ADAPTING A WORKPLACE OPEN EDUCATIONAL RESOURCE DESIGN WITH AGILE DESIGN THINKING TECHNIQUES

Abstract

This study contributes to the scholarly research and literature in open educational resources (OER) by responding to gaps identified in the open education cycle in the Global South (Hodgkinson-Williams et al., 2017). It also addresses the needs of specialist librarians in some of the government and institutional libraries in the Anglophone Caribbean for self-access educational resources to deliver information skills training to mid-level civil servants. Open educational resources, an affordable readymade solution, depend on traditional publishing models that favour expert and trainer-centred perceptions of quality (Irvine et al., 2021) but weak learner centric adaptation frameworks. Learning experience with agile development (LEAD), a proactive learner-centred evaluation framework, offers librarian trainers and their trainees a leadership role in selecting and adapting an online OER tutorial. A pragmatic worldview underpinned the study’s multi-method strategy combining design ethnography (DE) and single evaluative case study (SECS) designs. The SECS replicated Fisher (2009) with modifications. Both methods use LEAD to leverage the combined strengths of two design thinking techniques, remote field visits (RFV) and remote moderated think aloud usability testing (RMTUT). Triangulation of data sources was used to collect and analyse data across two phases with a total of 20 participants. Field visits captured data through observation, interviews, and field notes, while usability tests used observation, participants comments, questionnaires, and interviews. Field visit data identified the emerging profiles of information mediator, programme specialist, and securities analyst as well as uncovered the need for a search plan among these profile groups. Usability tests uncovered issues of navigation and terminology, which made the learning experience difficult, but useful. Overall, findings confirm that LEAD allows for choosing the right intervention and for adapting OER designs. Analysis of the data suggests linkages with emerging models: the uncertainty principle in the information search process (ISP) and extraneous cognitive load (ECL). The findings further suggest a role for information mediators both as trainers and as partners with trainees in OER quality assurance. The study recommends building awareness of the potential of OER (re)use for workplace training and government audiences while advocating the incorporation of agile OER design in open educational practices.