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OER based capacity building to overcome staff equity and access issues in higher education

Citation

Bossu, CM and Willems, J, OER based capacity building to overcome staff equity and access issues in higher education, Proceedings ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, 4-6 December 2017, Toowoomba, Australia, pp. 22-26. (2017) [Refereed Conference Paper]


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Official URL: http://2017conference.ascilite.org

Abstract

Open educational resources (OER) have already impacted educational systems around the world. In higher education more specifically, it has benefited learners, and has influenced institutional strategic plans and policies. Additionally, the benefits of OER also extend to staff in higher education, such as academic staff. For this group, OER can provide opportunities for collaboration, promote curriculum innovation and student led content development, as well as contribute to university teachers’ much needed continuing professional development. In this paper, we examine the potential of OER to build capacity of academic staff in higher education, in particular to overcome some equity and access issues that they may face. It also examines some existing activities and strategies for professional development in higher educational institutions and provides some recommendations for academics, academic developers, institutions, and the sector in general.

Item Details

Item Type:Refereed Conference Paper
Keywords:OER in Australia, OEP, open educational practices, capacity building for OEP, equity, access
Research Division:Education
Research Group:Education Systems
Research Field:Higher Education
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teacher and Instructor Development
Author:Bossu, CM (Dr Carina Bossu)
ID Code:122672
Year Published:2017
Deposited By:Tasmanian Institute of Learning & Teaching
Deposited On:2017-11-22
Last Modified:2018-01-15
Downloads:0

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