ABSTRACT

Developing countries are often perceived as resource-poor and on the receiving end or recipients of initiatives by developed countries. The same perspective is usually applied to education and is usually concretized in the outbound internationalization especially among higher education institutions (HEIs). When massive open online courses (MOOCs) and open educational resources (OERs) were initially introduced, there seemed to be no reason why developing countries would have to “reinvent the wheel” and think of developing their own MOOCs and OERs. The Philippines provides a case study wherein MOOCs and OERs were developed, produced, and offered by a developing country under the framework Open Educational Resources for Development (OERs4D). The framework provided the imperatives and considerations for the development of original OERs and MOOCs within the Philippines. It also fostered the redefinition of MOOCs as practiced and contextualized in the country, the MOOCs as OERs model, and the integration of Universal Design for Learning principles to both MOOCs and OERs. This model addresses the challenge of sustaining the initiative and ensuring that both MOOCs and OERs will be fully utilized. Initial implementation of the OERs4D Framework shows promising results while unraveling key areas in need of improvement and refinements.