Conclusion and Next Steps

Change only comes with the institutionalization of better practices, recognizing the need for the longevity of OER projects,  respect for their evolving nature, and awareness of the changing nature of culture and technology. Incorporating accessibility as a standard practice in the OER adoption and development process repositions accessibility from a secondary educational procedure to a prioritized applied practice among educators.

Training

This project also recognized, as a top priority, the need to train and support those who want to adopt OERs but do not know where to start. To encourage educators to consider OERs as alternatives to textbooks, it might be helpful to engage with them early and train them accordingly in relation to content accessibility, among other considerations mentioned in this resource. For mid-career educators, incentives could help demonstrate the possibilities of adopting OERs or making their courses more accessible and inclusive to learners. These incentives could include external support to make the adoption process easier and showcasing how OERs can be combined with other learning materials, such as PowerPoint slideshows or exam questions in the context of their course. Ultimately, breaking the existing culture around what makes for valuable and timely resources in educational contexts is crucial. While many people may be open to adopting OERs, they may not want to commit to what could be seen as more work in adopting or creating an OER. It is important to reinforce the processes and support available on campus for faculty and teaching teams regarding the values of OER adoption.

Educators can develop training sessions incorporating active physical and virtual discussions. Sessions may examine accessibility and the diverse ways in which OERs are created and ultimately adopted for class use. Training also needs to emphasize disciplinary-specific relationships with OERs, information sharing across platforms and geographical space, and OERs as community-building opportunities.

The ability to train and the time available for training also depend on department size, teaching load, and administrative responsibilities. Smaller departments with fewer faculty will have less capacity to participate in training related to accessible OER adoption.

Building Community of OER Adoption and Creation

It is imperative that training also integrates on-campus or virtual support to help adopters engage in accessible OER adoption and creation. Many institutional service areas can help support the development of OERs. Campus libraries and teaching and learning centres are places where faculty, instructors, and teaching assistants can receive help with questions about OERs, including accessibility. In particular, educational technology teams can help address any technological questions about accessibility in the curation of OERs.

Reviewing Accessibility for OER Content

OER content should be reviewed for accessibility to ensure that fostering inclusive environments remains a top priority. When adopting or creating an OER, professional development in accessibility and EDI initiatives can support the role of inclusivity. OERs must also undergo a comprehensive accessibility review before the material is published. Developers reviewing content should adopt reflexive practices, ensuring that the content meets the highest accessibility standards and guidelines while respecting Universal Design for Learning practices. Reflexivity in the review process promotes fair access to education, inclusive pedagogical practices, and provides educators with the tools necessary to meet the needs of each student. This accessibility review also needs to consider learners that may only be able to engage with material and content off screen, so having content readily accessible to be printed or created as a Braille book is also important. 

Prompts for Developing and Using OERs

Below, readers are presented with a comprehensive set of prompts designed to foster a well-rounded understanding of developing and adopting open educational practices. These prompts were established based on an examination of open educational practices through consultation with instructors, teaching assistants, and staff at Brock University who have previously employed or developed OERs. Moreover, the prompts are structured to assist in reflexivity practices and strategic planning in developing OERs. Educators and developers are encouraged to investigate avenues that can help improve and foster accessibility in their pedagogical practices. Additionally, the prompts provide ways developers can critically examine their practices while promoting UDL initiatives. Educators and developers are encouraged to proactively endorse and adopt methods of accessibility and champion equity and inclusivity.

• Were principles of justice and equity employed in the content creation process?
• What approaches have been adopted to safeguard the OER’s long-term sustainability and longevity, as well as open educational and accessibility initiatives?
• Were pedagogical approaches beyond Universal Design for Learning adopted to improve accessibility for diverse learners?
• Was accessible language providing bias-free description employed in the OER content?
• What objectives have been incorporated when considering accessibility in interactive tools?
• What objectives have been adopted to assist in standardizing accessibility in higher education?