Multi-Section Open Course Design: Design and Implications for Faculty, Sessional Instructors, and Learners

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DOI:

https://doi.org/10.18357/otessac.2022.2.1.419

Keywords:

open education, open pedagogy, OER-enabled pedagogy, higher education, open educational practices, learning management system, information technology, learning technology, educational technology

Abstract

As open course designs are being implemented in regular post-secondary credit courses (beyond massive open online courses), new issues and processes need to be considered that are fundamentally different from courses offered within the traditional learning management system. In this paper, we will review our approach to multi-section open course design and share our experiences working through emergent issues, such as content placement, intellectual property, attribution, etc. We will provide insights and recommendations for institutional leadership and administration, faculty area advisors, technical support staff, and sessional instructors.

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OTESSA Conference Proceedings Volume 2 Issue 1 2022 Hosted by University of Victoria Libraries

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Published

2024-09-30

Issue

Vol. 2 No. 1 (2022): OTESSA Conference Proceedings

Section

Practice

License

Copyright (c) 2022 Valerie Irvine, Michael Paskevicius, Colin Madland, Rich McCue, Verena Roberts

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