In this third module you will focus on accessibility, equity & inclusion, and open pedagogy. The content we are sharing addresses the last of the 3 ‘big idea’ questions you need to consider on your OER adoption journey:
“How do you share these materials with your students in a way that helps them
succeed in your class?”
Module Objectives
By the end of the module, you should be able to:
- Consider the ways you want to build your course content and activities to be more culturally responsive and inclusive of diverse authors and scholars.
- Outline the types of revisions you will consider making to your course content and activities to meet the needs of your learners as they progress through your OER/ZTC materials and resources.
- Evaluate the changes needed in your course navigation to better create multiple points of contact with content for your learners.
Navigate to the next chapter called “Diversity and Inclusion“
Throughout this book we use the term OER for Open Educational Resources. This term has several different meanings. For most, OER is reserved for resources that fall within the 5Rs framework, retain, reuse, revise, remix and redistribute. Within this framework, OER refers specifically to resources that can be retained, reused, revised, remixed, and redistributed by other authors and adopting educators. Not all freely available resources can be revised, remixed and redistributed.
Within this work, we approach OER with a broader definition, including non-remixable resources like library resources, web resources, public data sets, public case studies, and more. These are often referred to as ZTC - Zero Textbook Cost materials.
Given our broader definition, we chose to use OER throughout as it is the more commonly recognized acronym. We do acknowledge there are different definitions, and adopters should pay careful attention to the copyright and research in their areas when using terminology.
Throughout this book we use the broad term adoption for the process of selecting/identifying a text(s) or series of materials to support learners within a learning space. The assumption is that selecting/identifying the text(s) or materials leads to use within the course. Because OER can be used to support learners in a wide variety of spaces, we use the term adoption to include classroom, curricular, co-curricular, and beyond classroom learning spaces educators, instructors, librarians, and/or instructional designers encounter as part of their work. For instance, this book could be 'adopted' by centers for teaching and learning as OER for future faculty adopters.
