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Blogs by Ontario Tech Open Voices

  • To Publish or Not to Publish - My OER Dilemma

    Author(s): Kimberly Boss
    Editor: Pranjal Saloni  

    In my second-last semester of the Bachelor of Arts (Educational Studies) program, I took the course Enabling Learning Through Technology. If I’m honest, I was not looking forward to it. I took it because it was a requirement of my Equity, Diversity, and Inclusion specialization. I certainly didn’t expect it to become one of my favourite classes in the program.  

    At the start of the term, I learned that our final assignment would be an “OER Chapter.” While I’d benefited from open educational resources (OERs) throughout my program, I wasn’t intimately familiar with the term or how co-creating an open textbook with my peers could support future learners. Still, I was enthused when we were told we’d have an opportunity to contribute our chapters to a published course resource. As a passionate writer, the idea of having my work published was thrilling. My initial response was overwhelming enthusiasm, and I started to work on what I hoped would be my best assignment yet. 

    Talking with some of my peers, I realized that not everyone shared that excitement. Many felt nervous, worrying that their work wouldn’t be good enough to get published. I didn’t feel that concern, at least not right away.  

    We chipped away at the assignment throughout the semester, writing positionality statements, preparing annotated bibliographies, and then drafting our chapter. It was during the drafting stage that I started to have doubts. My chapter wasn’t coming together the way I envisioned, and I started questioning whether my writing deserved to be published. This doubt grew after a peer review in which a classmate harshly reviewed my draft. Peer assessments can be incredibly valuable when they’re done constructively, but this experience left me completely deflated, at first. 

    Once I had time to sit with the feedback, I used it as motivation to do even better. I rediscovered the enthusiasm I had at the start of the term. When was this opportunity going to come along again? It was worth pursuing. So, with guidance from my instructors and the peer feedback (even the tough stuff), I reworked my chapter from the ground up. The result was significantly improved, much closer to what I’d initially envisioned. Even better? There was no longer a question of whether I wanted it published. I was proud of it, and I wanted to share it.  

    As a writer and future educator, I found this experience fulfilling and it sparked a newfound love of open education. So, in the final semester of my program, when I saw a posting for a part-time work-study student with the Open Education Lab, there was no question; I applied right away. My experience came full circle when I had the opportunity to support the team in preparing the textbook in Pressbooks. 

    "I can imagine it is nerve-wracking for a faculty member to entrust their students with creating content for an OER, but I also think it’s brilliant. This is an opportunity to harness students’ knowledge, motivation, and perspective, especially for upper-level students who have proven their capabilities as researchers and writers."

    Our course offered multiple opportunities for feedback to ensure the final product was high quality, and the result is a resource for students, by students that can continue to evolve in future terms.

    Reflecting on the experience, I’m grateful I had the opportunity to contribute to a course resource for future learners. The opportunity motivated me to work harder than on any other assignment, which is worth noting since I give every assignment 110%. The experience was invaluable. As a learner, I felt respected and like I’d earned an opportunity to share what I’d learned. And that’s how a course I had no desire to take became one of my favourites in the program.  

    Interested in learning more about open education and how it can support your learners? Continue to follow along in this blog as we explore more hot topics related to open education. 

    Check out EDST 4500 Enabling Learning Through Technology.

    Learn more about Open Education at Ontario Tech University: https://tlc.ontariotechu.ca/teaching/open-educational-practices/index.php 

     

    Creative Commons Attribution–NonCommercial–ShareAlike (CC BY-NC-SA) License logo. This icon indicates that the work may be shared and adapted with attribution, cannot be used for commercial purposes, and must be distributed under the same license.

    The views, thoughts, and opinions expressed in this blog are those of the authors and do not necessarily reflect the official position of Ontario Tech U or the Open Education (OE) Lab. This blog is published under a Creative Commons Attribution–NonCommercial–ShareAlike (CC BY-NC-SA) license. 

  • My Path to Open

    Author(s): Kimberly Boss
    Editor: Pranjal Saloni  

    Two years ago, before starting with Ontario Tech University (OTU), my understanding of Open Education was limited to MOOCs (massive open online courses). I hadn’t considered how open education or open educational resources (OERs) could benefit more traditional learning. 

    I have two prior diplomas in Journalism and Business, the latter of which I completed during the pandemic. As part of that program, I encountered the steep price of textbooks and software, many of which contained dated content by the time of use and none that addressed how business would evolve in a post-pandemic world. Some were expensive and only provided limited-time access to a digitized textbook version with practice questions and assignments; others cost a lot and now sit untouched on my shelves, collecting dust. With tuition already being such a major expense, why must textbooks also carry such a high cost and exacerbate students' financial burden? 

    Little did I know, my business program also marked my first experience with an OER. We used an open textbook in two of my marketing courses. The professor included links to it as part of our weekly readings. This book matched the quality of the textbooks I was paying over a hundred dollars for, but I didn’t need to spend a dime to access it. I appreciated the cost savings then, not considering why only one professor could offer me this option.

    "It wasn’t until after I started at OTU that I finally started to understand and value OERs as a post-secondary learner."

    My Bachelor of Arts (Educational Studies) program at OTU has no textbook or software fees. If this shocks you, imagine how I felt during my first semester of classes with the university when I’d budgeted over $1,000 for course materials. In each of my five classes, my professors shared that there were no textbook or software fees. I had $1,000 back in my pocket. $1,000 that could support groceries, entertainment, and holiday spending. 

    As someone who plans to teach at the post-secondary level, this experience completely flipped my idea of post-secondary education upside down. Textbooks and hefty price tags go together like thunder and lightning. Right? Apparently, they don’t have to. 

    I completed five semesters over two years as part of my degree-completion program without spending a penny on mandatory textbooks or software, and it has been my most fulfilling educational experience. We used countless quality resources, including open education textbooks, open software, academic articles, online videos, and more.  The content was engaging, presented multiple perspectives, and gave me the information I needed to succeed without costing me more financially. 

    What’s more exciting? Through my Enabling Learning through Technology class, I had the chance to contribute a chapter toward an OER textbook, and I’m now wrapping up a part-time contract as a work-study student in the Open Education Lab. 

    To say my appreciation for open education has grown would be an understatement. Two years ago, it was barely on my radar. Now, it dominates my views on education and how we can make it more affordable and more accessible. As I consider my plans to pursue a master’s degree and teach at the post-secondary level, open education is front and center in my vision. 

    Open education is close to my heart as both a student and future educator, and this blog post is my love letter to OER. Education doesn’t need to be expensive to be high quality. 

    Please join me and my peers on this journey as we continue exploring open education: How does it work? What are its benefits and challenges? How does it support equity, diversity, and inclusion? How will generative AI impact its future? 

    Learn more about Open Education at Ontario Tech University.

     

    Creative Commons Attribution–NonCommercial–ShareAlike (CC BY-NC-SA) License logo. This icon indicates that the work may be shared and adapted with attribution, cannot be used for commercial purposes, and must be distributed under the same license.

    The views, thoughts, and opinions expressed in this blog are those of the authors and do not necessarily reflect the official position of Ontario Tech U or the Open Education (OE) Lab. This blog is published under a Creative Commons Attribution–NonCommercial–ShareAlike (CC BY-NC-SA) license. 

  • Student Voices Shaping the Future of Learning

    Inside the OE Lab: Student Voices Shaping the Future of Learning

    Author(s): Aalina Shahid, Abdurehman Ahmad, Abinav Binukumar, Maha Siddiqi, Melissa Richards
    Editor: Pranjal Saloni  

    Welcome to the Open Education (OE) Lab at Ontario Tech—a space where students aren’t just learning about education, but actively reshaping it. From building practical tech guides and co-creating open textbooks, to organizing events that spark conversations around accessibility and affordability, the Lab is powered by a team of passionate students driven by one goal: making education better for everyone.

    In this post, we’re stepping back and letting the students take the mic to share what being part of the Lab means to them.

    Melissa: From Learner to Leader

    For Melissa, joining the Lab about a year ago opened the door to an incredible experience of collaboration and creativity. Working alongside a passionate team of students and faculty, she’s contributed to projects like open textbooks and student guides that aim to support learners in meaningful, practical ways.

    One moment that stands out for her was using a textbook created right in the Lab in one of her courses. It not only saved her hundreds of dollars but also made learning more effective.

    “That experience solidified my belief in the power of open education to break down barriers and promote equity. It’s what keeps me motivated to keep pushing for accessible and student-centered learning.”

    Aalina: A Butterfly Effect in the Atrium

    Aalina’s journey into open education began with what seemed like a small moment: finishing a lecture in her first year and stumbling upon a booth in the UB atrium. That booth, as it turned out, belonged to the Open Education team—and she was the very first student to approach it that day.

    That one encounter introduced her to the world of Open Educational Resources (OER)—and looking back, it feels like a butterfly effect moment that quietly set a whole journey in motion.

    Fast forward to her fourth year in Medical Laboratory Science, and Aalina has been a key part of the team since summer 2023. What first drew her in was the frustration of paying for expensive textbooks that didn’t seem worth the price, and what kept her there was the chance to help students by encouraging the use of openly licensed and freely available materials.

    “It’s moments like these that remind me how grateful I am to be part of a team that turns small ideas into real impact.”

    Abi: Creativity, Change and a Team that Feels like Family 

    For Abi (short for Abdurehman), the journey into the Lab began in May 2024, after learning about the University Works program, just in time to apply for roles that spoke to him. He landed in the OE Lab as an OER content developer and quickly found a place that let his creativity shine.

    His role spans everything from building open resources and managing the team’s social media to decorating booths for campus events and putting together giveaway baskets.

    “I’ve always had an interest in education, and I see this work as a foundation for the future. Whether it’s creating promotional posts and campaigns, planning activities for the OE week, or developing open textbooks, my favorite part is making a change, while doing it with a team that feels like family.”

    Maha: Full Circle with Open Education 

    Maha’s story with OERs began when she experienced it firsthand as a student. During a Human Physiology course, she discovered she didn’t have to buy a $200 textbook and instead had access to a thoughtfully designed OER.

    At first, she didn’t know much about Open Education, but as she engaged with open resources, she realized just how valuable it was. That moment sparked a deeper interest with a passion to make high-quality learning accessible to all.

    Now in her fourth year of Biomedical Science and a member of the Lab since May 2024, Maha finds herself helping to create the very kinds of resources that once supported her. From gaining technical skills with H5P and Pressbooks to designing content with accessibility in mind, she’s grown in ways she didn’t expect.

    “For me, the most rewarding part is knowing that every resource the Lab creates is designed with students in mind—just like the one that once helped me.”

    Abinav: Engineering for Change

    For Abinav, a fourth-year Software Engineering student, joining the Lab at the start of 2025 has been an exciting way to bring his technical skills into a student-focused space.

    With a passion for hands-on creative work such as programming and building Gundam model kits, he’s always looking for ways to solve problems and improve systems. And that’s exactly what drew him to Open Education.

    “I want to use my background in engineering to contribute to tools that make learning more affordable and inclusive. It’s just the beginning, but I’m excited to grow and give back.”

    More Than a Lab - A Shared Mission 

    “Though we come from different disciplines—ranging from biomedical and lab science to human resources and engineering—we’re united by a shared belief: Open and Inclusive Education. For us, the Lab is more than just a workplace; it’s a space where our ideas are heard, our skills are challenged, and our work has real impact.

    We hope our stories give you a glimpse into the heart of the Open Education Lab. Whether you’re a fellow student, an educator, or just someone who cares about making learning better, we invite you to join us.

    Because when students are part of the change, education becomes more than just a classroom—it becomes a community that everyone can thrive in.”

     

    Creative Commons Attribution–NonCommercial–ShareAlike (CC BY-NC-SA) License logo. This icon indicates that the work may be shared and adapted with attribution, cannot be used for commercial purposes, and must be distributed under the same license.

    The views, thoughts, and opinions expressed in this blog are those of the authors and do not necessarily reflect the official position of Ontario Tech U or the Open Education (OE) Lab. This blog is published under a Creative Commons Attribution–NonCommercial–ShareAlike (CC BY-NC-SA) license.