ABSTRACT
Open Educational Resources (OER) are ‘digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research’ (OECD 2007). Several drivers are changing the way teachers develop, store, and share their learning materials, such as policy, technology, and Web 2.0 developments. To a greater or lesser extent what amounts to a values-led, global OER ‘movement’ is transforming the education and information landscapes (UNESCO 2012). Reuse and adaptation (or remixing) of such content has potential to support scalable and sustainable practices within and beyond organizations although McKenna and Hughes (this volume) describe the very evident tensions between these values-led initiatives and an increasingly marketized higher education sector. In practice, however, it is evident that teaching staff and students need new knowledge and skills to inform how they create, store, share, and utilize learning materials which have either been digitally created or are reused in a digital format.
