Part 1: https://docs.google.com/document/d/1QdN2HAE0P0g8XOq0GqUtKxWDcy6EZ3CHAiG5OHWo_C8/edit?usp=sharing

Part 2:Bright Futures for Every Student: Creating OERs with Equitable Accessibility

An ed-tech trend that is essential to online and open learning is the use of open educational resources (OER). As this trend grows in popularity, it also becomes clear that there are many opportunities to create advancements in this area. Jung et al. (2017) write that institutions are leaning towards OERs because it allows them to be innovative with how they treat knowledge: sharing and reusing knowledge, and reducing the expenses related with creating content (78). In the case of higher institutions of learning, allowing the public to access open educational resources connected with that particular university is a great way to advance public relations as well. Higher education institutions often focus on benefits to the student, but little thought and planning is given to instructional design and strategy (Jung et al., 2017, 78). Focusing solely on user outcomes and perceptions, educators may overlook the importance of instructional design and theories of pedagogy. With new ed-tech innovations and the increasing use of online and open learning, institutions must keep continuously developing their resources but also take bigger steps to create innovative and equitable open educational resources.

A broader theory of pedagogy that provides a framework for OERs is the idea of connectivism. Weller (2020) writes that connectivism focuses on taking full advantage of all the possibilities that online learning provides through the use of decentralized and varied materials, low costs, the encouragement of user creation and social learning, and open licensing. In general, connectivism does provide a macro-level framework with which to operate OERs. However, it becomes evident that numerous micro-level adjustments and modifications need to be made to actually make OERs effective and equitable for all students.

Following and implementing universal design for learning guidelines (UDL), institutions could have the opportunity to increase the effectiveness of their learning resources and take the next step in developing the rising ed-tech trend of OERs. The main tenet of the UDL framework revolves around improving instruction and learning, but ensuring these opportunities apply for all students. Robertson (2017) discusses the issues stemming from a one-size-fits-all approach to learning, and focuses on the need for students who actually have accessibility issues with online and open learning resources to be a part of the team that creates these resources. Often, institutions wait for user input before creating equal access opportunities, but the future of OERs should include the ideas of equitable access in the development stages of resources.

My own experiences with OERs are positive, but after extensive reading and reflection, I do see the issues that stem from poor planning for equitable opportunities. Being able to access online learning material easily at low cost, engaging in positive social learning opportunities, and having more autonomy in my education are all important reasons that OERs benefit me. In the past, I have been inconvenienced slightly with the design flaws that OERs often have, but for many students and users, these design flaws are substantial obstacles that create barriers to effective learning. Using the UDL guidelines, institutions have the opportunity to fix these design flaws and implement more effective learning theories to ensure that all students benefit from OERs equally. Specifically, a few of the guidelines that I have experienced flaws with and that could be modified by many OERs revolve around the three UDL factors of engagement, representation, and action.

When accessing OERs, I am often struck by the cluttered and disorganized user interface that students are forced to navigate. This issue falls under the UDL guideline of Engagement. The layout of OERs must make it easy for students to find resources, complete activities, and engage in social learning opportunities. However, the splash pages of these resources are often full of content that is inapplicable to the student, making it difficult for the user to learn. For me, this was a slight inconvenience compared to what a visually impaired student would probably experience, underlining the urgent need for these resources to streamline the navigation or ensure equal access to a different interface that ensures equitable access to the material.

Another important UDL guideline in terms of engagement is ensuring that student collaboration is a priority. In the past, I have been a part of student collaboration that involves writing discussion posts and commenting on my fellow students’ posts. In theory, this achieves student collaboration, but in practice, this is not effective in making sure students are engaged and maximizing effort. Creating a stronger online student community through peer mentoring and group activities that use flexible grouping and one-on-one interaction should be a priority (CAST, 2018). This not only creates opportunities of equal access, but helps all students benefit from sustained collaboration that is meaningful.

The final UDL guideline that institutions need to implement more effectively to ensure equitable access involves the factor of representation. Some students need visual representation, preferring charts and graphs to help organize information. Other students learn better by auditory means, preferring lectures and videos. A student might need written materials or even need more group activity and tactile learning opportunities. Every student is an individual and has a unique learning style or a blend of these learning preferences. Ensuring that course material is presented in a wide variety of ways benefits every student, but is crucial for students that face accessibility issues with online educational resources and instruction.

OERs are a growing ed-trend that has the opportunity to fundamentally change how accessible education is for students, especially students that face challenges with accessibility and historically have been left with less resources and opportunities. By implementing UDL guidelines, institutions could ensure that there are equal educational opportunities that will guarantee that online learning is inclusive, effective, and innovative. The future is bright for online learning and OERs if we ensure that this future is bright for every student.

References

CAST. (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org

Jung, E., Bauer, C., Heaps, A. (2017). Strategic implementation of open educational resources in higher education institutions. Educational Technology, 57(2), 78-84.

Robertson, T. (2017). Diversity, equity, and inclusion in open research and education. In M. Bali, C. Cronin, L. Czerniewicz, R. DeRosa, & R. Jhangiani. (Eds.) Open at the Margins: Critical perspectives on open education (Ch. 18). Rebus Community Pressbooks.

Weller, Martin. 25 Years of Ed Tech, AU Press, 2020.