(2012). Design and development of OER: a student perspective.
In: Glennie, Jenny; Harley, Ken; Butcher, Neil and Van Wyk, Trudi eds.
Perspectives on Open Educational Resources (OER) as a Catalyst for Educational Change: Case Studies and Reflections of Practice.
Vancouver: Commonwealth of Learning, pp. 141–153.
Open educational resources (OER) are largely developed by teachers who expect to share them with, and see them (re)used by other teachers. Many claims are made as to how this gifting culture will support teachers and educational institutions to provide teaching resources for students at either lower cost and/or of higher teaching quality through that shared endeavour, either done alone or through formal collaborations. It is also believed that such OER will lead to improved learning experiences for students through these lowered costs and/or higher teaching quality for the educational resources they use in their studies. However, such improvements are unlikely if teachers do not take account of the ways in which students might view and engage with a greater range and variety of open educational resources and not just those offered to them by their own teachers or institutions. The open availability, accessibility, affordability and acceptability of OER is likely to change the teacher-student and student-student relationships away from the more traditional teacher-centred ‘sage on the stage’ face-to-face mode to more a learner-centred ‘guide on the side’ blended learning mode. These developments are primarily explored using examples from The Open University in the United Kingdom.
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