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finally what needs to be created to meet curriculum needs (COL 2005, Randell 2006). Glennie, Harley and Butcher (2012: 287) observe that many practitioners are engaging with OER as though they represented a completely new way of mediating curriculum when in fact there exists a rich literature on resource- based learning which can be drawn upon.
The advent of OER makes the possibility of remixing and adapting much easier and this process in itself, which has come to be known as 'the OER life cycle' (Wiley 2008), can be illustrated diagramatically as shown below. The processes that institutions go through in their engagement with OER could lend themselves to and benefit from research in their own right within the broad framework of decision-oriented evaluation, for example. This kind of evaluation research may be undertaken at any point in a change process: needs assessment, programme planning and input evaluation, implementation evaluation, process evaluation, outcome or product evaluation. (McMillan and Schumacher 2006: 444-446).
This 'OER life cycle' can be presented as a diagram.
Source: Welch 2012
The formal conceptualisation of and engagement with OER is relatively recent but the growth in participation over the past ten years indicates that OER is a not a passing phenomenon and therefore worthy of research attention.
Open Educational Resources (OER): Do They Make a Difference and How Do/Will We Know? 136