POLICIES AND SAFETY
Data Policy
As researchers in online learning and collaboration, we are very interested in your use of and participation in this site. Some of this data may be aggregated and/or used for research purposes, including (but not limited to) readership and download statistics, user comments and collaboration patterns, and member demographics. This data, with appropriate levels of aggregation and anonymization to preserve your privacy, may later appear in research publications or shared as open data to support the broader research community. Your data will never be sold.
For the most part, you are welcome to browse this site anonymously. To preserve accurate statistics on readership and prevent double-counting, we will place a cookie on your browser, and in the case of downloads, record your IP address. Your IP address will never be shared, and we will never track you outside this site.
To participate fully in the site, including posting comments or other material, you will be asked to register as a member, providing your name, email address, professional affiliation, and a small amount of additional identifying information, as well as optional information that you may add to your membership profile. Other than your email address and password, this information is public and visible to all site visitors. It, and any contributions or comments you make to the site may also be mined by search engines. By registering and by posting, you consent to the public display of your membership information and contributions to the site.
Although this site is developed through the support of Athabasca University, IRRODL, and other partners, these institutions and organizations are not responsible for the use or potential misuse of any data included or provided to this site. For more information, contact the site administrator.
Membership Cancellations
To request cancellation of your membership, send us an email from the address you used to create your account. Your membership data, including any comments you may have posted to the site, will be removed from our databases.
Data Records for European Members
For a complete record of your user data, send us an email from the address you used to create your account. (These records are prepared manually. Due to our limited resources, this option is currently available to our EU members only, as required by the GDPR.)
ZIP Files
All contributed files are scanned for potentially dangerous filetypes on upload, then reviewed by the site administrator or facilitators before being released to the public. Any zipped packages associated with member-contributed items are generated by the site itself and are presented for your convenience. However, if you prefer to download the individual files directly, select "View Package Contents" and click on the files you want to view.
As researchers in online learning and collaboration, we are very interested in your use of and participation in this site. Some of this data may be aggregated and/or used for research purposes, including (but not limited to) readership and download statistics, user comments and collaboration patterns, and member demographics. This data, with appropriate levels of aggregation and anonymization to preserve your privacy, may later appear in research publications or shared as open data to support the broader research community. Your data will never be sold.
For the most part, you are welcome to browse this site anonymously. To preserve accurate statistics on readership and prevent double-counting, we will place a cookie on your browser, and in the case of downloads, record your IP address. Your IP address will never be shared, and we will never track you outside this site.
To participate fully in the site, including posting comments or other material, you will be asked to register as a member, providing your name, email address, professional affiliation, and a small amount of additional identifying information, as well as optional information that you may add to your membership profile. Other than your email address and password, this information is public and visible to all site visitors. It, and any contributions or comments you make to the site may also be mined by search engines. By registering and by posting, you consent to the public display of your membership information and contributions to the site.
Although this site is developed through the support of Athabasca University, IRRODL, and other partners, these institutions and organizations are not responsible for the use or potential misuse of any data included or provided to this site. For more information, contact the site administrator.
Membership Cancellations
To request cancellation of your membership, send us an email from the address you used to create your account. Your membership data, including any comments you may have posted to the site, will be removed from our databases.
Data Records for European Members
For a complete record of your user data, send us an email from the address you used to create your account. (These records are prepared manually. Due to our limited resources, this option is currently available to our EU members only, as required by the GDPR.)
ZIP Files
All contributed files are scanned for potentially dangerous filetypes on upload, then reviewed by the site administrator or facilitators before being released to the public. Any zipped packages associated with member-contributed items are generated by the site itself and are presented for your convenience. However, if you prefer to download the individual files directly, select "View Package Contents" and click on the files you want to view.
RECENT RECORDS
School Leadership Perspectives on Policies Related to Open Educational Resources in Primary and Secondary Education: Implications for Policy Development Through the Lens of UNESCO's Recommendations
Lo, Chung Kwan; Xu, Simin; Tlili, Ahmed
To ensure inclusive and equitable quality education for all, high-quality open educational resources (OER) are essential. However, the lack of appropriate policies governing the development and adoption of OER presents ...
Posted August 29, 2026
Open eDesign Platform for Empowering Student Co-Creation and Capacity Building in Engineering Education
Jayawardena, Chulantha Lakmal; Peramunugamage, Anuradha
The Open eDesign Platform is an innovative, collaborative digital environment designed to transform engineering education through open access, student co-creation, and data-driven design practices. At its core, the ...
Posted August 29, 2026
Justice Reimagined: Open Pedagogy as a Catalyst for Equity in Criminal Justice Education
Trotman, Grace
This article examines Open Pedagogy (OP) as a catalytic framework for reimagining criminal justice education through an equity lens. Drawing from critical pedagogy, constructivism, and social justice theories, the ...
Posted August 29, 2026
An Application of the I-AER Framework to Understand OER Effectiveness at Community Colleges
Pilipshen, Adam G.
Higher education institutions face a fundamental disconnect between extensive data collection and actionable understanding of student learning, a practitioner's dilemma perpetuated by fragmented institutional ...
Posted June 26, 2026
Assessment of digital competence for the utilisation of open educational resources by English Language students in tertiary institutions in Ebonyi State of Nigeria
Igwe, Maureen Chidera
The world is now digital, and all human activities are following the path of integrating and applying digital technologies. Digital technologies increasingly shape educational processes and access to learning resources. ...
Posted June 15, 2026
Prospects and Challenges of Open Education Resources in the Teaching of Business Education in Federal College of Education, Ilawe-Ekiti, Nigeria
Aremu, Victoria Bamitale
This paper examines the prospects and challenges of Open Education Resources (OER) in teaching the Business Education curriculum in Federal College of Education, Ilawe-Ekiti, Nigeria. Some of the specific objectives of ...
Posted June 14, 2026
A Systematic Review of Open Educational Resources (OER) Research (2017–2025): Trends, Thematic Shifts, and Future Directions
Tasir, Zaidatun; Harun, Jamalludin; Zainul Rashid, Rozaina
This study presents a systematic literature review of research on open educational resources published between 2017 and 2025. Using the PRISMA guidelines, 18 studies were selected and a thematic analysis approach was ...
Posted May 25, 2026
Expanding OER with GenAI
Eaton, Lance; Davis, Larry
Generative artificial intelligence can expand the reach of open educational resources, but educators and institutions need a clear framework for licensing, disclosure, and responsible use.
Posted May 25, 2026
Video-based online mathematics instruction with GeoGebra: a visual learning analytics-supported study to enhance open educational resources and practices
Huang, Xiaowei; Lo, Chung Kwan; He, Jiaju; Chen, Gaowei; Tlili, Ahmed
Open Educational Resources (OER) have the potential to enhance equity in education. Many regions and education systems thus prioritise integrating these low-cost or free resources into mathematics teaching and learning. ...
Posted May 25, 2026
A Closer Look At West Virginia’s Broadband Barriers and The Potential of Open Educational Resources: A Systematic Review
Miltenberger, Taylor
West Virginia (WV) faces a unique convergence of socio-economic and geographic challenges, including persistent rural poverty, a declining extractive economy, and a severe opioid crisis (Alzarrad, 2024; Douglas & ...
Posted May 25, 2026









