Findings

Connecting in Different Ways

Communication is central to the functioning of the OER Lab. When the Lab started during the COVID-19 pandemic, face-to-face interaction was not possible, so students and staff had to rely on virtual tools like messaging apps, email, and online meetings. Even as restrictions eased, a mix of in-person and remote communication remained.

Students use various free tools like What’sApp, Gmail Chat, and Discord to stay in touch with each other and with Lab management. What’sApp is particularly popular for its direct and quick communication, especially for those with irregular schedules. In-person meetings became crucial once they were allowed, providing a more efficient way to solve problems and build relationships.

Clear communication guidelines were set to balance in-person and remote work, including professionalism in emails, meeting attendance, and response times. Weekly task summary emails and searchable documents helped students stay on top of deadlines, even when unable to attend meetings due to other commitments.

Adapting to Different Audiences

Students learned professional communication skills through their work at the OER Lab. They had to understand and adapt to the expectations of different audiences, such as faculty clients, colleagues, and Lab management. This included using appropriate communication methods and understanding the level of importance and urgency in responses.

Communicating with faculty clients was a learning curve, as students navigated the dynamic between being a student and interacting with professors as professionals. They often sought support from lab management to ensure they maintained the expected level of professionalism.

The OER Lab provided valuable opportunities for students to practice and demonstrate their communication skills in a realistic setting, something often lacking in traditional education. This flexible communication model allowed students to continue their work despite challenges like space closures or personal issues, ensuring minimal disruption to project schedules.

Students at the OER Lab juggled their schoolwork with their job on campus. To keep everything running smoothly, they used different methods and tools to get their tasks done. Every week, the Lab holds a production meeting, where employees gathered to talk about what they were working on and make sure everyone was up to speed. This meeting could be online or in-person, depending on everyone's schedules. It was a chance to share updates, discuss any problems, and ask questions.

The format of these meetings changed based on where they could meet and when everyone was available. During the summer, when students were working full-time, they met in person in a temporary lab space in the library. But when classes started in the fall and winter, they had to move due to space limitations. So, the Lab Coordinator offered different online meeting times to accommodate everyone's schedules.

No matter how they met, the Lab Coordinator talked about each project the students were working on, giving them a chance to ask questions and make sure they understood what to do. Having a regular meeting encouraged everyone to come prepared with questions and updates.

The Lab also used a Google Sheets document to keep track of tasks, deadlines, and resources. It was a handy way to see what everyone was working on and help each other if needed. This, along with weekly task emails, helped students manage their time and stay organized.

Clear expectations and training were highlighted as crucial in the OER Lab. Since many students were new to professional jobs, they needed guidance on things like attendance, communication, organization, and taking initiative, which were different from their experiences as university students or in part-time retail jobs. Setting these expectations early on was seen as a successful approach, helping students develop into well-rounded professionals.

Internal documents on Lab training backed up these findings. Students were trained on various topics, including:

• Understanding copyright, intellectual property, and open educational resource licensing.

• Learning professional communication skills, like using communication tools effectively, managing time, and proper etiquette for meetings and teamwork.

• Following editorial and style standards for different OER Lab projects.

• Creating inclusive and accessible designs, following standards like Universal Design for Learning (UDL), Accessibility for Ontarians with Disabilities Act (AODA), and WCAG 2.1 accessibility guidelines.

Recognizing that students might need training on specific tools or techniques was crucial for the OER Lab's success. The Lab team had to be flexible since students came in with different levels of experience. While early group training was helpful, sometimes students needed one-on-one support. Students preferred tools they were familiar with, like Canvas for academic classes or apps like Discord and What’sApp. They also liked tools similar to ones they had used before, like Pressbooks being based on WordPress. However, unfamiliar tools or those used in a different context required more training and support.

A common challenge was meeting clients’ requests for new technology tools. Often, students had to be trained first before working on a project involving the new tool. The OER Lab Coordinator usually handled this training, often learning the tool themselves using online resources provided by the university. As the variety of projects grew, so did the need for students to understand the technologies used. Some students weren't proactive in learning new tools, so training was offered in various formats: in-person, virtual (live), and through short videos or reference sheets (recorded). Students preferred these bite-sized resources, which helped them see that learning the tools wasn't as daunting as they initially thought.

Advocating for one's needs and seeking assistance are vital skills in both academic and professional environments (Deshmukh, 2021; Kift et al., 2021). Students have found that by engaging in various forms of communication, such as asynchronous and synchronous digital tools, face-to-face meetings, and informal interactions, they can establish relationships that facilitate asking for help. These connections contribute to the development of communication, self-advocacy, and help-seeking behaviors. Initially, students often rely on a few trusted individuals before feeling comfortable seeking assistance from others, such as the OER Lab Coordinator.

Certain projects, particularly those outside students' areas of expertise, can evoke feelings of uncertainty. For instance, when tasked with creating paper models of zoology specimens, students from engineering backgrounds faced challenges due to their limited biology knowledge. To overcome this, they engaged in extensive research and consultations with peers and staff to ensure project success.

Despite regular production meetings, students still encountered issues with clarity and task retention. Recognizing this, the Lab Coordinator implemented weekly task emails to summarize discussions and expectations. This initiative has proven beneficial in helping students manage uncertainty and stay on track with their responsibilities.

Once solutions were devised, OER Lab employees had to present their work to their faculty clients. This typically involved a feedback and review session, during which students learned to accept feedback gracefully without letting emotions cloud their judgment. They found that focusing on the necessary changes rather than getting emotionally attached to their work was more productive.

Collaborating in teams enabled students to develop a range of skills, knowledge, and attitudes, particularly in problem-solving and giving and receiving feedback. When faced with new, challenging, and somewhat ambiguous projects, students had to work together to ask questions and find solutions. One participant noted the importance of looking at things differently and exploring options collectively. Working within the OER Lab team provided a supportive environment where students could brainstorm, collaborate, and experiment with solutions.

Students in the OER Lab come from diverse academic backgrounds. Alongside their specialized knowledge, they bring a wealth of skills to their work. Sometimes, the projects they're assigned don't directly align with their majors, but they push through nonetheless.

The OER Lab Coordinator plays a crucial role in task delegation and project management. Often, they take a strengths-based approach, assigning tasks that match students' abilities and personal growth plans. This might include individual stretch projects tailored to students' interests and skills. For example, one student crafted a tech support guide for the institution's educational technologies, drawing on their strengths in software engineering and student support.

Participants view their roles in the OER Lab as a creative outlet, allowing them to meaningfully engage with their work. Some even describe it as the highlight of their day, emphasizing its significance in their academic journey.

While various components and characteristics were employed by the OER Lab and its Coordinator to support students and their various projects, an overarching characteristic is maintaining flexibility. Flexibility in scheduling, place of work, and even weekly hours was a way the OER Lab Coordinator helped students balance their academic, personal, and professional responsibilities. Participants indicated that this flexibility prevented them from feeling overwhelmed when faced with confusion and uncertainty in their work, as they could take breaks, change their approaches, or ask questions as needed. Participants indicated that with regular practice, they were able to better understand the meeting expectations as well as communicate with increased frequency, rather than leaving questions, comments, or concerns until “the last minute” or simply not expressing them at all. This was especially noted in cases when participants required help or clarification from the Lab Coordinator, Manager, or clients. 

The OER Lab managed to sustain its operations without relying on short-term funding injections by making the most of existing university resources. Student employees at the OER Lab were supported through the university's University Works program, which provides funding for students with qualifying grades and demonstrated financial need, covering base wages at the Ontario minimum wage rate.

Allocation of jobs within the University Works program is determined by departmental needs, previous positions, and available funding. During the 2023-2024 academic year, the OER Lab had an eight-student team, although they had initially requested twelve positions. However, due to prior positions and an increase in the Ontario minimum wage, the number of available positions was reduced.

In addition to the core team, the OER Lab also engaged additional student teams at times, particularly for capstone projects. These projects, such as those for the Faculty of Business and Information Technology, provided senior students with hands-on consulting experience. In 2022, capstone students collaborated with OER Lab employees on a specialized project for the faculty, effectively expanding the staffing resources without increasing the budget.

Ontario Tech University offers a range of educational technology tools to faculty and students at no extra cost, funded through university budgets. These tools, utilized by all students for academic purposes, are supported by units like the Teaching and Learning Centre, which provide resources and training. This familiarity among OER Lab student employees minimized training delays and maximized efficiency in utilizing these tools.

Numerous projects managed by the OER Lab required students to collaborate in smaller teams. To ensure efficient time management, especially during the Fall and Winter semesters when students had reduced weekly hours, the Lab Coordinator assigned sections of the larger project to different student teams.

The physical space of the OER Lab played a vital role as a central meeting point for these teams, enabling both small group discussions and full-team collaboration. Initially located in the university library during the summer, the Lab later relocated to an unused classroom in the university’s English Language Centre during the Fall and Winter semesters due to space constraints in the library. This physical space also facilitated regular production meetings and other necessary staff interactions.

One participant highlighted that the physical workspace encouraged ongoing collaborative efforts throughout the project, rather than waiting until the end to combine completed tasks. Daily face-to-face interactions prompted students to actively engage with their teammates and address tasks in real-time.

Furthermore, the in-person environment helped students maintain focus by allowing them to mentally separate from their academic responsibilities and concentrate solely on work tasks. While virtual meetings and remote work remained prevalent, having a dedicated physical space on campus proved invaluable in fostering the development of crucial skills, knowledge, and attitudes among OER Lab employees.

Numerous projects managed by the OER Lab required students to collaborate in smaller teams. To ensure efficient time management, especially during the Fall and Winter semesters when students had reduced weekly hours, the Lab Coordinator assigned sections of the larger project to different student teams.

The physical space of the OER Lab played a vital role as a central meeting point for these teams, enabling both small group discussions and full-team collaboration. Initially located in the university library during the summer, the Lab later relocated to an unused classroom in the university’s English Language Centre during the Fall and Winter semesters due to space constraints in the library. This physical space also facilitated regular production meetings and other necessary staff interactions.

One participant highlighted that the physical workspace encouraged ongoing collaborative efforts throughout the project, rather than waiting until the end to combine completed tasks. Daily face-to-face interactions prompted students to actively engage with their teammates and address tasks in real-time.

Furthermore, the in-person environment helped students maintain focus by allowing them to mentally separate from their academic responsibilities and concentrate solely on work tasks. While virtual meetings and remote work remained prevalent, having a dedicated physical space on campus proved invaluable in fostering the development of crucial skills, knowledge, and attitudes among OER Lab employees.

Two participants in the study were passionate about raising awareness about OER and their benefits for students. One participant realized the misunderstanding surrounding OER when working on a client project. Despite being labeled as "open," the material wasn't truly open. This participant not only corrected the content but also educated the client on the true meaning of open resources.

Another participant observed the growing awareness of OER beyond individual student-client interactions within the OER Lab. They wished for more opportunities to use OER in their classes and hoped that events like #textbookbroke and the Open Education in Action conference would spark interest in OER within the campus community.

Many participants credited their introduction to OER and open educational practices to their work in the OER Lab. They recognized the importance of community outreach and advocacy in improving student understanding of OER. One participant emphasized the need for more people to know about open education, suggesting that expanding student involvement in the OER Lab and increasing advocacy efforts would amplify the movement's impact.

The physical OER Lab served as a valuable space for students to showcase their work to peers. One participant mentioned regularly bringing friends to the Lab to discuss OER and their educational benefits.

The OER Lab's contributions to student benefits were acknowledged in the Ontario Tech Integrated Academic and Research Plan (IARP) of 2023. This plan serves as a roadmap for all academic and research endeavors at the institution over a five-year period starting from 2023. It outlines the university's commitments to teaching, research, and community outreach, aligning with its mission, vision, and values.

The creation of OER within the Teaching and Learning Centre, which oversees the budgets of the OER Lab, was specifically highlighted as supporting the mission of Learning Reimagined. This mission emphasizes the collaborative creation of knowledge, innovation, and adaptability to offer flexible learning opportunities.

Furthermore, the university demonstrates its support for the development, production, and utilization of OER across all academic faculties through its dedication to OER within the IARP.