An empirical framework for mainstreaming OER in an academic institution

• Main Author: Ishan Sudeera Abeywardena
• Format: Article
• Language: English
• Published: Emerald Publishing 2017-11-01
• Series: AAOU Journal
• Subjects: open educational resources; oer from commitment to action; oer mainstreaming; oer mainstreaming checklist; oer mainstreaming framework
• Online Access: https://www.emerald.com/insight/content/doi/10.1108/AAOUJ-11-2017-0036/full/pdf?title=an-empirical-framework-for-mainstreaming-oer-in-an-academic-institution

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.