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Open Educational Resources: OER and Equity
Resources for locating Open Educational Resources for Educators and Librarians
Why is OER Important for Diversity, Equity, and Inclusion?
Open Educational Resources (OER) go beyond saving students money. They afford an opportunity to provide culturally relevant and responsible classroom materials in which all students see themselves reflected. Traditional textbooks, learning objects, and literature are often presented from a single dominant viewpoint, and packaged for mass production across a wide range of educational markets. OER allows for inclusion of previously excluded voices, and students can be actively engaged in the learning process.
Utilizing student voices, experiences, and viewpoints through the use of open pedagogy leads to a more engaging learning environment. Beginning small with a few assignments, readings, or lessons can be a great way to get started. The Library is happy to help!
The Equity Through OER Rubric includes three broad organizational categories, each with several dimensions, and each of which is essential to build and
sustain capacity. The categories represent not only areas of focus and engagement, but also stakeholder communities that sometimes intersect in terms of
practice and responsibility: Students, Practitioners, and Leadership/Administrators. Within these categories, rubric users are asked to engage and evaluate
themselves along a set of key dimensions.
The Peralta Equity Rubric is a research-based course (re)design evaluation instrument to help teachers make online course experiences more equitable for all students. The rubric’s criteria include: addressing students’ access to technology and different types of support (both academic and non-academic); increasing the visibility of the instructor’s commitment to inclusion; addressing common forms of bias (e.g., implicit bias, image and representation bias, interaction bias); helping students make connections (e.g., between course topics and their lives; with the other students); and following universal design for learning principles.
This article reports the results of a large-scale study (21,822 students) regarding the impact of course-level faculty adoption of Open Educational Resources (OER). Results indicate that OER adoption does much more than simply save students money and address student debt concerns. OER improve end-of-course grades and decrease DFW (D, F, and
Withdrawal letter grades) rates for all students. They also improve course grades at greater rates and decrease DFW rates at greater rates for Pell recipient students, part-time students, and populations historically underserved by higher education. OER address affordability, completion, attainment gap concerns, and learning. These findings contribute to a broadening perception of the value of OERs and their relevance to the great challenges facing higher education today.
The paper begins by outlining the method of texts selection, including defining the three principles of social justice (redistributive, recognitive and representational justice) used as an analytical lens.
“Open Pedagogy,” as we engage with it, is a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures. This site is dynamic, contested, constantly under revision, and resists static definitional claims.