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Table of Contents
Intro
Foreword
Contents
1 Contextualising Open Educational Resources in Higher Education
1.1 Introduction
1.2 The Definition of Open Educational Resources
1.3 The Origins of Open Educational Resources and the Development Over Time
1.4 The Reasons for the Use of Open Educational Resources
1.5 Theoretical Framework Underpinning the Use of Open Educational Resources
1.5.1 Mezirow's Theory of Transformative Learning Among Adult Learners
1.5.2 Knowles' Theory of Andragogy as a Catalyst for Self-Directed Learning
1.5.3 Intersections Between Andragogy and Transformative Learning
1.5.4 Intersections of Andragogy and Transformative Learning in Adult Classrooms
1.6 Chapter Overview
1.7 Conclusion
References
2 Open Educational Resources: A Catalyst for Social Justice and Equality
2.1 Introduction
2.2 Research Question and Methodology
2.3 The OER Movement as a Catalyst for Social Justice and Human Rights
2.3.1 Human Rights and Sustainability Goals
2.3.2 UNESCO OER Recommendation
2.3.3 The Ecosystem of Openness
2.4 Transformation of Education to Achieve the SDGs: The New Social Contract, the Next Normal and Quality
2.5 Discussion and Conclusion
References
3 Developing Supportive Policies and Strategies for Their Implementation: Student Experience with Real-World Cases
3.1 Introduction
3.2 Leadership in Open Education
3.3 Open Education Strategies Course
3.3.1 Open Education Policy Game
3.3.2 Public Exchanges Through Mastodon
3.4 Discussion and Conclusion
References
4 Open Educational Resources: The Promise, Practice, and Problems in Tertiary and Post-secondary Education
4.1 Introduction
4.2 The Promise
4.3 The Practice
4.3.1 Higher Education
4.3.2 OERs in Other Tertiary or Post-Secondary Education-An Example from the State of Texas, United States
4.4 Problems Encountered and Viable Solutions
4.4.1 Validity and Quality of Resources
4.4.2 Fair Use and Creative Common Licenses
4.4.3 Discoverability and Usability (Accessibility)
4.4.4 Limitations of Technology and Connectivity
4.4.5 Costs to Institutions
4.4.6 Implications for Policy
4.5 Conclusion
References
5 The Collaborative Picture Book Format as an Open Educational Resource for Socialisation, Learning, Teaching and Assessment in Higher Education
5.1 Introduction
5.2 Cases
5.2.1 Case 1-What Will Today Bring?
5.2.2 Case 2-The Invisible King
5.2.3 Case 3-Together
5.2.4 Synoptic Reflection on the Three Open Picture Books Cases
5.2.5 Lessons Learned
5.3 Designing Open Picture Book Activities: Applications, Ideas and Rationale
5.3.1 Community Building for Social Learning
5.3.2 Assessment and Feedback as a Process and Product
5.3.3 A Way Forward
5.4 Conclusion
Foreword
Contents
1 Contextualising Open Educational Resources in Higher Education
1.1 Introduction
1.2 The Definition of Open Educational Resources
1.3 The Origins of Open Educational Resources and the Development Over Time
1.4 The Reasons for the Use of Open Educational Resources
1.5 Theoretical Framework Underpinning the Use of Open Educational Resources
1.5.1 Mezirow's Theory of Transformative Learning Among Adult Learners
1.5.2 Knowles' Theory of Andragogy as a Catalyst for Self-Directed Learning
1.5.3 Intersections Between Andragogy and Transformative Learning
1.5.4 Intersections of Andragogy and Transformative Learning in Adult Classrooms
1.6 Chapter Overview
1.7 Conclusion
References
2 Open Educational Resources: A Catalyst for Social Justice and Equality
2.1 Introduction
2.2 Research Question and Methodology
2.3 The OER Movement as a Catalyst for Social Justice and Human Rights
2.3.1 Human Rights and Sustainability Goals
2.3.2 UNESCO OER Recommendation
2.3.3 The Ecosystem of Openness
2.4 Transformation of Education to Achieve the SDGs: The New Social Contract, the Next Normal and Quality
2.5 Discussion and Conclusion
References
3 Developing Supportive Policies and Strategies for Their Implementation: Student Experience with Real-World Cases
3.1 Introduction
3.2 Leadership in Open Education
3.3 Open Education Strategies Course
3.3.1 Open Education Policy Game
3.3.2 Public Exchanges Through Mastodon
3.4 Discussion and Conclusion
References
4 Open Educational Resources: The Promise, Practice, and Problems in Tertiary and Post-secondary Education
4.1 Introduction
4.2 The Promise
4.3 The Practice
4.3.1 Higher Education
4.3.2 OERs in Other Tertiary or Post-Secondary Education-An Example from the State of Texas, United States
4.4 Problems Encountered and Viable Solutions
4.4.1 Validity and Quality of Resources
4.4.2 Fair Use and Creative Common Licenses
4.4.3 Discoverability and Usability (Accessibility)
4.4.4 Limitations of Technology and Connectivity
4.4.5 Costs to Institutions
4.4.6 Implications for Policy
4.5 Conclusion
References
5 The Collaborative Picture Book Format as an Open Educational Resource for Socialisation, Learning, Teaching and Assessment in Higher Education
5.1 Introduction
5.2 Cases
5.2.1 Case 1-What Will Today Bring?
5.2.2 Case 2-The Invisible King
5.2.3 Case 3-Together
5.2.4 Synoptic Reflection on the Three Open Picture Books Cases
5.2.5 Lessons Learned
5.3 Designing Open Picture Book Activities: Applications, Ideas and Rationale
5.3.1 Community Building for Social Learning
5.3.2 Assessment and Feedback as a Process and Product
5.3.3 A Way Forward
5.4 Conclusion