Editorial: Volume 14, Number 2

Rory McGreal, Wanjira Kinuthia, Stewart Marshall
2013 International Review of Research in Open and Distance Learning  
This issue is made up of contributions to the OER Knowledge Cloud by authors working in three of the world's leading open universities, namely the OU UK, Athabasca University, and the Dutch Open University, as well as other researchers working in the OER field. The articles begin with a case study of an OER implementation followed by a rationale for using OER on mobile learning and a description of developing content for use on mobile devices. Other articles explore the longterm sustainability
more » ... f OER and their disruptive influence on traditional institutions, as well as the need for national policies and their use in other languages. In the final article, the author looks at visualisation and mapping of OER and their use. Supporting the widespread availability of OER is a goal that Athabasca University (AU) has embraced through association with the Commonwealth of Learning and by becoming a charter member of the OER University. The article by Ives and Pringle, "Moving to Open Educational Resources at Athabasca University : A Case Study," reviews what OER are, who creates them, how they are paid for, how they are distributed, and how staff and faculty members at AU work with them. This article also describes the context within which AU provides teaching and learning services, including the challenges and opportunities that have led it to consider moving to OER. It outlines the design theory and instructional principles underpinning completed OER projects, with a brief illustration using two examples. The article concludes with a description of the current plan and expected next steps towards including OER in large numbers of AU online courses.
doi:10.19173/irrodl.v14i2.1549 doaj:8159d88512fb43f5a156aac455118d9a fatcat:ohyjuhpodfg4xarwv5mzmrr25u