Titlebook: Open Educational Resources in Higher Education; A Global Perspective Jako Olivier,Andreas Rambow Book 2023 The Editor(s) (if applicable) an

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Open Educational Resources: A Catalyst for Social Justice and Equality,, Scientific and Cultural Organization (UNESCO) adopted the Recommendation on Open Educational Resources (OER) in November 2019. Five areas of actions are outlined in the UNESCO OER recommendation: Capacity Building; Policy; Inclusivity, Equitable Quality OER; Sustainability Models; and the Promotio

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Open Educational Resources: The Promise, Practice, and Problems in Tertiary and Post-secondary Educ popularity among instructional designers and instructors in academia (Lim, Wee, Teo, & Ng, 2017). The pivot to online instruction because of the pandemic clearly highlighted the largely forgotten inequity issues created by the digital divide (Education Connection, 2020). With a clear focus on inequ

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The Collaborative Picture Book Format as an Open Educational Resource for Socialisation, Learning, cation. It illustrates how it has the power to refresh approaches currently used across disciplines and professional areas to foster community and authentic engagement in learning and assessment, utilising the power of story. The authors report on three different open picture book projects, the proc

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,Who Builds It, Who Benefits? Deepening Student and Faculty Knowledge About Wikipedia’s Scholarly Vaia pages. By producing re-usable OER materials, these assignments provide students with transferable research skills and collaborative learning opportunities, face-to-face or remotely. By taking part in the production of open-access materials, students practice sharing knowledge with a?larger commun

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,Legacy Building Through a “Teaching with Technology” Open Textbook Project,reas, an open textbook project was conducted in which graduate students served as content contributors to a textbook that was then utilized as a part of an undergraduate course. The project design employed an OER-enabled pedagogical approach, amplifying the element of students-as-contributors in the

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A Mixed-Methods Study with MOOC Learners to Understand Their Motivations and Accessibility Needs,hnologies can be used to facilitate the learning experience. Learners with accessibility needs can face difficulties in interacting with MOOCs, different?MOOC platforms and course designs may influence their self-regulated learning skills, learning engagement, and communications with other learners.

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,Integrating Open Education Resource Praxis and Feminist Pedagogy in Gender, Women’s, and Sexuality ign” by drawing on my experience teaching Gender, Women’s, and Sexuality Studies (GWST) courses at Oklahoma State University. After obtaining a university grant for OER course design, I taught remotely in 2020, exclusively using OERs in the following three undergraduate courses: Introduction to GWST