IRRODL

This study evaluates the feasibility and impact of the Open Online Course (OOC) aimed at enhancing teachers’ trauma-informed care practices during the onset of the COVID-19 pandemic. Educators from two public primary schools in Queensland, Australia, completed the course. Twenty-six educators were interviewed about their experience of the OOC. Thematic analysis revealed the feasibility of the OOC was influenced by participants’ ability to navigate the digital divide and allocate time for learning. The impact of the OOC was reflected in reports of the adoption of trauma-sensitive classroom management techniques amongst participants. The findings highlight that sustaining OOC-based teacher education on trauma-informed practice requires long-term access, integration of trauma-informed strategies, and ongoing support for hyflex and blended learning models. Findings are mapped onto a trauma-informed education framework and inform recommendations for future OOC design and delivery in post-pandemic educational settings.

Open educational resources (OER) are critical tools recognized by UNESCO and the Commonwealth of Learning (COL) for achieving the United Nations’ Sustainable Development Goals (SDGs), specifically SDG 4: Quality education. The University of the West Indies, St. Augustine Campus (UWISTA), undertook an initiative to formulate an OER policy, aiming to align with the UWI’s mission and general OER principles of openness, accessibility, affordability, and innovation. This paper outlines the comprehensive approach adopted, including online research, document review, surveys, focus groups, and a three-day workshop, ensuring diverse staff perspectives. The policy development process commenced with a thorough review of 44 existing OER policies, facilitated by consulting relevant documents and scholarly resources and an online survey. Subsequent stages included two Delphi focus groups and an on-site workshop in which participants actively contributed to drafting a policy. The draft OER policy that emerged from this process reflects a consensus among participants and incorporates best practices gleaned from the examination of other institutional policies.

Key observations from this initiative emphasize the importance of a collaborative approach, the use of existing models, transparency in policy development, continuous support, and addressing copyright issues. Generative artificial intelligence was actively employed by the workshop participants, especially for comparing policy and process items under consideration. UWISTA’s OER policy development, supported by the COL, serves as a model for other institutions aiming to embrace open education principles. The draft policy, emerging from this inclusive and transparent process, aligns with UWI’s mission and broader OER goals, offering valuable insights for the academic community and policymakers globally.