OER Knowledge CloudJournal ArticlePande, JeetendraSoon after the emergence of the open courseware movement, in 2002 UNESCO coined the term Open Educational Resources (OERs) in a forum on the impact of open courseware on higher education in developing countries. Since then, the OER movement has gained much momentum and a global movement towards collaboration in the development and sharing of content has developed worldwide. Uttarakhand Open University (UOU) has embraced the OER approach and started following Open Educational Practices (OEP) after adoption of OER policy by it. Using OERs, the University has developed 45 courses and released them under the Creative Commons license. In addition, the University has conducted many OER sensitization workshops, both for policymakers and stakeholders, in the last few years. This paper presents UOU's journey of adopting Open Educational Practices, from policy formulation to implementation. This paper also discusses the outcome of a survey conducted by UOU for ascertaining its teachers' attitude towards OERs.20182018/06Springer SingaporeInternational Journal of Information Technology281-8India10.1007/s41870-018-0208-y2511-2112yesChina open resources for educationopen and distance learningopen coursewareopen educational practicesOpen Educational Resourcesopen learningorganization for economic co-operation and developmentself instructional materialself learning material sSingapore, India, Asia