OER Knowledge CloudJournal ArticleStagg, AdrianWhilst Open Educational Resources (OER) offer opportunities for broadening participation in Higher Education, reducing course development and study costs, and building open collaborative partnerships to improve teaching and learning practices, they have yet to gain significant mainstream traction. Research surrounding open education has focused on adoption at the institutional level, identifying key enablers and barriers to practice, but the practicalities of engagement with open resources are not often addressed.By reviewing existing literature, and studying prior models used to explain OER (re)use, this paper proposes a continuum of use model. The proposed model seeks to acknowledge the complexity of applied knowledge required to fulsomely engage with open education by examining practitioner behaviours and the necessary supporting mechanisms. This conceptual model aims to be of use to both practitioners and also those responsible for designing professional development in an educational setting. Whilst the proposed model is designed for teaching staff use, some discussion is given as to how it could be applied to student learning using open resources as well.Whilst Open Educational Resources (OER) offer opportunities for broadening participation in Higher Education, reducing course development and study costs, and building open collaborative partnerships to improve teaching and learning practices, they have yet to gain significant mainstream traction. Research surrounding open education has focused on adoption at the institutional level, identifying key enablers and barriers to practice, but the practicalities of engagement with open resources are not often addressed.By reviewing existing literature, and studying prior models used to explain OER (re)use, this paper proposes a continuum of use model. The proposed model seeks to acknowledge the complexity of applied knowledge required to fulsomely engage with open education by examining practitioner behaviours and the necessary supporting mechanisms. This conceptual model aims to be of use to both practitioners and also those responsible for designing professional development in an educational setting. Whilst the proposed model is designed for teaching staff use, some discussion is given as to how it could be applied to student learning using open resources as well.20142014/07RUSC. Universities and Knowledge Society Journal113151–164doi http://dx.doi. org/10.7238/rusc.v11i3.2102http://journals.uoc.edu/index.php/rusc/article/view/v11n3-stagg1698-580XLa adopción de los recursos educativos abiertos: un continuo de práctica abiertayespráctica educativa abierta; recursos educativos abiertos; artefactos mediadores; desarrollo del personal académico; diseño de aprendizajeOpen Educational Resourcesopen educational practicemediating artefactslearning designacademic staff development2102-8082-2-PB.pdfSpanish version 2102-8093-2-PB.pdfhttp://journals.uoc.edu/index.php/rusc/article/view/v11n3-staggBarcelona, Spain; Australia, Oceania