International Journal of Open Educational Resources Volume 2, Issue 1, Fall 2019/Winter 2020 | Page 32

International Journal of Open Educational Resources From the library’s point of view, the social aspects of the course were the most successful. Building partnerships with campus stakeholders, including teaching faculty, is an important component of successful OER initiatives (Salem, 2017), but early efforts by the library to gauge faculty interest in and usage of OER on campus were not especially fruitful. By cultivating relationships with grant recipients, especially through mentor groups that assigned faculty to one specific librarian, the library now has strong OER connections in many departments on campus. Plans are being discussed to host one or more events in the library in the future, where participating faculty can discuss and showcase their projects with other faculty on campus. Librarians teaching the course—the authors—have presented at local conferences alongside one of the grant recipients (Kraft, O’Byrne, Scronce, & van Arnhem, 2019) and have solicited feedback on the program from all current grant recipients in an effort to provide an opportunity for faculty to share their own experiences. The authors plan to continue to collaborate with grant recipients in the future on additional presentations, assessments, and scholarly writing, as they continue to learn more about OER resources and use or create them for their courses. Cognitive presence. Figure 10. Cognitive presence in the OER training course. Finally, the third element of the CoI model of learning, cognitive presence, is closely related to “Exploration,” “Integration,” and “Resolution” (Garrison et al., 2000)—i.e., critical thinking. Because the course did not incorporate traditional assignments or assessments, cognitive presence is more difficult to identify than teaching and social presence. However, in many ways, supporting faculty as they make connections and facilitating the exchange of infor- 24