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dc.contributor.authorLucky, Shannon
dc.contributor.authorDoi, Carolyn
dc.contributor.authorRubin, Joseph E.
dc.date.accessioned2022-07-23T21:42:29Z
dc.date.available2022-07-23T21:42:29Z
dc.date.issued2022
dc.identifier.citationDoi, Carolyn, Shannon Lucky, and Joseph Rubin. 2022. “Open Educational Resources in the Time of COVID-19: Two Case Studies of Open Video Design in the Remote Learning Environment”. KULA: Knowledge Creation, Dissemination, and Preservation Studies 6 (1):1-15. https://doi.org/10.18357/kula.218.en_US
dc.identifier.urihttps://hdl.handle.net/10388/14057
dc.descriptionCopyright (c) 2022 Shannon Lucky, Carolyn Doi, Joseph E. Rubin This work is licensed under a Creative Commons Attribution 4.0 International License.en_US
dc.description.abstractThe COVID-19 pandemic caused many post-secondary institutions to close abruptly in early 2020, and instructors were expected to transition to remote online instruction with little notice. For many instructors, hastily recorded lecture-capture videos alongside digital slides became the default mode of sharing instructional content. This sudden shift to video-based instruction was a significant challenge but also presented an opportunity to develop some instructional videos as open educational resources (OER). This paper outlines two case studies from the University of Saskatchewan in which a mix of OER and class-specific, closed-content videos were designed and integrated into remote learning environments. In designing these videos, we focused on technical design elements and accessibility, ability to reuse and share, and student engagement. Both cases, one in veterinary microbiology and the other in music research methods, followed similar strategies for creating multiple types of video content for the course, focusing on four distinct types (labs and demonstrations, guest interviews, lectures, and course information). Choosing to develop and share some of this video content as OER allowed us to expand the use of these learning objects beyond the online classroom. We discuss our considerations for making some videos open, including novelty of the content, reusability, copyright, privacy, and demands on instructor time. We also provide an introduction to our production process and practical tips, including planning, audiovisual production, editing, accessibility, and sharing platforms. The COVID-19 closures made 2020 an unexpectedly challenging year for students and instructors, but the necessity of moving instruction online prompted us to focus on supporting students in this new environment and helped us contribute to the growing body of OER.en_US
dc.language.isoenen_US
dc.publisherKULA: Knowledge Creation, Dissemination, and Preservation Studiesen_US
dc.rightsAttribution 2.5 Canada*
dc.rights.urihttp://creativecommons.org/licenses/by/2.5/ca/*
dc.subjectopen educational resourcesen_US
dc.subjectOERen_US
dc.subjectinstructional videoen_US
dc.subjectonline instructionen_US
dc.subjectemergency remote teachingen_US
dc.subjectCOVID-19en_US
dc.titleTwo Case Studies of Open Video Design in the Remote Learning Environmenten_US
dc.typeArticleen_US
dc.description.versionPeer Revieweden_US
dc.identifier.doi10.18357/kula.218


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Attribution 2.5 Canada
Except where otherwise noted, this item's license is described as Attribution 2.5 Canada