The document discusses research into models for increasing adoption of open educational resources (OERs) in higher education institutions. It presents two theoretical frameworks - Davis' Arena model for understanding technological change within an educational system, and Cox and Trotter's OER adoption pyramid for identifying factors that influence OER engagement. The methodology section indicates the research involves a case study analysis of an OER course design process through these theoretical lenses.

2. Research items
Problem
OERs are not widely used, and there remain
questions as to how to increase their adoption
by institutions (Kaatrakoski, Littlejohn, & Hood, 2017).
Purpose
To provide models for tertiary institutions
interested planning for OER engagement
Guiding question
How are higher education institutions
engaging with OER, particularly with respect
to instructional design and development for
open education?
Case study of
processes related to
designing a course
within a
human ecosystem

3. Methodology

4. Theoretical framework:
Davis’ Arena

5. What is the Arena?
Davis’ (2018) Arena of change with technology in education
• Aims to increase the understanding of the impact of an educational innovation in a
system.
• Clarifies the complexity of a system
• Exposes relationships within the system
• Assists in identifying ways to minimise disruption with technology into a learning
environment (therefore increasing sustainability)
• Considers that educational technologies and learning environments cause each other
to evolve. This is co-evolution.
(Davis, 2018)

6. Why use the Arena?
Characteristics
• Holistic
• Layered from local to global
• Categorised into sectors:
• Resources
• Professional
• Community
• Bureaucratic
• Political
• Considers interactions
• Accounts for the impact of culture (not explored in this presentation)

7. Ecosystems contain matter
• Non-living matter
• Living matter or species
(includes Keystone species)
Course ecosystem
Organizational ecosystem
National ecozone
Global ecosphere
Arena framework is based in human ecology

8. Theoretical framework:
Cox and Trotter’s
OER adoption pyramid

9. Development of the OER adoption pyramid
• Factors differed in terms of the lecturers’ control over them
• Factors are essential for OER engagement (“variables” only affect how OER are used)
• Two agents: lecturers and the institution
• Anyone can borrow OER
• One must have IPR to create OER

10. What is the relative
importance of a
given factor on OER
engagement?
(Cox & Trotter, 2017a)
OER Adoption pyramid
(adapted from Cox & Trotter, 2017b)

11. Stressor – positive or negative? It depends!
Barrier
Enabler

12. Findings

13. BureaucraticProfessional
Resources
Community
Political
Organizational
ecosystem
Regional or National
ecozone
Global
ecosphere
Course
ecosystem

14. BureaucraticProfessional
Resources
Community
Political
Wiki
Educator
OER
CDs
SME
OERu
WordPress
course
Exec
OL

15. Organizational
ecosystem
Regional or National
ecozone
Global
ecosphere
Course
ecosystem
BureaucraticProfessional
Community
PoliticalResources
6.f.
6.a.
3.d.
3.c.
3.b.
3.a.
1.d.
1.c.
1.b.
1.a.
2.
4.c.
4.b.
4.a.
5.
4.d.
4.e.
6.b.
6.c.
6.d.
6.e.

16. Organizational
ecosystem
Regional or National
ecozone
Global
ecosphere
Course
ecosystem
BureaucraticProfessional
Community
PoliticalResources
3.d.
3.c.
3.b.
3.a.
1.d.
1.c.
1.b.
1.a.
2.
3. Conceptual
awareness
2. Legal
permission
1. Infrastructure
access

17. Organizational
ecosystem
Regional or National
ecozone
Global
ecosphere
Course
ecosystem
BureaucraticProfessional
Community
PoliticalResources
6.f.
6.a.
4.c.
4.b.
4.a.
5.
4.d.
4.e.
6.b.
6.c.
6.d.
6.e.
6. Personal
volition
5. Availability
of OER
4. Technical
capacity

18. References

19. Bates, A. W. (2015). Teaching in a digital age. Retrieved from: http://opentextbc.ca/teachinginadigitalage/
Cameron, K. S., & Quinn, R. E. (1999). Diagnosing and changing organizational culture: Based on the competing values framework.
Reading, Mass: Addison-Wesley.
Cox, G., & Trotter, H. (2016). Institutional culture and OER policy: How structure, culture, and agency mediate OER policy potential in
South African universities. The International Review Of Research In Open And Distributed Learning, 17(5).
Cox, G., & Trotter, H. (2017a). An OER framework, heuristic and lens: Tools for understanding lecturers’ adoption of OER. Open Praxis,
9(2), 151-171.
Cox, G., & Trotter, H. (2017b). Factors shaping lecturers’ adoption of OER at three South African universities. In C. Hodgkinson-Williams &
P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 287–347).
Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks: Sage.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks: Sage.
Davis, N.E. (2018). Digital technologies and change in education: The arena framework. London & New York: Routledge.
Ehlers, U.-D. (2011). Extending the territory: From open educational resources to open educational practices. Journal of Open Flexible
and Distance Learning, 15(2), 1-10.
Erstad, O. (2011). Citizens navigating in literate worlds: The case of digital literacy. In M. Thomas (Ed.), Deconstructing digital natives:
Young people, technology and the new literacies (pp. 99-118). New York, NY: Routledge.
Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle
River, NJ: Merrill/Pearson.

20. Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. (2009). Confronting the challenges of participatory culture: Media
education for the 21st century. Cambridge: MIT Press.
Kaatrakoski, H., Littlejohn, A., & Hood, N. (2017). Learning challenges in higher education: An analysis of contradictions within open
educational practice. Higher Education, 74(4), 599-615. doi:10.1007/s10734-016-0067-z
Marginson, S. (2016). The worldwide trend to high participation higher education: dynamics of social stratification in inclusive systems.
Higher Education, 72(4), 413-434. doi:10.1007/s10734-016-0016-x
OERu. (n.d.a). About OERu. Retrieved from: https://oeru.org/about-oeru/
OERu. (n.d.b). OERu. Retrieved from: https://oeru.org/
William and Flora Hewlett Foundation. (2019). Open Educational Resources Available at https://hewlett.org/strategy/open-educational-
resources/ [Accessed 4 Feb. 2019]
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Los Angeles: Sage.

21. Acknowledgments

22. Supervisors
Associate Professor Cheryl Brown
Distinguished Professor Niki Davis
Associate Professor Annelies Kamp
GOGN
Research participants
Scholarship
Commonwealth Scholarship and Fellowship Plan
Audience members

23. Questions