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dc.contributor.authorAVU
dc.date.accessioned2018-06-28T08:03:00Z
dc.date.available2018-06-28T08:03:00Z
dc.date.issued2018-04-12
dc.identifier.urihttp://oer.avu.org/handle/123456789/814
dc.description.abstract

A driving concern for OER stakeholders is that there is a gap between the concept of giving away knowledge for free and the actual use of free and open resources for teaching and learning. Studies (Ehlers 2011; Camilleri, Ehlers & Pawlowski 2014) suggest that while OER are high on the agenda of many stakeholders, their use in higher education has yet to reach a critical threshold. Ehlers (2011) attributes the findings of low OER usage to an undue and disproportionate focus on building more access to digital content, with too little consideration of whether access alone will support educational practices and promote quality and innovation in teaching and learning. He argues that while the first phase of the OER movement has been successful in promoting the idea that knowledge is a public good, and in motivating organizations and individuals to publish OER, the potential of OER to transform practice is yet to be realized. This can be realized through open educational practices (OEP).

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dc.language.isoenen_US
dc.publisherAVUen_US
dc.titleCan OER availability lead to open education practices?en_US
dc.typeArticleen_US


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