Author: Monica Brown
Institution: Boise State University
Country: United States
Topic: Applications of Open Education Practices/Open Pedagogy/Open Education Research
Sector: Higher Education
UNESCO Area of Focus: Building capacity
Session Format: Presentation
Abstract
Some have explored the challenges facing faculty development of OER and the creation of effective publishing pathways (Bachelor, 2019; Lashley, et al., 2017). While the insights offered may be helpful in a range of contexts, there exists a unique set of obstacles to address when providing support for faculty to compile and adapt resources for their particular needs.Two of the Rs of OER - remix and revise - lie somewhere between straightforward adoption of an OER textbook and the creation of a whole new resource from scratch.Providing the specific type of faculty support needed for the successful adaptation of an OER textbook is its own unique challenge. These obstacles include a lack of time, access to the right technology, and the expertise to navigate not only finding materials but interpreting their licenses (Belikov & Bodily, 2016; Stagg, 2014). During the compilation process, there are additional questions including understanding attribution and adaptation statements, making use of fair use, and properly citing the sources of content.
The complexity also increases when attending to issues of diversity, equity, and inclusion in course materials. Relatively little work has been published to thoroughly explicate how to revise materials for greater equity in the OER context (Nusbaum, Cuttler, Swindell, 2020; Lambert, 2018; Kalir, 2018). Course materials can serve as a vehicle for reinforcing stereotype threat, obscuring systemic structures of oppression, and erasing the contributions of marginalized communities. As such, it is vital to provide space and support within OER programs to not simply create greater awareness of equity barriers but to transform them as they manifest in course materials.
To address these concerns, a newly developed distance grant program was developed. The program was structured to support faculty in working through the unique constraints of revision and remix with open licenses. Using a cohort model, this institution fostered the development of these remixed OER textbooks via a distance learning experience over the course of Summer 2020. Careful attention was paid throughout the program to diversity, equity, and inclusion in course material development. This included space for both reflection on the intersections of equity and the faculty’s given discipline alongside action on principles of inclusive teaching. As a result of this program, a new community of practice was fostered for online faculty at the institution that resulted in the uptake of OER adoptions in online courses.
Keywords
distance learning, equity, faculty development
