Executive Summary

Open Educational Resources (OER) are gaining traction in North American higher education institutions, yet Canadian colleges and universities lag behind their U.S. counterparts in research, development, and adoption efforts (McGreal, 2015). Despite the potential of OER to enhance accessibility and academic success, Canadian faculty face challenges such as limited awareness, resource constraints, and concerns about quality (Skidmore and Provida, 2019).

Numerous initiatives and funding opportunities have emerged to support faculty development in OER, but sustainability remains an issue (Wiley, 2017). As a result, many Canadian students, including Indigenous and marginalized groups, struggle to access affordable educational materials.

Ontario Tech University, an access-oriented institution in Oshawa, Canada, recognizes the importance of OER in reducing financial barriers for its diverse student body. Faculty members express interest in creating OER for their courses, but they encounter challenges in balancing their workload (Deloitte, 2020).

To address sustainability concerns, Ontario Tech University established the OER Lab in 2020. This initiative mirrors traditional educational publishing processes, offering faculty authors support in editing, reviews, and design. Student employees, trained by experienced staff, assist faculty in using or creating OER, gaining valuable experience while supporting faculty endeavors.

Operated within the Teaching and Learning Centre, overseen by the OER Lab Coordinator and an experienced educational developer, the OER Lab aims to empower faculty in effectively integrating OER into their courses. Through collaborative efforts, Ontario Tech University strives to enhance accessibility and affordability in higher education.

The evaluation questions for this program were developed through intensive study as part of doctoral dissertation writing. After a thorough review of the literature, the following questions were created and used to guide this program evaluation:

[RQ1] What is the model, including the tools, techniques, and infrastructure, needed to create and sustain an OER Lab at Ontario Tech University? 

[RQ2] What is the perceived value to students provided by employment in the OER Lab? 

Theoretical frameworks such as distributed cognition, experiential learning, open pedagogy, and design-based research inform the evaluation, emphasizing real-world application and flexibility. Using a developmental evaluation approach suited to dynamic environments, qualitative data collection methods, particularly semi-structured interviews, were employed to gather insights from student employees of the OER Lab. 

Instruments and analyses in the evaluation utilize design-based research methods, examining various factors such as resources, collaborations, and outcomes within the context of the OER Lab ecosystem. The study aims to provide insights beneficial to other institutions considering similar initiatives.

Key operational, systematic, and values-based responses were explored through this program evaluation. The investigation uncovered the significance of communication, training, peer support, and flexibility within the OER Lab's operational framework. It highlighted the role of various technologies and tools in facilitating day-to-day functions, project management, and collaboration among student employees. Financial considerations, community awareness, and institutional support emerged as crucial factors contributing to the sustainability and effectiveness of the OER Lab. Overall, the findings provided insights into the dynamics of the OER Lab, emphasizing its role in promoting open education, enhancing student learning experiences, and fostering a culture of collaboration and innovation within the university community. 

Setting Expectations: Clearly defining expectations for students' roles and behavior in the workplace is crucial for their success. This involves understanding both employer and student expectations, structuring on-campus jobs thoughtfully, and co-creating documents outlining these expectations.

Providing Training: Offering comprehensive training programs is essential, even for students considered digital natives. Training should cover both technical skills and soft skills, ensuring students are equipped to handle their tasks effectively. 

Supporting Experiential Learning Opportunities: On-campus jobs serve as valuable experiential learning opportunities for students, allowing them to develop essential skills such as time management, organization, problem-solving, and collaboration.

Being Flexible: Recognizing the diverse needs and schedules of student employees, providing flexible employment opportunities is crucial. 

Combining In-Person and Virtual Collaboration: Utilizing both in-person and virtual collaboration tools enables effective teamwork and communication among student employees. 

Using Existing Tools: Leveraging existing digital tools and resources available at no additional cost helps streamline operations and minimizes expenses. 

Aligning to Institutional Values: OER initiatives should align with the mission, vision, and values of the institution to gain stakeholder buy-in and support. This alignment fosters a values-driven approach that resonates with the broader goals of the institution.

Developing a Support Network: Building community awareness and advocacy for OER initiatives is crucial for their success. 

Gaining Institutional Support: Demonstrating the impact of OER initiatives, such as cost savings and contributions to grants and projects, is essential for gaining institutional support.

Leveraging Existing Systems: Utilizing existing programs and resources, such as University Works, can provide funding and opportunities for student employment in OER initiatives.