Consider: What prevents the adoption and use of OER materials among current lecturers in your institution. Is the OER adoption pyramid” (Trotter & Cox, 2016) a suitable framework to use to categorize adoption factors in your institution? Please elaborate.

Consider: Table 1 lists a number of reasons for lack of OER adoption in the Global North and South. Which of these nine reasons, do you think applies best to your institution? See if you can identify the top three reasons (or add others).

What are the benefits of OER in the global south for students?

Students with devices, can access learning m materials (when they are suitably licensed or in the public domain) legally and at minimal cost. (Access)

Study materials (depending on the license) can be adapted and modified by lecturers and students (student centered)

These improved learning materials can become locally relevant. This ability to contextualize knowledge allows allows a lecturer to move away from depending on publisher's materials, usually intended for a global north context.. (collaboration)

Learning materials may be translated (depending on expertise) to vernacular languages. Thus addressing epistemological barriers. (improved learning)