News from the ICDE Advocacy Committee (ICDE OERAC)

The aim of The International Journal of Open Educational Resources (IJOER) is to provide a venue for the publication of quality academic research with an emphasis on representing Open Educational Resources in teaching, learning, scholarship, and policy. 
The Journal  is a bi-annual, open access, double-blind peer-reviewed academic publication sponsored by the American Public University System (APUS) and the Policy Studies Organization.Papers and contributions, from scholars, professionals and experts representing the OER sector, industry, and government conducting research on open educational resources and related topics, are invited to share their experiences, knowledge and best practices within OER.
The Journal is supported by ICDE OERAC, and the Chair of the ICDE Advocacy Committee and Ambassador for the global advocacy of OER is in the Editorial Board, and some of OERAC Ambassadors serves as reviewers.
The IJOER publishes articles that focus on topics based upon the Open Educational Research Hub’s 11 hypotheses developed by de los Arcos, Farrow, Perryman, Pitt, & Weller (2014). The OER Research Hub “provides a focus for research, designed to give answers to the overall question ‘What is the impact of OER on learning and teaching practices?’ and identify the particular influence of openness” (de los Arcos, et al., 2014, p. 2).
OER Research Hub’s 11 Hypotheses:

• Performance: Use of OER leads to improvement in student performance and satisfaction.
• Openness: The Open Aspect of OER creates different usage and adoption patterns than other online resources.
• Access: Open education models lead to more equitable access to education, serving a broader base of learners than traditional education.
• Retention: Use of OER is an effective method for improving retention for at-risk students.
• Reflection: Use of OER leads to critical reflection by educators, with evidence of improvement in their practice.
• Finance: OER adoption at an institutional level leads to financial benefits for students and/or institutions.
• Indicators: Informal learners use a variety of indicators when selecting OER.
• Support: Informal learners adopt a variety of techniques to compensate for the lack of formal support, which can be supported in open courses
• Transition: Open education acts as a bridge to formal education, and is complementary, not competitive, with it.
• Policy: Participation in OER pilots and programs leads to policy change at an institutional level.
• Assessment: Informal means of assessment are motivators for learning with OER.

Open Educational Resources (OERs) are freely available materials that can be downloaded, edited, and shared to better serve Students, Faculty, Librarians and Educational Leaders and even Industry and Organizational Leaders. Open Educational Resources may include both physical and digital learning materials such as textbooks, lesson plans, assignments, games, multimedia, etc.