Updated Session Description
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Original Session Description
The CARE Framework has gained attention as a model of sustainability for open educational resources (OER). Motivated in large part by issues surrounding the use of OER in commercial publishing contexts, the Framework’s authors hope that it will “support and make more explicit the valuable work that is being done and needs to be done in building a sustainable open education ecosystem” (Petrides et al). It has found its way into open education guides (Wright and Lambert 2019) as well as commercial textbook websites (Because We CARE.).
Four practices form the foundation of the CARE Framework. OER stewards are expected to “Contribute” to the awareness and distribution of OER, “Attribute” OER (i.e. explicitly recognize contributions of others), “Release” OER in formats usable by others, and “Empower” through inclusive educational practices. As reported by Inside Higher Ed, “the purpose of the framework is to articulate how individuals and organizations that use OER can help the movement grow in a way that is sustainable and ‘consistent with the community’s values’” (McKenzie 2018).
As such, the CARE Framework distills the values of what it calls the OER “movement” and “community.” David Wiley (2018) has analyzed the Framework with regard to implications for the acceptance of commercial providers in the OER space, and the obligations it places on practitioners. This presentation will not take up those issues directly, but instead discuss the Framework’s role in reinforcing particular values as central to open education.
Attention will be paid to the vowels of CARE. Attribution is intended to distinguish “the production of OER from traditional educational publishing” (Petrides et al). The empowerment pillar aims to make to OER more inclusive of underserved learners, placing emphasis on “the participation of new and non-traditional voices in OER creation and adoption” (Petrides et al). Both of these practices speak to the social justice nature of open education, for many one of the main benefits of OER.
The presentation contends that the CARE Framework might actually limit participation in OER adoption and creation. Lisa Petrides has been quoted as expressing the hope that “people will accept [the framework] as a ‘set of norms’ by which OER users can ‘hold each other to account’” (McKenzie 2018). Thus, good stewardship of OER would require users and practitioners to moderate the activities of others in the OER space. This could turn the Framework into a litmus test, a creed of sorts verifying the good faith of those active in the OER space. The ironic upshot is that such a development would work against inclusion, an outcome that could have ramifications for the sustainability of OER. Alternatives will be proposed that would respect the integrity of the Framework while removing the obstacle of “values surveillance.”
In-person and remote attendees will have persistent access to the Padlet housing the presentation. Comments will be possible, allowing synchronous participation by remote observers as well as asynchronous contributions to continue the conversation. All attendees will be invited to address a question at the end of the presentation.
Because We CARE. Aligning to the CARE Framework. (n.d.). [online] Available at: https://go.macmillanlearning.com/care-framework.html [Accessed 8 Dec. 2019].
McKenzie, L. (2018). Advocates develop framework for stewardship of open educational resources. [online] Inside Higher Ed. https://www.insidehighered.com/digital-learning/article/2018/03/05/advocates-develop-framework-stewardship-open-educational [Accessed 8 Dec. 2019].
Petrides, L., D. Levin and C. E. Watson (2018). Toward a Sustainable OER Ecosystem: The Case for OER Stewardship. [online] The CARE Framework. Available at: https://careframework.org/2018/03/04/toward-a-sustainable-oer-ecosystem-the-care-framework/ [Accessed 8 Dec. 2019].
Wiley, D. (2018). The CARE Framework. [online] Iterating toward openness. https://opencontent.org/blog/archives/5487 [Accessed 8 Dec. 2019].
Wright, L. and K. Lambert (2019). Working Group Guide – Open Textbook. [online] https://opentextbc.ca/workinggroupguide/ [Accessed 8 Dec. 2019].
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