Adopting open educational resources and Universal Design for Learning principles in undergraduate nursing education in mental health
Abstract
This study will evaluate the adoption of open educational resources (OERs) and Universal Design for Learning in an undergraduate nursing course in the collaborative BScN program at Western University. OERs, as defined by United Nations Educational Scientific and Cultural Organization (2019) are “learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright… that permit no-cost access… by others” (para. 1). OERs offer learners a number of benefits, specifically reduced cost from commercial text resources and improved accessibility (for example, through electronic platforms that allow text to audio or adjustable font size) (Kotsopoulos, 2022; Nguyen-Truong et al., 2019). Further, Universal Design for Learning principles facilitate course design that offers options for learning materials and formats, with consideration to accessibility principles, to enhance belonging in the learning space by meeting the learning needs of diverse learners.
The study was conducted in two phases. First, a comprehensive search was completed to identify relevant learning materials. Both OERs and publicly accessible learning materials were integrated into this course due to the limited availability of OERs specific to mental health nursing content. OER were evaluated using two evaluation criteria rubrics, with focus given to OERs that met accessibility principles. At the completion of this course, all students in the course were invited to participate in a survey. The survey administered was a modified version of the PROJECT-OPEN survey, modified with permission from the survey author (Kotsopoulos, 2022). This study was approved by the institutional ethics board.
Please bring your own smart device to this session if you would be interested in interacting with the OER.
Kotsopoulos, D. (2022). Developing an undergraduate business course using open educational resources. The Canadian Journal for the Scholarship of Teaching and Learning, 13(1). https://doi.org/10.5206/cjsotlrcacea.2022.1.10992
Nguyen-Truong, C. K. Y., Graves, J. M., Enslow, E., & Williams-Gilbert, W. (2019). Academic and community–engaged approach to integrating open educational resources in population health course. Nurse Educator, 44(6), 300–303. https://doi.org/10.1097/NNE.0000000000000653
United Nations Educational Scientific and Cultural Organization. (2019). Open educational resources. https://en.unesco.org/themes/building-knowledge-societies/oer
Adopting open educational resources and Universal Design for Learning principles in undergraduate nursing education in mental health
Somerville House, room 3345
This study will evaluate the adoption of open educational resources (OERs) and Universal Design for Learning in an undergraduate nursing course in the collaborative BScN program at Western University. OERs, as defined by United Nations Educational Scientific and Cultural Organization (2019) are “learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright… that permit no-cost access… by others” (para. 1). OERs offer learners a number of benefits, specifically reduced cost from commercial text resources and improved accessibility (for example, through electronic platforms that allow text to audio or adjustable font size) (Kotsopoulos, 2022; Nguyen-Truong et al., 2019). Further, Universal Design for Learning principles facilitate course design that offers options for learning materials and formats, with consideration to accessibility principles, to enhance belonging in the learning space by meeting the learning needs of diverse learners.
The study was conducted in two phases. First, a comprehensive search was completed to identify relevant learning materials. Both OERs and publicly accessible learning materials were integrated into this course due to the limited availability of OERs specific to mental health nursing content. OER were evaluated using two evaluation criteria rubrics, with focus given to OERs that met accessibility principles. At the completion of this course, all students in the course were invited to participate in a survey. The survey administered was a modified version of the PROJECT-OPEN survey, modified with permission from the survey author (Kotsopoulos, 2022). This study was approved by the institutional ethics board.
Please bring your own smart device to this session if you would be interested in interacting with the OER.
Kotsopoulos, D. (2022). Developing an undergraduate business course using open educational resources. The Canadian Journal for the Scholarship of Teaching and Learning, 13(1). https://doi.org/10.5206/cjsotlrcacea.2022.1.10992
Nguyen-Truong, C. K. Y., Graves, J. M., Enslow, E., & Williams-Gilbert, W. (2019). Academic and community–engaged approach to integrating open educational resources in population health course. Nurse Educator, 44(6), 300–303. https://doi.org/10.1097/NNE.0000000000000653
United Nations Educational Scientific and Cultural Organization. (2019). Open educational resources. https://en.unesco.org/themes/building-knowledge-societies/oer