Platform Development as an Iterative Process: An OER Design Case of EdTech Books

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Published: Dec 4, 2024
DOI: https://doi.org/10.14434/ijdl.v15i3.36275
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Melanie W. Jensen
Brigham Young University
Rebecca N. Nissen
Brigham Young University
https://orcid.org/0000-0003-1701-6298
Isaac Munoz Moreno
Brigham Young University
Fanny E. Bondah
Brigham Young University
https://orcid.org/0000-0002-6799-6354
Pamela P. Smalley
Brigham Young University
Toni E. Pilcher
Brigham Young University
Karina M. Jackson
Brigham Young University
https://orcid.org/0000-0002-9175-2667
Adriana Alba
Brigham Young University
Royce Kimmons
Brigham Young University
https://orcid.org/0000-0001-7744-2315

Abstract

In this design case, we review the iterative process of designing EdTech Books (ETB)—an online platform through which open educational resources can be published and accessed by the public. We discuss the context and framework within which the platform was created. We then review the chronology of the platform’s evolution through the lens of discovering and addressing challenges the developer faced, particularly those that relate to the 5 Rs of Openness and challenges specific to the publishing of open educational resources (OER).

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How to Cite
Jensen, M. W., Nissen, R. N., Moreno, I. M., Bondah, F. E., Smalley, P. P., Pilcher, T. E., … Kimmons, R. (2024). Platform Development as an Iterative Process: An OER Design Case of EdTech Books. International Journal of Designs for Learning, 15(3), 45–62. https://doi.org/10.14434/ijdl.v15i3.36275
Author Biographies

Melanie W. Jensen, Brigham Young University

Melanie W. Jensen is a doctoral student in the Instructional Psychology and Technology program at Brigham Young University. Her research interests include open and scalable educational resources.

Rebecca N. Nissen, Brigham Young University

Rebecca Nissen is an Instructional Psychology and Technology Master’s student at Brigham Young University. She is currently studying administrators’ perceptions of open access journals and open textbooks in university settings.

Isaac Munoz Moreno, Brigham Young University

Isaac Munoz Moreno is a Master’s student in the Instructional Psychology and Technology program at Brigham Young University. He researches technology integration.

Fanny E. Bondah, Brigham Young University

Fanny Eliza Bondah is a graduate student at Brigham Young University pursuing Instructional Psychology and Technology.

Pamela P. Smalley, Brigham Young University

Pamela P. Smalley is a doctoral candidate in the Instructional Psychology and Technology program at Brigham Young University. Her academic focuses are Open Educational Resources, Artificial Intelligence in Education, transitions and belonging, and transformative learning.

Toni E. Pilcher, Brigham Young University

Toni E. Pilcher is a Master’s student in the Instructional Psychology and Technology program at Brigham Young University.

Karina M. Jackson, Brigham Young University

Karina M. Jackson is a Master’s student in the Instructional Psychology and Technology program at Brigham Young University.

Adriana Alba, Brigham Young University

Adriana Alba is a Master’s student in the Instructional Psychology and Technology program at Brigham Young University.

Royce Kimmons, Brigham Young University

Royce Kimmons is an Associate Professor of Instructional Psychology and Technology at Brigham Young University where he seeks to end the effects of socioeconomic divides on educational opportunities through open education and transformative technology use

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