Publications and Research
Document Type
Article
Publication Date
Winter 2022
Abstract
This article is work is the introduction to the 21st issue of the Journal of Interactive Technology and Pedagogy, which is available in full at https://cuny.manifoldapp.org/projects/journal-of-interactive-technology-and-pedagogy-no-21.
As instructors in different contexts—an English program in a public two-year college, a language and linguistics department in a small liberal arts college, and digital scholarship services in a library at a major research university—we the co-editors of this special issue on Open Educational Resources (OER) have seen the attitudes toward and practices of OER shift over the last several years. Embraced by college and university administrators and funded by national and state initiatives as a means to lower barriers of entry for low-income college students, OER have also become a cornerstone of open pedagogy methods that work to make connections between the classroom, the university, and the world beyond the academy. Since the emergence of COVID-19, OER creation has expanded rapidly to accommodate the demands of remote and hybrid teaching and the ethical concerns of teaching in an increasingly inequitable world. The emphasis on equity and access has resulted in an increased quantity of OER material and platforms created and circulated online. The OER work that produced this glut of materials received a range of levels of institutional and financial support, ranging from dedicated individual scholars’ unpaid labor to corporations that produce and sell access to resources and platforms. At the same time, remote and hybrid teaching has also prompted for many instructors a series of questions about established pedagogical approaches. Some traditional teaching and learning practices developed in in-person learning environments have buckled upon adaptation to this new environment. Beyond that, online and hybrid teaching practices have impacted the way we teach in person now that we are returning to campuses. In this special issue, we explore questions and concerns that OER inspire about teaching practices, pedagogy, course planning, labor, and assessment.
Comments
This record provides access to an HTML download of a living CUNY Manifold project. To access and annotate this work, please visit https://cuny.manifoldapp.org/projects/journal-of-interactive-technology-and-pedagogy-no-21.