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: 13