Open Educational Resources (OERs): Meaning, Evolution and Growth, Advantages, Limitations and Role of Libraries and Library Professionals

1. Introduction

Education has traditionally relied on textbooks, lectures, and printed materials, most of which are costly and not easily adaptable to local needs. With the growth of the internet and digital publishing, the concept of Open Educational Resources (OERs) has emerged as a way to democratize access to learning. OERs reflect the global movement toward open knowledge, which seeks to remove barriers of cost, copyright, and access in education.
The term gained prominence in 2002 during the UNESCO Forum on the Impact of Open Courseware for Higher Education, where OERs were recognised as a transformative force for equitable education. Today, OERs have become an essential part of the open education ecosystem, enabling teachers, students, and self-learners worldwide to access, reuse, and adapt educational content freely.

2. Meaning and Definition

OERs are teaching, learning, and research resources that are available in the public domain or released under an open license, allowing free access, use, modification, and distribution.
UNESCO (2002) Definition: “Open Educational Resources are learning, teaching, and research materials in any medium—digital or otherwise—that reside in the public domain or have been released under an open license that permits free use, adaptation, and redistribution.”
Key aspects of OERs:

• They are free of cost (no subscription or purchase barrier).
• They carry open licenses such as Creative Commons (CC), which allow reuse, remixing, and redistribution.
• They may be in any format: text, audio, video, multimedia, or software.
• They are meant for educational purposes: classroom teaching, self-learning, research, and training.

3.Evolution and Growth of OERs

• 2001: Massachusetts Institute of Technology (MIT) launched OpenCourseWare (OCW), providing free access to course materials online.
• 2002: UNESCO popularised the term “Open Educational Resources” in its Paris forum.
• 2005–2007: Launch of global OER projects such as OpenLearn (UK Open University) and Connexions (Rice University, USA).
• 2012: UNESCO’s Paris OER Declaration emphasised the importance of OERs in global education policies.

Recent Growth:

• Expansion of OER repositories like OER Commons, MERLOT, and Open Textbook Library.
• Massive Open Online Courses (MOOCs) such as Coursera, edX, and SWAYAM in India use OER principles.
• Governments and organisations now fund OER initiatives to support lifelong learning and equity.

4. Characteristics and Advantages of OERs

• Free Access: OERs are freely available online, removing the cost barrier of textbooks and learning materials. This makes education affordable for all learners.
• Open Licensing: Most OERs use Creative Commons licenses, which allow users to reuse, share, adapt, and redistribute resources legally and easily.
• Variety of Formats: They include e-textbooks, lesson plans, lecture videos, simulations, quizzes, and multimedia content, making learning more engaging and flexible.
• Adaptability and Localisation: Educators can modify, translate, or remix OERs to suit local curricula, languages, and cultural contexts.
• Collaborative Nature: OERs encourage sharing and co-creation among teachers and learners, promoting innovation and new teaching methods.
• Support for Lifelong Learning: Anyone can use OERs at any stage of life for continuous education, professional training, or skill development.
• Equity in Education: By removing financial and geographic barriers, OERs provide equal opportunities for learners in both developed and developing regions.
• Strengthening Online and Distance Learning: OERs are essential for MOOCs, e-learning platforms, and blended learning environments, offering flexible study options.

5. Limitations or Challenges of OERs

• Quality Assurance: Not all OERs undergo rigorous peer review, raising concerns about accuracy and reliability.
• Sustainability Issues: Funding and long-term maintenance of OER repositories are challenging.
• Digital Divide: Learners without internet or ICT infrastructure cannot benefit fully from OERs.
• Licensing Confusion: Users may not fully understand Creative Commons or reuse permissions.
• Language and Cultural Barriers: Many OERs are in English; localisation is often required.
• Awareness and Training Gaps: Teachers and students may be unaware of OERs or lack the skills to find and use them.
• Updating and Maintenance: OERs can become outdated if not revised regularly.

6. Role of Libraries and Library Professionals in OERs

• Promoting Awareness: Conducting workshops and orientation sessions on OERs.
• Curating and Cataloguing: Identifying, evaluating, and adding quality OERs to library collections.
• Supporting Institutional Repositories: Hosting open course materials, theses, and learning objects.
• Guidance in Licensing: Helping faculty understand Creative Commons and open licensing.
• Training Users: Teaching students and faculty how to search, evaluate, and integrate OERs.
• Integration into Curriculum: Assisting faculty in embedding OERs into teaching and course design.
• Collaboration with National/Global Initiatives: Partnering with projects like SWAYAM (India), UNESCO OER initiatives, and NDLI.
• Preservation: Ensuring long-term accessibility of OERs through digital archiving.

7. OERs vs Traditional Educational Resources