OEGlobal 2024

What happens when a long-standing commitment to open sharing of knowledge awakens to and begins to infuse responses to the stark reality of the climate emergency? What new learning practices are catalyzed, and how can this lead to a more just and livable world?

In this session, we’ll explore some ways that more timely, equitable and effective climate learning is being enabled by the methods and materials of open education; and also how open education practices can evolve to maximize the positive impacts of climate action efforts.

Substantial progress has been made on climate action and climate justice in recent years. But our “business as usual” trajectory of incremental change within existing systems still has us on track for warming of over 3C by 2100. This trajectory is less dire than the prospects of 4C+ that we faced a decade ago; but without much deeper transformations, we’re still on a path to trigger planetary tipping points, ecosystem collapses and mass disruptions of human society.

More must be done. And as a means of transformation, open practices have a key role to play.

These questions are playing out now in developing the Climate Project at MIT, an ambitious program announced in early 2024 to do bigger things faster and work more effectively with partners around the scientific and societal challenges of climate change.

In this session, we’ll highlight some of the ways that open knowledge practices are infusing climate work at MIT and in its collaborations, and ask what might be possible if a commitment to open knowledge practices spreads widely across climate action spaces.

At OE Global 2023, a workshop session began to consider an open climate knowledge community of practice. We discussed needs and opportunities, and identified some resources and programs that can serve as inspirations and a basis for future work. See workshop notes at https://bit.ly/oeglobal-climate-community.

One year later, where are we? How are open methods and materials making a difference for general public engagement and empowering k-12, post-secondary, workforce and professional learning about climate change and climate justice? Current and future generations are counting on us to make this everyone’s business.



Included in [Session 10A]: Practice and Policy in OE

References
Notes from OE Global’23 workshop on open climate knowledge: Accelerating Climate Action and Climate Justice Through Open Education. https://bit.ly/oeglobal-climate-community. OE Week 2024 event listing: Accelerating Climate Action and Climate Justice Through Open Education. https://oeweek.oeglobal.org/activity/accelerating-climate-justice-through-open-education/ International Open Access Week 2022 webinar video: Learn Climate with Open MIT Resources. https://youtu.be/WXshIwISJ5Y?si=rC-LUtGFGcypIymi

Author Keywords
Lifelong and informal learning, Open educational practices, Open education policies and strategies, Social justice, Sustainability

This session presents a reflective narrative of my experience in a post-graduate diploma program in education conducted in online mode, utilizing Microsoft Teams as the primary platform. As a teacher and administrator, we were assigned to facilitate a group of 40 students in nine different subject classes from 6.00 PM to 9:30 PM for a semester of 6 days a week. The experience of this one session has also emphasized the potential of effective teaching in Nepal's open education among digital capabilities and problems and challenges to reduce the digital divide.

In a developing country like Nepal, limited access to digital infrastructure has created significant challenges to implementing open education effectively. But using free available (only for education institutions) Microsoft Teams, we navigated these challenges to create an engaging and inclusive learning environment for our students. When using various methods of teaching and learning, such as synchronous lectures, and asynchronous discussions, it was observed that students should be informed about the condition of the equipment and use the appropriate software tools according to learner devices.

Our approach was committed to enhancing digital literacy among students and enhancing subject knowledge. We incorporate curriculum content and digital skills development, empowering students to search for, archive, authenticate online resources, and critically evaluate digital content. Given the nature of the subject, organizational complexities emerged and resources were generally attempted, but in the absence of digital skills and teachers and learners, the need for careful planning and coordination emerged.

Through the use of instant messaging apps such as What’s app, Facebook Messenger, and Viber as well as the use of MS Teams communication channels to coordinate the management of online classes, we were in regular contact with the students, providing timely feedback and support to facilitate their learning journey. In the absence of digital skills, we used data analysis tools instead of traditional methods to track student progress, identify areas for improvement, and provide instruction accordingly.

Despite the challenges posed by digital skills, better internet, tools, and the digital divide, the flexibility of both teachers and students emphasized digital skills development and curriculum adaptability. By embracing digital technologies and developing digital competence, we can overcome barriers to educational access and equity, empowering learners to thrive in the digital age. Therefore, we must commit to advocating for policies and initiatives that prioritize digital inclusion and equal access to education through open and distance learning. By fostering collaboration between academic institutions, the private sector, government agencies, and academia, we can bridge the digital divide and unlock the full potential of open education to transform lives and communities in Nepal and beyond.



Included in [Session 10B]: Digital Capability

Author Keywords
OER, Digital divide, Digital skills, Open education, PGDE, Teacher Education

The presentation will discuss an initiative spearheaded by Open Oregon Educational Resources, which received funding to develop openly licensed, equity-focused materials for Human Development and Family Studies (HDFS) and Sociology courses. The grant-funded project focused on developing materials for high-enrollment courses in disciplines that lead to in-demand occupations where high-quality openly licensed course materials with an equity lens were not currently available. The program began in 2022 and final publication of materials is planned for 2024.

One of the courses identified in this project was Human Services practicum. This presentation will focus on this course from development of the open educational resources, through course curriculum and into instruction. Central to this endeavor was the infusion of an equity lens into every facet of the curriculum. Topics ranging from agency culture to client diversity were explored through this perspective, shedding light on how issues of equity and inclusion impact students interning in human services. The materials not only addressed the diversity of clients but also scrutinized how agencies either support or hinder equity initiatives. Examples of this discussion include analyzing dress codes, provision of culturally-relevant services, and how the agency promotes equity.

Accompanying course packets were designed as open ancillaries, emphasizing equity in learning activities and assignments. Students were challenged to apply an equity lens in their coursework, with assignments structured for clarity and comprehension. Assessments were created using the TILT transparency framework in order to ensure understanding by diverse learners. Furthermore, the curriculum fostered reflective practice and self-care, utilizing journal prompts to encourage contemplation on equity issues and integrating self-care activities to promote habits essential for future human services professionals.

The piloting phase of the course ensured the maintenance of an equity lens in all activities and discussions throughout the term, with ongoing evaluation and feedback shaping the refinement of materials. Ultimately, this initiative underscores a commitment to inclusive education, equipping students with the skills and empathy necessary to navigate diverse professional landscapes and address societal challenges in their future careers.



Included in [Session 10E]: Social Justice

Author Keywords
Equity, Curriculum development, Openly-licensed materials, Human Services, Inclusion, Diversity, Reflective practice, Self-care, Inclusive education

Open Educational Resources (OER) have been discussed in Sweden as early as 2008 (Westman & Paulsson). Unfortunately, their adoption is still very limited due to a lack of understanding about their nature, how they can be used, and the opportunities they present (National Library of Sweden, 2022). In light of the UNESCO recommendation on OERs, the National Library of Sweden was tasked with developing national guidelines for open science by the Swedish Government. These were recently presented and include the use of OER (National Library of Sweden, 2024).

The national library's work on national guidelines was companied by The Association of Swedish Higher Education Institutions (SUHF) working group on OERs. SUHFs aim is to promote the sector interests to external actors and at strengthening internal cooperation. The task of the working group is to develop proposals for recommendations on what national OER coordination could look like and how educational institutions could create a long-term structure for the work. The OER working group reports first and foremost to the working group on open science, which put forward a roadmap for open science as early as 2021.

In line with the national recommendations for open science, SUHF updated their roadmap in the beginning of the year (SUHF, 2024) and includes now a section about OERs. The roadmap defines the responsibility of Swedish Higher Education institution to "actively work towards creating a sharing culture regarding educational resources by encouraging and promoting the creation, sharing, and use of open educational resources". In this presentation, a member of the OER working group presents the roadmap and its' accompanying guideline for the OER section, which tries to ensure that OERs are finally everybody's business in the Swedish Higher Education system.



Included in [Session 10A]: Practice and Policy in OE

References
Moore, M. G. (2022). From correspondence education to online distance education. In Handbook of Open, Distance and Digital Education (pp. 1-16). Singapore: Springer Nature Singapore.

National Library of Sweden (2022). Öppna lärresurser – en kartläggning och analys: Redovisning av uppdraget om öppna lärresurser, U2021/04163. Available at: https://urn.kb.se/resolve?urn=urn:nbn:se:kb:publ-691

National Library of Sweden (2024). Natio­nal guide­li­nes for promoting open science in Sweden. Available at: https://urn.kb.se/resolve?urn=urn:nbn:se:kb:publ-722.

SUHF (2024). Färdplan för öppen vetenskap (reviderad). Available at: https://suhf.se/app/uploads/2024/02/REK-2021-1-Fardplan-for-oppen-vetenskap-SUHF-Antagen-av-SUHFs-presidium-REVIDERAD-240201-1.pdf.

Westman, P., & Paulsson, J. (2008). Open Educational Resources in Swedish Higher Education. ScieCom Info, 4(23).

Author Keywords
Open Educational Resources, National policies, Sweden, UNESCO recommendation on OER, Higher Education

Learning design is the development and creation of learning and teaching experiences based on pedagogical theory and practice. This process might include resource generation, collaboration and sharing between colleagues and the use of participatory technologies (Conole, 2015). It requires learning designers (LDs) to act as well as performing as change agents in higher educational institutions (Bond, Lockee & Blevins, 2023). These attributes are also central to Open Educational Practices (OEP) (Hegarty, 2015), suggesting that effective learning design could be invaluable in advancing Open Education movement. Discussions about learning design often overlook the identity of the LD (Heggart, 2021).

In their position at the nexus of subject areas, institutional priorities and student experience, LDs have been characterised as the connectors between different fields of knowledge and working practices (Roberts, et al., 2023) and problem solvers and change agents (Pollard & Kumar, 2022). OEP and open pedagogy hold the promise of advancing ethical and inclusive education, fostering learner equity. LDs are positioned strategically to facilitate the realisation of making OEP everyone’s business for higher educational institutions. However, this position between fields of knowledge, sometimes labelled the ‘third space’, can put LDs on the margins of education. Their role as change agents can seem peripheral or is not a priority in advancing OEP for their institution.

In a study of LDs and OEP in education institutions, Morgan (2019) found that LDs consider themselves advocates of open education and seek out opportunities to engage in OEP. However, the LDs in the study experienced restrictions on this advocacy; limitations included lack of time, space, and support from leadership. There was a disparity between the intentional and operational agency of the LDs. In the Australian context, there has been little exploration of this relationship between LDs and OEP.

In this presentation, we report on preliminary findings from an initial literature review aimed at understanding the role of LDs in advocating for OEP. Early insights, combined with reflections on our practice, indicate that while libraries and librarians often take the lead in discussions about OER, LDs are not as engaged when the conversation shifts to learning and teaching. Initial feedback from stakeholders highlights the importance of cross-pollination between LDs and other teams, including librarians, faculties and senior management. We believe that everyone has a specific role to play in advancing OEP.

Our focus will be on the core practices of learning design, emphasising that catering to the student learning journey through the constructive alignment of the curriculum is fundamental to effective learning design and central to OEP. UN Sustainable Development Goal 16 calls for effective, accountable and inclusive institutions at all levels. By cultivating an understanding of LD agency in OEP, higher education institutions, and all institutions that employ LDs, can ensure their strategy includes the professional development and capacity building needed to move LDs from the periphery to the centre of OEP advocacy.



Included in [Session 10B]: Digital Capability

References
Bond, A., Lockee, B., & Blevins, S. (2023, October 31). Instructional Designers as Institutional Change Agents. EDUCAUSE Review. https://er.educause.edu/articles/2023/10/instructional-designers-as-institutional-change-agents Conole, G. (2015). The 7Cs of learning design. In J. Dalziel (Ed.), Learning Design: Conceptualizing a framework for teaching and learning online (pp. 117-145). Routledge. Heggart, K. (2021). Formulated Professional Identity of Learning Designers and the Role of Open Education in Maintaining that Identity. In A. Marcus-Quinn & T. Hourigan (Eds.), Handbook for online learning contexts: Digital, mobile and open: policy and practice (pp. 21-34). Springer International Publishing AG. Morgan, T. (2019). Instructional Designers and Open Education Practices: Negotiating the Gap Between Intentional and Operational Agency. Open Praxis, 11(4), 369-380. https://doi.org/10.5944/openpraxis.11.4.1011 Pollard, R. & Kumar, S. (2022). Instructional Designers in Higher Education: Roles, Challenges, and Supports. The Journal of Applied Instructional Design, 11(1). https://dx.doi.org/10.59668/354.5896

Author Keywords
Open educational practices, Learning design, Agency

The COVID-19 pandemic was a pivotal, high impact period in the history of modern education. Seemingly overnight, institutions, programs, and classes around the world moved from being in-person to being online. The amount of individual and collective effort required for this to happen was tremendous. As a result, the pandemic forced both K-12 and post-secondary education systems globally to view the purpose and provision of education, including open education, in different ways. At the same time, the systemic racism against Black, Indigenous, and other People of Colour (BIPOC) was simultaneously being brought to the forefront across all facets of society, including education (Boys, 2022).

It is often assumed that open education, by virtue of improving access to education, de facto supports social justice, but this is not the case (Clinton-Lisell et al., 2023; Iniesto & Bossu, 2023; Lambert, 2018; Mills et al., 2023; Raju et al., 2023). Additionally, online learning is generally thought to improve students’ access to education because of the flexibility in when and where to learn that is possible (Brown, 2012; Butcher & Rose-Adams, 2015; Chen et al., 2022; Kennette & Lin, 2021; Maslowski, 2022; Oguz et al., 2015; Park & Choi, 2009; Pastore & Carr-Chellman, 2009; Williams et al., 2023), but it can, in fact, be a site of social injustice for historically marginalized students (Bakermans et al., 2022; Bozkurt et al., 2020; Croft & Brown, 2020; Ortega et al., 2018; Phirangee & Malec, 2017). As a result, using open pedagogy in an online course to support social justice requires intentionality on the part of the instructor (Bali et al., 2020; Hodgkinson-Williams & Trotter, 2018; Lambert, 2018).

For my dissertation, I am undertaking an exploratory, qualitative, and critical interpretive phenomenological study that seeks to answer this central research question: What are the experiences of faculty members who teach online using open pedagogy to support social justice? My study is situated within the context of one post-secondary institution located in British Columbia, and faculty who teach online courses using open pedagogy to support social justice are being interviewed to better understand how they conceptualize social justice, how they operationalize it using open pedagogy, and what approaches and strategies they use to develop their social justice leadership. In my presentation, I will share preliminary results from my study, and participants will have an opportunity to ask questions, provide feedback, and share ideas.



Included in [Session 10E]: Social Justice

References
Bakermans, M., Pfeifer, G., San Martín, W., & LeChasseur, K. (2022). Who writes and who responds? Gender and race-based differences in open annotations. Journal for Multicultural Education, 16(5), 508–521. https://doi.org/10.1108/JME-12-2021-0232 Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing open educational practices from a social justice perspective. Journal of Interactive Media in Education, 2020(1), 10. https://doi.org/10.5334/jime.565 Boys, J. (2022). Exploring inequalities in the social, spatial and material practices of teaching and learning in pandemic times. Postdigital Science and Education, 4(1), 13–32. https://doi.org/10.1007/s42438-021-00267-z Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott, Jr., D. Rodes, V., Aranciaga, I., Bali, M., Alvarez, Jr., A. V., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., de Coëtlogon, P., Shahadu, S., Brown, M., Asino, T. I. Tumwesige, J., Ramírez Reyes, T., Barrios Ipenza, E., Ossiannilsson, E., Bond, M., Belhamel, K., Irvine, V., Sharma, R. C., Adam, T., Janssen, B., Sklyarova, T., Olcott, N. Ambrosino, A., Lazou, C., Mocquet, B., Mano, M., & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126. https://doi.org/10.5281/zenodo.3778083 Brown, J. L. M. (2012). Online learning: A comparison of web-based and land-based courses. The Quarterly Review of Distance Education, 13(1), 39–42. Butcher, J., & Rose-Adams, J. (2015). Part-time learners in open and distance learning: Revisiting the critical importance of choice, flexibility and employability. Open Learning: The Journal of Open, Distance and e-Learning, 30(2), 127–137. https://doi.org/10.1080/02680513.2015.1055719 Chen, V., Sandford, A., LaGrone, M., Charbonneau, K., Kong, J., & Ragavaloo, S. (2022). An exploration of instructors’ and students’ perspectives on remote delivery of courses during the COVID‐19 pandemic. British Journal of Educational Technology, 53(3), 512–533. https://doi.org/10.1111/bjet.13205 Clinton-Lisell, V.E., Roberts-Crews, J., & Gwozdz, L. (2023). SCOPE of open education: A new framework for research. International Review of Research in Open and Distributed Learning, 24(4), 135-153. https://doi.org/10.19173/irrodl.v24i4.7356 Croft, B., & Brown, M. (2020). Inclusive open education: Presumptions, principles, and practices. Distance Education, 41(2), 156–170. https://doi.org/10.1080/01587919.2020.1757410 Hodgkinson-Williams, C. A., & Trotter, H. (2018). A social justice framework for understanding open educational resources and practices in the Global South. Journal of Learning for Development, 5(3), 204–224. https://doi.org/10.56059/jl4d.v5i3.312 Iniesto, F., & Bossu, C. (2023). Equity, diversity, and inclusion in open education: A systematic literature review. Distance Education, 44(4), 694-711. https://doi.org/10.1080/01587919.2023.2267472 Kennette, L. N., & Lin, P. S. (2021, December 16). The case for asynchronous online courses: How do students benefit. The Society for the Teaching of Psychology. https://teachpsych.org/E-xcellence-in-Teaching-Blog/12197763 Kishimoto, K. (2018). Anti-racist pedagogy: From faculty's self-reflection to organizing within and beyond the classroom. Race, Ethnicity and Education, 21(4), 540-554. https://doi.org/10.1080/13613324.2016.1248824 Lambert, S. R. (2018). Changing our (dis)course: A distinctive social justice aligned definition of open education. Journal of Learning for Development, 5(3). https://doi.org/10.56059/jl4d.v5i3.290 Maslowski, A. K. (2022). Infusing multiculturalism, identity, and social justice in asynchronous courses. Teaching of Psychology, 49(1), 93–99. https://doi.org/10.1177/0098628320964772 Mills, A., Bali, M., & Eaton, L. (2023). How do we respond to generative AI in education? Open educational practices give us a framework for an ongoing process. Journal of Applied Learning & Teaching, 6(1), 16-30. https://doi.org/10.37074/jalt.2023.6.1.34 Oguz, F., Chu, C. M., & Chow, A. S. (2015). Studying online: Student motivations and experiences in ALA-accredited LIS programs. Journal of Education for Library and Information Science, 56(3), 213–231. https://doi.org/10.12783/issn.2328-2967/56/3/4 Ortega, A., Andruczyk, M., & Marquart, M. (2018). Addressing microaggressions and acts of oppression within online classrooms by utilizing principles of transformative learning and liberatory education. Journal of Ethnic & Cultural Diversity in Social Work, 27(1), 28–40. https://doi.org/10.1080/15313204.2017.1417945 Park, J.-H., & Choi, H. J. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Educational Technology & Society, 12(4), 207–217. http://www.jstor.org/stable/jeductechsoci.12.4.207 Pastore, R., & Carr-Chellman, A. (2009). Motivations for residential students to participate in online courses. The Quarterly Review of Distance Education, 10(3), 263–277. Phirangee, K., & Malec, A. (2017). Othering in online learning: An examination of social presence, identity, and sense of community. Distance Education, 38(2), 160–172. https://doi.org/10.1080/01587919.2017.1322457 Raju, R., Claassen, J., & De Lillie, K. (2023). Social justice: The golden thread in the openness movemen

Open pedagogy offers a transformative approach to education that prioritizes accessibility, inclusivity, and active engagement, fostering both epistemic and social justice. This presentation explores the application of open pedagogy to mitigate educational inequalities, addressing critical questions around the construction of equitable learning activities, design choices that enhance epistemic virtue, and the implementation of social justice interventions in learner-centric environments.

Constructing Activities to Mitigate Epistemic Vices

Epistemic vices undermine the learning process and perpetuate educational inequities. This section examines strategies for designing activities that actively counter these vices. By integrating collaborative projects, peer review, and reflective practices, educators can create a learning environment that values diverse perspectives and encourages critical thinking. Activities such as co-created content, and community-based learning projects are highlighted as effective tools for fostering open-mindedness and intellectual humility. These approaches not only mitigate epistemic vices but also promote a culture of continuous inquiry and mutual respect among learners.

Enhancing Epistemic Virtue through Design Choices

Epistemic virtues, including curiosity, intellectual courage, and open-mindedness, are essential for a just and equitable educational environment. This section explores how thoughtful design choices in open pedagogy can enhance these virtues. For instance, the use of open educational resources (OER) allows students to engage with a variety of materials and viewpoints, fostering a more comprehensive understanding of the subject matter. Incorporating problem-based learning and inquiry-driven projects can stimulate intellectual curiosity and encourage students to take intellectual risks. The presentation also discusses the role of scaffolding and culturally responsive assessment practices in supporting the development of these virtues, ensuring that all learners, regardless of their background, have the opportunity to thrive academically.

Social Justice Interventions in a Learner-Centric Environment

Open pedagogy inherently supports social justice by prioritizing the needs and voices of learners. This section outlines practical interventions that can be implemented to promote social justice in educational settings. By adopting inclusive teaching practices, such as culturally responsive pedagogy and universal design for learning (UDL), educators can create environments that acknowledge and value the diverse experiences of all students. The presentation highlights case studies of successful social justice interventions, such as participatory action research projects and service-learning initiatives, that empower students to engage with and address real-world social issues. These interventions not only enhance learning outcomes but also foster a sense of agency and social responsibility among students.

The integration of open pedagogy in educational practice holds significant potential for advancing epistemic and social justice. By learning from activities that mitigate epistemic vices, making intentional design choices to enhance epistemic virtues, and implementing targeted social justice interventions, educators can create equitable and inclusive learning environments. This presentation aims to provide educators with practical strategies and insights to leverage open pedagogy in the pursuit of educational equity, ensuring that all students have the opportunity to succeed and contribute to a just society.



Included in [Session 10E]: Social Justice

Author Keywords
Social Justice, Epistemic Justice, Learner-Centric, Universal Design for Learning, Open Pedagogy

The Global OER Graduate Network (GO-GN) [1] is an international network of doctoral researchers and alumni who work in the field of open education. The network currently has 179 doctoral researcher and alumni members, an increase of 54% since 2020. Our members’ institutions are based in 28 different countries around the world and approximately 30% of our membership is based in the Global South. The GO-GN network also includes a wider community of several hundred experts, supervisors, mentors and other interested parties who connect to form a community of practice. Open is GO-GN's business!

GO-GN supports and connects our members, raises the profile of member research and actively promotes and explores openness as a form and function of research. Central to our mission are equity, diversity and inclusion (EDI). We achieve these aims in a range of ways, including holding regular online events (such as member research specials, guest speaker events and edit-a-thons), face-to-face workshops, collaborative publication opportunities (e.g. our Open Research Handbook) [2] sprints (e.g. on OEP and AIED) and 1:2:1 sessions. This increased diversity of our offer reflects both our response to the Covid-19 pandemic and our community of care approach [3].

Hosting events to support and connect our doctoral researchers prior to major international open educational conferences are a priority for GO-GN. Last year we celebrated our 10th anniversary in Edmonton, Canada prior to the Open Education Global 2023 conference [4]. Prior to OE Global 2024 we will be holding a two-day symposium and workshop to enable networking, the sharing of research and collaboration. Our symposium on day one will comprise networking and research sharing activities. The focus of day two’s workshop, which will be open for participation from the wider open education community, will be to progress our EDI work, particularly in the Asia and Pacific regions.

We are proposing a presentation session at OE Global 2024 to showcase and amplify the voices and research of our doctoral researcher and alumni members who will be participating in our workshop and this year’s OE Global conference. This session will facilitate and support networking through the sharing of research between GO-GN and the wider OE Global community. The presentation will begin with a very brief overview of GO-GN, followed by a series of short interactive lightening talks from GO-GN members on their research. These lightening talks will provide insights into the diversity of current doctoral research into open education. There will be plenty of opportunity for questions, interaction and feedback in this fast-paced session!



Included in [Session 10B]: Digital Capability

References
[1] http://go-gn.net [2] https://go-gn.net/gogn_outputs/open-research-handbook/ [3] e.g. Weller, M. (21 July 2020) GO-GN community in a time of crisis (https://blog.edtechie.net/go-gn/go-gn-community-in-a-time-of-crisis/) and Weller, M., Farrow, R., Pitt, R. & Iniesto, P. (2021) Care and Community in the GO-GN network. OERXDomains 2021 Conference (https://open.library.okstate.edu/oerxdomain2021guide/chapter/care-community-in-the-go-gn-network/) [4] https://go-gn.net/category/10th-anniversary-workshop/

Author Keywords
Open Research, Open Educational Practices, Open Education, Doctoral Research, Community of Practice, Community of Care, Co-creation, Collaboration, Equity Diversity and Inclusion

In 2021 California made the largest public investment in history in OER and Zero Textbook Cost degrees with a $115M grant program. Beginning in 2022, all California Community Colleges received funds to develop and implement ZTC pathways. As of 2024, colleges are developing hundreds of ZTC pathways to transform the student experience in the United States’ largest system of higher education, serving 2M+ students.

In this session, hear from leaders who are coordinating and supporting colleges in this historic work. What supports are provided to colleges? How are diversity, equity, and inclusion woven into support for colleges? What role do Open Pedagogy and Generative AI play? What is the sustainability plan for this massive undertaking? We will also consider how California got here and what it will mean when all colleges offer ZTC pathways.

The unique audience of OEGlobal presents an opportunity to consider how the ZTC movement in California can impact higher education in general. 



Included in [Session 10A]: Practice and Policy in OE

Author Keywords
Zero Textbook Cost degrees, Open Education policies and strategies, Community colleges

When we started setting up a portal for Open Educational Resources at universities in Lower Saxony in 2019, now known as twillo.de, we were not the first in Germany to embark on such a project. At the same time, state-wide repositories in the higher education sector were also set up and disseminated in other federal states. A centralised platform could have saved resources here, but the approach of distributed repositories offers greater potential for innovation through the possibility of testing different approaches and lightweight further development. It was clear from the outset that the repositories still needed to be merged so that teachers and students would not end up having to search numerous sources in parallel. For this reason, we started building a central OER search index for distributed and heterogeneous OER repositories in 2020, which has since then been publicly available at oersi.org.

As it turned out that searching through a much larger amount of materials in OERSI was much more convenient and performant than searching in our own repository itself, we decided to develop a plugin for WordPress with which we could integrate the search functionality of OERSI into the twillo homepage. OERSI offers the option of submitting queries via an open API and receiving the metadata. This solution has shown that the approach of integrating the search into websites is also becoming increasingly interesting for other providers of OER platforms as well, as the configurability of the plugin also allows specific parts of materials to be preselected. For example, a university of education can limit itself to the subjects of the teacher training programme, a technical university to the selection of engineering and natural sciences subjects or to the restriction of regional offerings or selected languages. Compared to other metasearch engines, this approach offers the possibility of making cross-regional, multilingual and international content available on your own website.

Due to the open design of this overall architecture as an open service and with open source components in combination with compact tutorials on the use and integration of GitHub and GitLab for the provision of OER, complete solutions can be implemented in the shortest possible time using simple means, even for smaller institutions without a large infrastructure, with minimum costs and maximum results. The overall system offers a pragmatic approach to an infrastructure for finding and publishing Open Educational Resources that is already available worldwide today.

Now that the success of this overall approach has been demonstrated in the context of Open Educational Resources, we are currently working on a possible subsequent use of the components for other areas of Open Science, e.g. to make open data or course information from university alliances from distributed sources findable in the same way and, in the case of data, to point out an easy way for sharing and collaboration.



Included in [Session 10B]: Digital Capability

References
OERSI https://oersi.org/ twillo https://www.twillo.de/ Plugin https://gitlab.com/TIBHannover/oer/wordpress-oersi-plugin Tutorials https://oersi.org/resources?search=%22github+oer+tutorial%22 Metadata Form https://oersi.gitlab.io/metadata-form/metadata-generator.html

Author Keywords
Distributed Repositories, Search Index, WordPress Integration, Tutorials, OERSI

In keeping with the theme of “Open is Everyone’s Business”, Kwantlen Polytechnic University (KPU) will share a comprehensive, nuts-and-bolts look into its Zero Textbook Cost (ZTC) Initiative and the collaboration required from various departments across the university in order to ensure ZTC courses are identified and marked during course registration. In the ZTC Initiative, KPU Open partners with the Library, the Registrar’s Office, Faculties and Departments, the Office of Planning and Accountability, and with individual instructors.

In Spring 2018, KPU embarked on a groundbreaking mission: to eliminate textbook costs for students. With support from BCcampus, KPU pioneered Canada's first ZTC Initiative, introducing 75 ZTC sections and a flexible 1-year Certificate in Arts credential. Since then, the initiative has flourished, transforming the educational landscape. Now, just six years later, KPU offers an impressive average of 22% course section offerings with ZTC, along with eight known ZTC credentials, including two four-year Baccalaureate degrees. As ZTC has grown, so have the needs to support the initiative, needs which required reaching out to other departments.

This presentation will give participants a practical and concrete look into how we manage the various parts of the ZTC program daily. As the program continues to grow, we continually examine our process to see how to improve and simplify as much as possible. We will for example discuss how students are made aware of the existence of ZTC courses, such as through the ZTC marker in Banner, as well as through our Student Ambassador Pilot and a social media campaign in collaboration with the Kwantlen Student Association.

We will also show how we collect data on ZTC courses; a new and improved process that involves collaboration with the Registrar’s Office, Deans, and the Office of Planning and Accountability.

We continually strive to grow the number of ZTC courses and programs. In order to ensure the availability of ZTC options for students in all areas of study, we have adjusted our grant structure to specifically target courses lacking in ZTC options. In addition, the Library and liaison librarians support ZTC classes in several ways, for example with a scanning service, assistance in finding relevant open materials, providing library materials with unlimited simultaneous users, as well as added options to improve accessibility of materials.

Lastly, we will provide a glimpse into our future plans, such as the creation of a Low Textbook Cost marker in addition to ZTC, how to future increase student awareness of both those programs, and our search for a new method for tracking OER Adoptions across KPU.



Included in [Session 10E]: Social Justice

Author Keywords
zero textbook cost program, open education policies and strategies, sustainability

“An area of HE activity that is highly inequitable is the provision of expensive fully copyrighted print-based textbooks” (Cox, Masuku and Willmers: 2020).

Open educational resources (OER) have gained traction in many parts of the world, through their expression as open textbooks. South Africa is no exception when it comes to proclaiming their commitment to such open practice. The Open Learning Policy Framework for South African Post-School Education and Training commits higher education (HE) to such pursuits (Department: Higher Education and Training, 2017). As well as this national commitment, literature clearly demonstrates that open textbooks have the potential to disrupt the trajectory of exclusion in South African Higher Education by addressing issues of cost.

Open textbooks are also seen as a solution to variable quality of educational resources as well as addressing social injustice through increased access to learning materials (Cox et al., 2020; Hodgkinson-Williams & Arinto, 2017). The Digital Open Textbooks for Development (DOT4D) Project found that open textbooks “addressed economic, cultural, and political in justices faced by their students, issues not considered by traditional textbooks” (OER Africa, 2024). However, not much is known about the use of open textbooks in South African Higher education, especially in Accounting education and more specifically taxation education. Taxation is the focus of this study because of its content uniqueness to specific countries based on regional tax law.

In addition to the geographical uniqueness annual amendments to Tax Acts necessitate the continual updating of some content. Most universities in South Africa prescribe textbooks for undergraduate taxation modules (Department: Higher Education and Training, 2020). For all the reasons provided above and others reported in literature on open textbooks, this study aims to explore the use of open textbooks in Taxation. The challenge is that for the use of a taxation open textbooks to be sustainable, someone needs to take responsibility for updating for annual changes. Currently this function is performed by various commercial publishers who pay authors to do this.

The paper will report on a study focused on exploring the use of open textbooks in tax education. The paper will first report on a scoping review on the use of open textbooks in business education globally. The overarching question was: How are open textbooks used in business education? Following the scoping review, the study surveyed undergraduate taxation lecturers at South African universities to garner their perceptions regarding the use of open textbooks with the intention of introducing the use of open textbooks in tax education. The paper will report on the findings of this survey and more specifically identifying the challenges that need to be mitigated so that open textbooks or a sustainable alternative that speaks to increased access to learning materials and lower costs, can be introduced in the South African taxation education arena.



Included in [Session 10A]: Practice and Policy in OE

References
Cox, G., Masuku, B., & Willmers, M. (2020). Open textbooks and social justice: Open educational practices to address economic, cultural and political injustice at the University of Cape Town. Department: Higher Education and Training. (2017). Open Learning Policy Framework for Post-School Education and Training. (). https://www.gov.za/sites/default/files/gcis_document/201704/40772gon335.pdf Department: Higher education and Training. (2020). Students' Access to and Use of Learning Materials. Survey Report 2020. (). Pretoria: Department of Higher Education and Training. https://www.usaf.ac.za/wp-content/uploads/2021/02/DHET_SAULM-Report-2020.pdf Hodgkinson-Williams, C., & Arinto, P. (2017). Adoption and impact of OER in the Global South. African Minds. OER Africa. (2024). What are the benefits of open textbooks in the Global South? OER Africa. Retrieved 19 May 2024, from https://www.oerafrica.org/content/what-are-benefits-open-textbooks-global-south

Author Keywords
Open Textbooks, OER, Accounting (Taxation)Education, Higher Education

Our recent publication, an innovative open book, “Communication across Cultures”, designed to enhance intercultural competence, leverages culture as content and language as a medium to aim at facilitating effective communication in a context that may present cultural challenges.

This presentation will showcase how the book integrates interactive and collaborative tasks, employing H5P and reflective activities to create an engaging learning experience. This open book is structured in three modules to provide students with opportunities to immerse themselves in various cultural contexts through dynamic and various multimedia materials. By using videos, interactive quizzes, and discussions, this book addresses different learning styles, ensuring that individual students can connect with the content in a meaningful way.

The interactive tasks are not only informative but also encourage students to engage in critical thinking and self-reflection about their cultural assumptions and biases. These tasks in the modules are designed to be flexible and adaptable, allowing educators to tailor the content to their specific classroom needs. Moreover, this book serves as a prime example of how supplementary educational resources can be created using open educational resources (OERs). By maximising the use of OERs, we have curated a wealth of high-quality materials that educators can access and apply. This approach not only reduces the cost of educational resources but also fosters a culture of sharing and collaboration in the educational community.

Before introducing this book in the classroom, using an adapted usability testing framework, data were collected from the researcher’s notes, during participant interactions with the book during the workshop, six individual participants written comments and interviews with two participants, and feedback from three educators. The data were analysed using a usability matrix (Kessler & Plakans, 2001, p.8) with a focus on three aspects: design, navigation, and content.



Included in [Session 10D]: Open Texts (Workshops)

References
Kessler, G., & Plakans, L. (2001). Incorporating ESOL learners' feedback and usability testing in instructor-developed CALL materials. TESOL Journal, 10(1), 15-20. https://doi.org/10.1002/j.1949-3533.2001.tb00012.x

Author Keywords
Roles of technology, Open educational resources, Culture and language learning

Title and talk TBA but we might expect from recent talks Martin will be speaking about the future of open education and artificial intelligence. It will be interesting!

Included in [Session 11A]: Artificial Intelligence

Open Educational Resources (OER) has gained prominence and traction for their potential to transcend geographic, socio-cultural, economic, and educational boundaries, to promote access to high quality education and life-long learning (Mutiku, 2013). The Open Educational Resources movement has been in existence for decades and its expansion presents opportunities to transform and revolutionise education especially in low-resourced settings, such as Kenya. Research has been conducted in the global south (in particular across sub-Saharan Africa) to establish how the adoption of OER could address educational challenges and aspects such as accessibility, relevance quality and affordability (Pete, 2019; Pete, Mulder & Neto, 2017).

However, there is a dearth of evidence on the overall discourse, discussions, and presence of Open Educational Resources and Open Educational Practices in low-resourced contexts such Kenya. This study endeavoured to map the discourse on Open Educational Resources in Kenya, focusing on the extent to which Open Educational Resources as a theme is discussed, written about, and published in Kenya. Furthermore, the study identified who (which stakeholders) are involved in these discussions and in promoting Open Educational Resources discourse in Kenya. This research presents a systematic review of literature, publications, reports, and websites on the discourse of OER in Kenya, reviewing the trends and themes in the Open Educational Resources discourse and which stakeholders have taken prominence in voice and promoting OER to predict its penetration in Kenya and possibility for adoption in different levels of education.

Three analyses approaches were adopted, thematic analysis, frequency analysis and trend analysis. Through a thematic analysis, the study identified the themes and patterns of the OER discourse in Kenya and presents findings of the adoption and usage of OER, stakeholder perceptions of OER, policy and regulatory barriers, enablers for OER in Kenya, success stories and best practices, and the impact this has on educational quality and access in Kenya. Frequency analysis quantified the extent to which the identified themes (from thematic analysis) are discussed in literature and publications. The trend analysis provides a broader overview on how the discourse has evolved over time in Kenya and highlights its opportunities and prospects.

The study further discusses the impact of technology and digital learning in promoting the update and discourse of OER. The findings on OER in Kenya suggest a significant progress on the presence and impact of OER in the country, and highlights several themes, challenges and opportunities for its growth and impact in the education sector.



Included in [Session 11E]: Global Access and Equity

References
Mutiku, J. (2013, November 1). Open Educational Resources (OER): A leading force in enhancing access to quality education and training. OAsis. https://oasis.col.org/items/66e98dc5-18bb-44ae-ad3a-7cd83582fba4 Pete, J. (2019). Open Education Resources Differentiation: A cross-country study on Differentiation in Access, Use and Sharing of (Open) Educational Resources at Universities in Kenya, Ghana and South Africa. [Doctoral Thesis]. Open Universiteit. Pete, J., Mulder, F. & Olivera Neto, J.D. (2017). Differentiation in access to, and the use and sharing of (open) educational resources among students and lecturers at Kenyan universities. Open Praxis, 9(2), 173–194. Available at: http://www.openpraxis.org/~openprax/index.php/OpenPraxis/article/view/574/327

Author Keywords
Open Educational Resources, Discourses, Kenya

Open Educational Practices (OEP) are supported and implemented differently in the primary and secondary sectors compared to the tertiary sector. This is observable in the types of OER they prefer (ancillary materials compared to textbooks, respectively; Blomgren 2018) and the incentives that have evolved to make open education count (McKinney, 2024). The latest Bayview Analytics Reports (Seaman & Seaman, 2023) also reveal disparities in OER awareness and use; preK12 is becoming more aware but only a third of the population knows they exist compared to two-thirds of higher education faculty. Moreover, differences in governance and funding mechanisms fundamentally impact how materials are adopted and how instructors make choices about the materials they use in their classrooms. These differences complicate how institutions at all levels support and reward instructors who want to engage in OEP and keep these sectors siloed and isolated. However, by continuing to be siloed in practice rather than working together as boundary spanners (Walz & Farley, 2023), the OEP community is missing its greatest potential contributor to pedagogical innovation and creativity. The mutual isolation of these two sectors is a major threat to the sustainability of OEP. Addressing this gap is also important in providing equitable quality education which is a UN Sustainable Development Goal. This presentation will explore and compare the distinctive characteristics of open education at different educational levels in North America. We identify factors that generate or influence these structural barriers and suggest practices and models that can solve the siloing of these two communities. This presentation suggests a framework for how to move forward and is relevant to a variety of stakeholders (education, government, and non-profit) who can act on these recommendations. We end with a brief overview of several projects across these sectors doing critical work as boundary spanners who bridge these gaps in meaningful ways.

Finally, this presentation sets the groundwork for a panel session (also under review) whereby a diverse group of leaders across sectors (primary, secondary, tertiary, government) discuss their work in OEP and propose opportunities in which they could work as boundary spanners to address the sustainability of OEP in collaboration with other educational sectors and partners.



Included in [Session 11B]: Sustainability

References
Blomgren, C. (2018). OER Awareness and Use: The Affinity Between Higher Education and K-12. The International Review of Research in Open and Distributed Learning, 19, 55-70. https://doi.org/10.19173/irrodl.v19i2.3431 McKinney, A. (Ed.). (2024). Valuing OER in the tenure, promotion, and reappointment process. CUNY Academic Works. Retrieved from https://pressbooks.cuny.edu/tenureandpromotioncasestudies Seaman, J.E. & Seaman, J. (2023). Curricula of Many Sources Educational Resources in U.S. K-12 Education, 2023. Bay View Analytics. Walz, A., & Farley, J. (2023). Making Open Educational Resources with and for PreK12: A Collaboration Toolkit for Higher Education. Virginia Tech Libraries. Retrieved May 1, 2024 from https://doi.org/10.21061/OER_PreK12_highered

Author Keywords
open educational practices, barriers and incentives, bridging educational sectors, boundary spanners

The definition of open educational practices (OEP) is ever changing in the open education community, and recent years has seen this definition shift to encompass pedagogical practices that have less of a focus on OER and focus on advancing social justice in our classroom spaces (Cronin & MacLaren, 2018; Croft & Brown, 2020). However, the discussion falls short when talking about student assessment in a course, and as a result, grading practices often come in direct conflict with the ideals and values that underpin OEP.

Because OEP has a strong focus on student autonomy and empowerment, it results in a shift in the traditional relationship between student and instructor, usually with a focus on knowledge creation, but we would argue that shift can and does occur when employing collaborative grading practices (ungrading) where students have input and can discuss their learning and the resulting grade in the course with the instructor. Students themselves have a much better sense of the work they have put into a course and as a result, a much better sense of their learning in a course. Traditional grading systems have been shown to not be reliable when measuring student learning and to also perpetuate harm on students in the process. Because employing OEP in the classroom requires developing a relationship of trust between instructors and students, those traditional grading practices can and do create conflict.

In addition, traditional grading practices can expand the equity gap, disproportionally harming students that come from underserved populations. As a basic example, simple averaging of grades across a term will favor students that were better prepared at the beginning for the course in question, despite students being at the same point at the end of the term. There is no room in this system to account for the differences in the learning gains. Here, we argue that collaborative grading practices seek to advance representational justice (Lambert, 2018), giving students power and voice to their own experiences in the classroom, and taking into consideration their experiences outside of the classroom as well.

In this session, two practitioners of ungrading will speak to their journeys in adopting alternative assessment in their courses, one who came to it through the lens of open pedagogy and creating OER with her students, and one who arrived at it from an equity standpoint, without OER as an impetus. Together, we will argue that because collaborative grading practices challenge traditional teaching practices and are rooted in constructivist and connectivist pedagogies, it should be considered an open educational practice, decoupled from the creation of OER.



Included in [Session 11C]: WIL and Microcredentials

References
Croft, B., & Brown, M. (2020). Inclusive open education: Presumptions, principles, and practices. Distance Education, 41(2), 156-170. Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open praxis, 10(2), 127-143. Lambert, S. R. (2018). Changing our (dis) course: A distinctive social justice aligned definition of open education. Journal of Learning for Development, 5(3).

Author Keywords
Alternative Assessment, Ungrading, Collaborative Grading, Open Educational Practice, Social Justice, Equity

The Driving OER Sustainability for Student Success (DOERS) Collaborative was an organization that began in 2018 through a partnership of three higher education systems. The organization’s original goals included facilitation of partnerships among system, state, and consortial open education programs. As of 2024, the DOERS collaborative has built out conversations and deliverables which build organizational excellence through sustainability and infrastructure, advance open education impact through advocacy and demonstrating value, and enhance member capacity through sharing, collaboration, and leadership. Each of these strategic goals help strengthen collaboration and quality education by supporting open as everyone’s business.

This presentation will share the perspectives and experiences of a panel of the 2024 DOERS steering committee as they continue to build on the work accomplished since 2018. Participants will have the opportunity to explore the OER Equity Blueprint, discover how institutions of higher education in the US and Canada have incorporated open practice into retention, promotion and tenure process, and hear how the growing organization has collaboratively enacted strategic planning sessions to build bylaws and enhance organizational structure.

This session will also share out a call for proposals for the DOERS open education research case study collection, describe how DOERS is supporting student success through open practices and microcredentials, and relate how the organization plans to build the leadership capacity of its representatives.



Included in [Session 11B]: Sustainability

Author Keywords
Access, Community Impact, Micro-credentialing, Open education policies and strategies, Sustainability

Although micro-credentials are gaining traction in higher education, more particularly for students who want short, practical, and up-to-date courses for upskilling themselves, there is an ongoing challenge regarding the recognition of micro-credentials by various stakeholders. This has an implication on the portability of micro-credentials should a student wish to transfer or translate credentials from one context to another (Chakroun & Keevy, 2018). Literature shows that some higher education institutions prefer to stake their own micro-credentials to make up a macro-credential or qualification, while others at the least, offer micro-credentials as a pre-cursor course for students looking to enter a diploma or a degree (Varadarajan, Koh & Daniel, 2023).

The portability of courses and credit transfer between contexts (institutions) is not a new issue for South Africa thus, the micro-credentials are increasing this complexity. The Council of Higher Education (CHE) acknowledges that the development of a micro-credentialing policy and strategy is at its infancy but in the meantime, entrusts institutional structures with the micro-credentials’ quality assurance and integrity. The CHE allows firstly, that credit bearing modules that are part of a formal qualification but that are taken for non-degree purposes (NDP) can be recognised as micro-credentials in formal qualifications through Credit Accumulation and Transfer (CAT) mechanisms. Secondly, micro-credentials can be recognised through their inclusion in an assessed portfolio of evidence for Recognition of Prior Learning (RPL) for access and/or advanced standing into formal qualifications (CHE Communiqué 2 of 2023, p. 2).

In this paper, I describe how the principles of social justice have informed the design of the Postgraduate Diploma in Blended and Online Learning Design (BOLD). As a means of advancing social justice imperatives, at the university of Cape Town, we are piloting both approaches: using micro-credentials for CAT and RPL. The BOLD PGDip development team has developed the programme (with four 30 credit clusters comprising three 10 credit courses each = 120 credits), which is at the final stages of the accreditation process. As a means of widening access to the courses for lifelong learning, each of the 10 credit courses will be offered for NDP, as short courses to anyone (with a learning design mandate) who wishes to upskill themselves, but should one decide to pursue the PGDip at a later stage, they will be allowed to use these credentials for CAT – this can be up to 50% of the PGDip only. One of short courses, Designing with Artificial Intelligence is being piloted in 2024. At the same time, to enhance access and inclusion, those who do not meet the PGDip entry requirements through their formal qualifications but have relevant work experience, we will use RPL to consolidate their informal learning. In addition to that, they will have to take a short course packaged by the team. This will also be showcased to the participants.



Included in [Session 11C]: WIL and Microcredentials

References
Chakroun, B., & Keevy, J. (2018). Digital credentialing: implications for the recognition of learning across borders. Published United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07 SP, France, under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo/) Council of Higher Education (2023). Communiqué 2 of 2023. Available: https://www.che.ac.za/#/main Varadarajan, S., Koh, J. H. L., & Daniel, B. K. (2023). A systematic review of the opportunities and challenges of micro-credentials for multiple stakeholders: learners, employers, higher education institutions and government. International Journal of Educational Technology in Higher Education, 20(1), 13.

Author Keywords
Access, Inclusivity, Lifelong and informal learning, Micro-credentialing and micro-credentials, Social justice

In September 2023 (another) high school opened with an explicit goal to teach with, produce and learn with Open Educational Resources. The Itz’at STEAM Academy (ISA) in Belize opened to its first form (grade) of students in September 2023 as an OER focused high school. The development of ISA benefitted from over two decades of history and experience from leaders in the open education movement.

ISA’s development is led by three organizations, the school, the Ministry of Education, Culture, Sports and Technology (Belize) and the Massachusetts Institute of Technology (Massachusetts, USA). MIT is well known internationally for its leadership in OER (MIT Open CourseWare) and a strong focus on STEAM education. MIT worked with Mountain Heights Academy (MHA, Utah, USA) to build a(nother) OER high school. MHA, originally the Open High School of Utah, was founded with a focus on the use and production of OER. Founded in 2009, MHA serves U.S. grades 7-12, has award winning teachers and is a leader in digital education and utilizing OER.

This session will describe the path from the launch of MIT OpenCourseWare through the founding of Mountain Heights Academy to the development and launch of Itz’at STEAM Academy. The session will describe how the growth of and experiences of MHA (Tonks et al. 2013; Tonks 2022) set the foundation for the OER policies at ISA (Itz’at STEAM Academy 2022), how the OER policies of ISA are contextualized for its success and the initial use of and development of OER at ISA. And it will describe the potential of OER at ISA to serve as a model for project based and transdisciplinary learning in secondary education in Belize.



Included in [Session 11B]: Sustainability

References
Tonks, D., Weston, S., Wiley, D., & Barbour, M. (2013). “Opening” a new kind of school: The story of the Open High School of Utah. International Review of Research in Open and Distance Learning. (14)1, 255-271. Tonks, D. (2022). La evolución del primer bachillerato con un currículum de recursos abiertos. Revista Mexicana De Bachillerato A Distancia, 14(27). Itz’at STEAM Academy. (2022). Open Educational Resources Policy.

Author Keywords
Open Educational Resources, OER, K-12, High School, OER Policy

In recent years, Kwantlen Polytechnic University (KPU) has made significant strides in ensuring that its Open Educational Resources (OERs) are accessible to all learners. This presentation outlines our efforts, challenges, and strategies in addressing accessibility within our OER publishing workflows. We will also touch upon the next steps we plan to take to further enhance accessibility of our publications.

In 2022, KPU Open collaborated with a co-op student to develop an accessibility rubric aligned with the Web Content Accessibility Guidelines (WCAG). The goal was to evaluate the accessibility of KPU's Pressbooks catalogue, which hosts a diverse range of OERs. The rubric served as a critical tool for assessing various aspects of accessibility, including text structure, alt text, multimedia content, and layout design.

The student meticulously evaluated 29 OERs using the newly created rubric. Unfortunately, the results revealed several common accessibility gaps: - Heading Structure: Many OERs lacked a consistent and well-organized heading structure, making it challenging for users to navigate content effectively. - Text Emphasis: Overreliance on bold or italicized text for conveying meaning led to inconsistencies and hindered comprehension. - Alt Text Mismatch: Images often had alt text that did not accurately describe their content, limiting accessibility for visually impaired users. - Tables and Captions: Some OERs contained layout tables without proper headers, and videos featured auto-generated, unedited captions.

Across the 29 books assessed, the accessible design success ranged from intermittent (level 1) to marginal (level 2)

Following the assessment, KPU's Open Publishing Suite (OPUS) implemented several measures to enhance OER accessibility: - Accessibility Statement: KPU created a clear and explicit accessibility statement for its website, emphasizing the importance of OER accessibility. - Student Assistant Training: Open Education Student Assistants now receive training in accessibility standards along with the rest of their training. Equipped with the necessary knowledge and skills, they contribute to making OERs more accessible during the creation process by being able to spot and fix accessibility issues immediately when doing the initial conversion. - OER Grant Application: The grant application process now includes a question specifically asking how applicants plan to address accessibility in their OER projects. This proactive step encourages thoughtful consideration of accessibility from the outset. - Project Agreements: OPUS revised its Project Agreements with OER Grant recipients, explicitly discussing common accessibility pitfalls identified during the assessment. This ensures that creators are aware of potential issues and can plan accordingly. - Pre-Publication Accessibility Review: An accessibility review is now part of the pre-publication checklist. By catching any oversights early, KPU aims to minimize accessibility gaps in its OERs.

KPU's commitment to accessibility extends beyond compliance—it reflects a dedication to equitable learning experiences. As the university continues to refine its OER publishing workflows, it remains steadfast in its mission to make education accessible to all.



Included in [Session 11C]: WIL and Microcredentials

Author Keywords
accessibility, OER publication, publishing processes