Potential Abstract:
The proliferation of open educational resources (OER) has transformed the landscape of educational materials, offering free and accessible resources for educators worldwide. However, the utilization of OER is not devoid of challenges, particularly in the context-laden field of educational practice. This study examines the role of Creative Commons licensing in facilitating the collective utilization of OER in a Keynesian approach to education. By leveraging the principles of sharing and collaboration embedded in Creative Commons licenses, educators can effectively navigate the complexities of contextual factors that influence the adoption and adaptation of OER in diverse educational settings. Drawing on a theoretical framework informed by Keynesian economics, which emphasizes the role of collective action in fostering economic growth, this research explores how educators can engage in collaborative practices to maximize the benefits of OER in their teaching and learning environments. Through a qualitative analysis of educators’ experiences with OER, this study aims to shed light on the strategies and mechanisms that promote the effective utilization of OER within specific educational contexts. By examining the interplay between Creative Commons licensing, contextual factors, and collective approaches to OER utilization, this research contributes to a deeper understanding of the potential of OER to transform educational practices and address equity issues in education.
Potential References:
- Who benefits from the public good? how oer is contributing to the private appropriation of the educational commons
- Power Dynamics in a Complex OER Environment: Who Is Leading the Way?
- It’s not (just) about the cost: Academic libraries and intentionally engaged OER for social justice
- Wikiwijs: An unexpected journey and the lessons learned towards OER
- Co-creation of OER by teachers and teacher educators in Colombia
