The challenges of OER to Academic Practice

Abstract

The degree to which Open Educational Resources (OER) reflect the values of its institutional provider depends on questions of economics and the level of support amongst its academics. For project managers establishing OER repositories, the latter question-how to cultivate, nurture and maintain academic engagement-is critical. Whilst participating in the HEFCE funded institutional OER programme (2009-10), the team at the University of Exeter encountered a range of academic opinions on OER, and followed many as they rode the peaks and troughs of opportunities and challenges that this kind of work entails. This paper discusses the potential motivators for academics in providing OER material, as an understanding of these is helpful when introducing the subject to new contributors, and when informing planning decisions-both procedural and financial-so that key incentives are protected. We will also look at the reasons for some academic scepticism surrounding OER and how these views can be-if not tempered-then at least understood with a view to informing future policy. The enthusiastic advocacy that some academics possess in relation to OER is borne of their vision of its use. It is important to ensure that the high priority objective of obtaining academic support does not overlook instances where there is tension between this vision, and what can be achieved with available resources. We will discuss the key information that OER managers need in order to mitigate this scenario. OER projects do not work in isolation from internal competition and it has been essential to be sensitive to the conflicting pressures that academics have to contend with in their work profile. We will discuss the value of establishing where an OER project sits within an institution's educational and research strategies, and its financial framework, the questions to ask and the signs to spot to obtain this information, and how managers can use this knowledge to make decisions, avoid pitfalls and garner support. This will involve addressing academic initiatives and reward schemes, including a discussion of how IPR and copyright can not only present challenges but also play an important role in motivating and demonstrating academic engagement. This paper draws upon formal and informal engagement with a range of stakeholders who have been involved in the project, including the many colleagues who attended several staff development sessions.

Researching Resistance to Open Education Resource Contribution: An Activity Theory Approach

“…These materials and the creation of the repository were initially externally funded and at the time of writing the authors acknowledged that there would be forthcoming university funding. The major concerns raised at Exeter were that academics were reluctant to invest much time in OER creation because it was not perceived as enhancing their careers and also that academics perceived that OER were not fundamental to the future of the University and therefore they were not motivated to add materials (Browne et al, 2010).…”

“…Academics were also concerned that students would not attend lectures. Browne et al (2010) explored the challenges of OER to academic practice at the University of Exeter. Their project deliverable was to make available 360 credits of material and establish a university repository.…”

“…For the purposes of this article we are more concerned with the literature that focuses on why academics are concerned about adding content. In most of these articles faculty who contributed materials to their institutional directories were interviewed about their concerns and fears about adding (Smith & Casserly, 2006;Stacey, 2007;Lee et al, 2008;Beggan, 2010;Browne et al, 2010;Sefton, 2010;Winn, 2010).…”

“…In an article on the experiences of creating an OER directory at Exeter University, Browne et al (2010) emphasise, 'without academic buy-in OER has no future' (p. 5). Hence the need at this time in the OER movement for a deeper more nuanced understanding of the activity of not sharing education resources.…”

“…A number of authors have written papers that include discussions of why academics were concerned about adding materials (Smith & Casserly, 2006;Stacey, 2007;Lee et al, 2008;Beggan, 2010;Browne et al, 2010;Sclater, 2010b;Sefton, 2010;Winn, 2010). These papers include discussion of interviews, surveys and focus groups within institutions as cases to reflect upon the lessons learnt in different contexts.…”