International Journal of Open Educational Resources Volume 2, Issue 1, Fall 2019/Winter 2020 | Page 26

International Journal of Open Educational Resources
Figure 2. Slide from Faculty Senate Provost’s Report (November 13, 2018)
Open Educational Resources (OER).
ing program for OER grant recipients.
Three librarians—the authors of this
article—volunteered to build, collaboratively,
an OER training course based
on DE Readiness and deliver it entirely
on the campus LMS with support from
our CofC’s instructional technologists,
who regularly manage the DE Readiness
program.
Rather than develop new materials
from scratch, the group decided to
use existing, open resources on OER.
Numerous resources have been created
to foster faculty understanding of
OER, but the OER Community Course
created by SUNY was selected as the
model for our course (SUNY, 2018).
As previously mentioned, SUNY OER
Services is one of the largest and most
robust statewide OER initiatives in the
United States. SUNY has developed extensive
training modules covering different
aspects of open education and
shared them online, and the course was
designed in ways that paralleled what
CofC librarians were discussing for
their program, including content that
was separated into manageable chunks,
a discussion space for faculty to communicate
simultaneously with librarians
and with each other, and a badging
program for faculty who completed the
modules and corresponding activities.
Certain aspects of the program, such as
discussion boards and cohort groups,
are limited to SUNY faculty and staff,
but the course content is freely available
on the web for anyone’s use. SUNY
staff members were generous in answering
questions and even shared a
folder containing text and image files
used in the online course. Following
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