An empirical framework for mainstreaming OER in an academic institution

Abstract

Purpose There is immense potential in open educational resources (OER) for encouraging systemic change within academic institutions toward increasing access and equity in education. The purpose of this paper is to propose an empirical framework and a checklist for mainstreaming OER in an academic institution. Design/methodology/approach The empirical framework and the mainstreaming checklist is formulated based on an extensive review of literature and case studies strengthened by the author’s personal experience as an academic, researcher, practitioner, policymaker and international development expert in the field of OER. Findings The proposed empirical framework and OER mainstreaming checklist identifies several processes to be completed by key stakeholders for successful mainstreaming of OER in an academic institution. Practical implications The proposed framework assumes that the institution which is undergoing mainstreaming of OER follows the principles of outcomes-based education and that it has an established mechanism for measuring the mastery of learning outcomes and the role of OER in accreditation. Originality/value One key feature of the framework is its horizontal structure where stakeholders take a team-based approach to completing the required tasks for mainstreaming OER. This, in turn, increases ownership of the mainstreaming process leading to higher success rates and sustainability. Second, the mainstreaming checklist breaks down each process into several achievable tasks and assigns them to the relevant team. Third, the framework supports continuous quality improvement which encourages institutions to periodically revisit the processes to make necessary course corrections and enhancements.

OER Mainstreaming in Tonga

“…In response, the Commonwealth of Learning (COL) recommends several concrete actions to mainstream OER. To guide the implementation of these recommendations in a practical scenario, Abeywardena (2017) proposes the horizontal framework for OER mainstreaming and the OER mainstreaming checklist. This paper details the use of the horizontal framework for OER mainstreaming and the OER mainstreaming checklist within the Strategic OER Implementation Project in Tonga.…”

“…Second, the methodology for this project is structured around the horizontal framework for OER mainstreaming in an institution (Figure 1) and the OER mainstreaming checklist (Table 1). According to Abeywardena (2017), each process in the OER mainstreaming checklist vis-à-vis the mainstreaming tasks, need to be completed for the successful mainstreaming of OER in an institution. Table 3 summarizes the outputs of Phase 1 and 2 of the project against the mainstreaming checklist.…”

“…Adapted from "An empirical framework for mainstreaming OER in an academic institution," by I.S. Abeywardena, 2017, Asian Association of Open Universities Journal, 12 (2) The activities, outputs and expected outcomes of the project are summarized in the project evaluation chart ( Table 2). The various stages of the project model that correspond to the key stakeholders are detailed in Figure 3.…”

“…In response, COL recommends several concrete actions to mainstream OER (Commonwealth of Learning, 2017) which are: (a) develop and implement an institutional OER policy; (b) create institutional mechanisms for OER quality assurance; (c) recognize faculty contribution to OER; (d) institute an award for best OER; (e) create an institutional repository for OER; (f) regularly organize capacity-building programs for teachers; (g) conduct and support research on OER; (h) collaborate with other institutions to avoid reinventing the wheel; (i) take steps to improve the institution's ICT infrastructure; and (j) developaccessible OER. To guide the implementation of these recommendations in a practical scenario,Abeywardena (2017) proposes the horizontal framework for OER mainstreaming(Figure 1) and the OER mainstreaming checklist(Table 1). The methodology of this project is based on this framework and checklist proposed by Abeywardena.…”

Strategy of using ICT in ODL to disseminate higher education in tribal communities: a case of MP, India

“…Abeywardena (2017) posits that instead of underestimating ICT, it should be considered significantly useful for the purpose of mainstreaming process of OERs providing important underpinnings to ODL which are predominantly digital and demands higher bandwidth. While Shrestha et al (2010) stressed upon the significant issue of poor Internet connectivity in developing countries such as India due to lesser bandwidth and lack of appropriate infrastructure for optimally utilizing ICT more particularly in remote areas affecting the teaching-learning experience negatively; Pugoy et al (2016) to have argued in favor of enhancing optimally the utilization of ICT in syncing OERs In future keeping in view the limited bandwidth.…”