2b Institutional Change Academy

    The Institutional Change Academy strand aims to assist institutions to make significant changes to their OER policies at institutional or departmental levels. Using the successful Change Academy model, the HEA will be running an internal Change Academy with the University of Lincoln to encourage a positive change towards OER within 6 separate departmental areas and establish an overall model of institutional change that can be adopted by HEIs.

    University of Lincoln: Embedding OER Practice

    ‘Embedding OER Practice’ at the University of Lincoln will promote the philosophy and practice of Open Educational Resources (OER) for teaching and learning. Six project teams consisting of academic staff, professional support staff and students have been established. Teams will investigate the reuse and repurposing of OER across a range of generic learning experiences and establish appropriate dissemination pathways for ensuring sustainable practice. Projects will run in parallel with an HEA Change Academy initiative looking to identify opportunities to embed OER practice at both local and institutional levels.

    Aims

    • Raise institutional awareness of the philosophy and practice of OER
    • Collaborate with cross-institutional teams to promote and embed OER.
    • Establish support and guidance for engaging with OER.
    • Work alongside the HEA Change Academy to plan and develop strategies for embedding OER

    Outputs

    • An online community supporting OER,
    • ‘Embedding OER Practice’ promotion campaign
    • A collection of OER relating to generic aspects of teaching and learning in a digital age.
    • Evidence of embedding and disseminating OER

    Outcomes

    • A one-stop-shop for accessing support for embedding OER and signposting additional information
    • Increased awareness of the philosophy and practice of OER
    • Increased opportunities to debate the value of open education, to share educational materials and promote these experiences at departmental level and beyond. Increased staff confidence and competence working with digital educational environments
    • Sustainable changes in practice which support philosophy and practice of open education and increase confidence and competence working within virtual teaching and learning environments