TOPA Topis

A practical tool for OER programs, nonprofits, small businesses, and mission-driven teams After publishing my recent post, Open Education Doesn’t Need More Clutter. It Needs Clearer Pathways, I kept thinking about one thing: The problem I was describing is not only an OER problem. It is a program design problem. In that post, I looked at the Open Education Association’s National Needs Assessment Survey Results and related OER program evaluation resources to explore what OER,

Resource type: Capstone project, open education curriculum, implementation model Best for: OER program leaders, librarians, instructional designers, faculty developers, teaching and learning staff, open education advocates Open Education in Practice is my Texas OER Fellowship capstone project and a public documentation space for the curriculum, tools, and implementation model I developed to help people move from open education theory into open education practice. The project

I created a new free resource: the Open Education Field Guide, an interactive companion to my Open Education in Practice curriculum. The guide is designed for faculty and the people who support them: librarians, instructional designers, teaching and learning staff, OER program leaders, graduate students, and anyone helping educators move from open education theory to open practice. Most faculty do not get stuck because they do not care about affordability, access, or student

What the National Needs Assessment reveals about OER, open educational resources, and the next layer of affordable learning support. Open education has never lacked values. The field knows how to talk about access, affordability, equity, student agency, shared knowledge, and the public good. Those values matter. They’re why many of us found our way into this work in the first place. But the Open Education Association’s National Needs Assessment points to a different kind of c

And how to fix them So, you’ve decided to move toward Open Educational Resources. Maybe you’re excited about lowering costs for students. Maybe you want faculty to have more freedom to adapt materials. Maybe you see OER as part of a larger commitment to access, equity, teaching, learning, and institutional change. And then reality shows up. The materials do not quite fit the course. Faculty are overwhelmed. The “free” resource takes hours to evaluate, revise, or rebuild. Lice