and dissemination of resources is present. Many Australian universities have experimented with, and continue to refine, massive open online course (MOOC) offerings, and there is increasing evidence that institutions now employ specialist positions to support OEP, and MOOCs. Professional development and staff initiatives require further work to build staff capacity sector-wide.This paper provides a contemporary view of sector-wide OEP engagement in Australia—a macro-view that is not well-represented in open research to date. It identifies core areas of capacity that could be further leveraged by a national OEP initiative or by national policy on OEP.

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