International Journal of Open Educational Resources Volume 2, Issue 1, Fall 2019/Winter 2020 | Page 21
Building a Community of Inquiry Around OER
为校园学习管理系统中的教师设计了一个异步 OER 培训课程。课程通过教育存在、社会存在、认知存在 , 对 CoI 的教育和学习模式进行了应用。通过该课程 , 图书馆员与不同学科的教师共同合作 , 将可支付的学习资源融入课堂中。本文包括一些由教师提供的反思 , 和目前从 OER 经费项目所使用的资源中学到的经验。
关键词 : 探究社群 , 教师与图书管理员的关系 , 教师发展 ,OER 经费项目 , 学习管理系统
Introduction
When the College of Charleston
(CofC), a large public
master’s college in Charleston,
South Carolina, initiated a grant
program for faculty interested in converting
their course materials to open
educational resources (OER) during the
2018-2019 academic year, the College
Libraries became an epicenter for OER
support on campus. Librarians were
already utilizing and learning about
OER from the ground up—long before
the grant program was announced, research
and instruction librarians were
using OER textbooks in their own credit-bearing
information literacy classes.
Library staff had also attended conference
sessions and training on affordable
learning initiatives, developed an extensive
online OER guide, and formed
a working group in partnership with
instructional technologists from CofC’s
Teaching and Learning Team. Due to
this existing knowledge and expertise,
librarians consulted on and participated
in every step of the grant program.
They helped develop grant guidelines,
reviewed proposals, and led training
and support for faculty grant recipients.
This article will focus on how research
and instruction librarians at CofC designed
an asynchronous OER training
course for faculty in the campus learning
management system (LMS)—using
existing open source materials—and
subsequently worked with faculty from
a variety of disciplines to integrate affordable
learning resources in their
courses. Through their leadership with
the grant program, librarians sought to
foster a Community of Inquiry (CoI)
surrounding OER on campus. The CoI
model of teaching and learning identifies
three essential elements for learning
(teaching presence, social presence, and
cognitive presence), and specifically applies
them to online learning environments
(Garrison, Anderson, & Archer,
2000). The course created by librarians
at CofC applies these three elements in
the following ways:
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