12. A Practitioner’s Guide to Open Educational Resources: A Case Study

Entering into the world of Open Educational Resources (OERs) is not simply a matter of embracing a social justice-oriented stance about cutting ties to expensive textbooks and providing greater access to higher education. There is a practical side to making the transition from textbook-dependent courses to OER and, especially, for an individual professor or group of faculty members working without an existing OER-supportive institutional infrastructure (i. e. experienced OER users to serve as models and mentors, librarians well-versed in identifying and accessing OER, and instructional designers able to provide assistance), there are a number of very real challenges. This contribution examines one college professor’s journey to OER, along with challenges and lessons learned along the way, as he strove to gain an understanding of how to implement an OER-supported curriculum. The chapter provides a model of a an OER-based course module, discusses the impact of the “Four R’s” of OER (Reuse, Revise, Remix, and Redistribute) on decisions regarding how best to employ OER within a new or existing college course and ends with a series of questions to consider when preparing to engage with the transition to OE