Driving OER Sustainability for Student Success (DOERS3)

Driving OER Sustainability for Student Success (DOERS3)

September 9, 2019

The University System of New Hampshire and the Community College System of New Hampshire are the latest institutions to join the ​Driving OER Sustainability for Student Success (DOERS​3​) Collaborative. DOERS was conceived in 2017 by the University System of Maryland (USM), City University of New York (CUNY), and State University of New York (SUNY). DOERS​3​, launched in 2018, is a collaborative made up of public higher education systems and statewide/provincewide OER organizations.  It positions member organizations to realize the promise of high-quality, accessible, and sustainable OER implementations to achieve equity and student success at scale. Leveraging the collective strength of the Collaborative, DOERS3 members build capacity to take established OER initiatives to scale and shape national and state innovation in the areas of OER research, policy, accessibility, and quality. Over the next 12 months, this group will focus on Research, Equity, and Capacity Building.  Join the conversation at #DOERS3

Statement of Purpose & Guiding Principles, and Working Definitions (as defined by DOERS3)

As a group, DOERS​3​ members believe in supporting student success through the implementation of affordable, openly-licensed alternatives to high-priced, traditionally-copyrighted, instructional materials. We recognize that the choice of instructional materials remains the purview of the faculty; with OER becoming an increasingly viable option when preparing relevant and engaging course materials.  
The following principles guide the Collaborative’s work and the efforts of the statewide/provincewide OER initiatives that make up its members. As part of the Collaborative, members endeavor to:
● Develop a clear statewide/provincewide rationale for adopting and scaling OER as an integral component of student success;
● Share learning, tools, and resources within the Collaborative and with higher education organizations and the broader OER community as appropriate; ● Collaborate in cross-state/province projects to advance research, policy, accessibility, and quality;
● Require all newly created OER  supported by OER-designated public funds to be openly licensed, easily discoverable, and fully accessible and encourage affiliated institutions, systems and organizations to do the same;
● At the state/province level, engage with OER service providers that provide products that are fully accessible, provide day-one access, allow students to retain content, and make content openly and freely available outside of their platforms and encourage affiliated institutions within their statewide/provincewide initiatives to do the same;
● Drive OER innovation to enhance the higher education ecosystem by: ○ Identifying gaps and coordinating the development of new content ○ Ensuring discoverability ○ Informing development of platforms and analytics ○ Developing partnerships with OER vendors and service providers  
● Inform institution, system, state/province, and federal policy with respect to the implementation and use of OER. 
For the purposes of this Collaborative, ​Open Educational Resources (OER) ​are defined as instructional materials that are fully accessible and reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge (adapted from the Hewlett Foundation​ definition of OER). 
Fully accessible​ refers to the practice of designing learning materials that can be navigated and understood by all users, including those who have visual, auditory, motor, or cognitive disabilities (adapted from the ​National Federation of the Blind​ and the ​Rouse and Souza​ definitions of accessibility). 

Bookmark and Share

Add new comment

Plain text

  • No HTML tags allowed.
  • Web page addresses and e-mail addresses turn into links automatically.
  • Lines and paragraphs break automatically.
This question is for testing whether or not you are a human visitor and to prevent automated spam submissions.
16 + 0 =