Dimension 1: Learner-Centred
Evaluating OER against the Voices criterion
Learner-Centred
Learners are at the centre of OER design and their prior knowledge and experience are respected as valuable additions to the learning environment.
The Equity Rubric for OER Evaluation gives a resource a high rating for Voices if it “invites students to be co-creators of the learning experience and have decision-making power OR students’ thoughts, attitudes, and actual work is incorporated into the resource in visible ways.”
The Rubric suggests looking for “use of learners’ experiences as content; reflection questions; elicitation and concrete incorporation of learners’ thoughts and attitudes.”
Key Examples and Suggestions
Historical thinking for senior secondary students: A collection of teaching and learning activities 2022
Arranga et al.
This collection of learning activities was created by pre-service History teachers undertaking the Master of Teaching at Deakin University.
The resource was developed through a renewable assignment and gave students the creative licence to showcase their knowledge while focusing on topics of their choosing.
Out from the Shadows of Minneapolis: Power, Pride, and Perseverance at a Northern Community College
Jay Williams & Alison Bergblom Johnson (eds)
A stunning text from the students of Minneapolis College, this book is an anthology of “overcoming, coming up, perseverance, pride, and power in the face of depressed opportunity and systemic oppression.”
This text also provides a useful exploration of how an OER can carry multiple licences. The overall text is licensed CC BY-NC 4.0; however, many individual chapters carry a different licence. Some are CC, some are all rights reserved, illustrating the utility of varied licensing options to encourage the sharing of knowledge – especially from underrepresented voices. In addition, included in the appendices, are suggested discipline/chapter alignments for teaching purposes, further extending the opportunity for these voices to be heard.
Out from the Shadows is a powerful demonstration of using OER to amplify marginalised student voices, as eloquently stated by the foreword of the text:
“Many of the stories included violate both literary and narrative norms. Including them in the form the authors’ preferred privileges authenticity and agency over convention. At times, this formulation might challenge readers, but there is power and value in first voice that demonstrates the world view of people whose narratives are often excluded.”
An Ecological Approach to Obesity and Eating Disorders
Harley et al.
This book was created by the students of Clemson University Public Health Science HLTH 4150 class.
Students chose their own subtopics and developed the ancillary material that supports learner reflection, such as chapter review questions and infographic summaries.
Access: An Ecological Approach to Obesity and Eating Disorders
Download this page (pdf)
Empowered OER 