OER Synthesis and Evaluation / Cultural-change-evidence
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Page history last edited by Lou McGill 12 years, 7 months ago

Strand evidence is recorded at release | cascade | omac


This cross-strand evidence supports the discussion on Phase2 Cultural Considerations and unless otherwise indicated is generally taken from project final reports, evaluation reports and discussions at the final programme meeting. Links to apporpriate strand evidence pages are included below and these provide links to project reports. Where questions are addressed by only one strand you are directed to strand evidence pages.


Evidence around cultural issues is spread through several key sections:

Institutional issues evidence

Practice change evidence

Impacts and benefits evidence


Jump to the appropriate section of this page




How are existing cultures being challenged, strengthened, contested, changed through releasing and using OERs?


Subject disciplinary cultures

Strand evidence:  release | cascade | omac


  • art and design cultures - exhibit underlying characteristics of creative disciplines that support open approaches
    • focus on audience and consequent 'culture of exhibiting, critiquing and sharing' (ADM)
    • significance of collaborative spaces, particularly the studio (ADM, ALTO)
    • need to record and share tacit knowledge (ALTO)
    • competing needs - sharing cf marketing products (ADM)
  • sharing as part of culture (ADM, need to encourage this - O4B)
  • tightly focused subject communities (SCOOTER) 


Academic culture

Strand evidence release | cascade | omac


  • stakeholder engagement
    • difficulties engaging senior staff (Ripple)
    • multi-layed approach within an institution to facilitate spread of interest in OER (cross faculty, staff at different levels of seniority and roles)(CAMEL approach - Ripple, Learning from WOeRK) 
  • strategic approaches within organisations
    • detailed workflows and guidance
      • adapted corre framework (OSTRICH, DELILA, CPD4HE, TIGER, SCOOTER, DHOER)
  • roles and boundaries
    • new roles (OSTRICH)
    • new skills for existing roles (TIGER, Learning from WOeRK, OSTRICH)
    • crossing traditional boundaries (Learning from WOeRK, OSTRICH)
  • ripple effect
    • staff changes impacting on broader institutional change (ALTO)
    • student engagement impacting on staff (ALTO, SCOOTER, C-SAP)
    • students as content producers (SCOOTER, C-SAP, ALTO, SPACE, Learning to Teach Inclusively, O4B, ACTOR, RLT for PA)
    • students engaging with wider altruistic benefits of OER (SCOOTER, ALTO, SPACE)
  • communities of pedagogic practice
    • changes in approach to curriculum design and delivery (ALTIO, ADM, C-SAP, Learning from WOeRK)
    • individual practice to team practice (CPD4HE 
  • technologies
    • web 2 technologies to support cultural change and encourage openness (ADM, C-SAP, SWAP, SCOOTER )
    • accessibility of public data (C-SAP)



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