Open Education Resource

Open Education Resource

Maureen Wilson, Memorial University of Newfoundland

Definitions and background

In 2001, the Massachusetts Institute of Technology, (MIT), openly discussed the online sharing of faculty-created courseware for free public use to allow for fair access to all. In 2002, UNESCO officially coined the term Open Educational Resources (OER). OER have since been defined as the “technology-enabled, open provision of educational resources for consultation, use and adaption by a community of users for non-commercial purposes” (Kanwar, 2010, p. 66). OER allow users to adapt, consult and share information and communication technology for personal use (Rolfe, 2012).

According to Chen and Panda (2013), OER provides a platform in which users can share knowledge, materials, tools and techniques encouraging open collaboration, communication and co-construction. OER are continually evolving and being amended to demonstrate the growth in productivity and “the sharing of best practices” (Rolfe, 2012, p. 1).

Wilson (2008) maintains that OER provide opportunities to people who are employed, travel extensively, are from differing educational backgrounds, or from differing socioeconomic circumstances. Wilson concludes that OERs have the potential to be life-changing and can lead to the advancement of lifelong learning and self-improvement (2008).

Affordances

OER support the Social Constructivist theory which advocates the importance of social interaction, active participation in learning activities, and the opportunity for authentic learning. In this way, the purpose and focus is for active members to contribute learning experiences, along with meaningful examples, while being mentored and supported by coordinators using an inclusive method for communication (Jesse & Jesse, 2013).

Ally and Samaka (2013) proposed that OER represented a convenient and flexible way to access resources from anywhere in the world at any time allowing learners flexibility to work at a convenient time and pace. Mobile online learning allows flexible delivery of course materials as instructors or tutors are able to circulate information without having face-to-face interaction. (Alley & Samaka, 2013). Similarly, Kanwar (2010) postulated that OER foster collaboration with the potential to exchange information around the globe and “supports capacity building” (p. 67). This can also raise the quality of education being shared and used, and save time and costs for its users, especially in under-privileged nations (Cobo, 2013).

The use of OER also supports active participation and can add richness to first-hand learning experiences (Kumar, 2005). They provide students’ access to course materials either through full or part time study and, allow instructors to quickly distribute materials, feedback, and grades (Egan, Frindt and Mbale, 2013). OER also allows for peer interaction through chat sites, social media, discussion forums, project learning, and group email (Egan, Frindt and Mbale, 2013). Students may also have the opportunity to work with others they would not normally have had an opportunity to due to location; therefore, globalization enables “the overcoming of distance [and] the compression of space and time” (Willems & Bossu, 2012, p.185).

Kumar (2009) observed that India is becoming an active player in open source software as well as open educational resources with an emphasis on e-content, curriculum, and acquisition of more resources, particularly in the fields of science and technology, medicine and public health. OER allows for students to “overcome educational inequities in access, participation, and outcomes across a broad spectrum of formal learning contexts…” (Willems & Bossu, 2012, p. 185).