# data[].attributes.body
If readings are scans following the 10% rule of communicating print as an online reading, the cost is still to the institution - a fee is paid to the Copyright Agency Limited (CAL). With current budgetary constraints, we need to think of financial sustainability for students and also institutions.

# data[].attributes.body
Would need some time to work through options. Sometimes we find it easier just to work with last semster’s reading/textbook.

# data[].attributes.body
Perhaps we still thi j one can only learn ‘by the book’ and it must be purchased either hard or soft coly

# data[].attributes.headline
The 2 chapters rule is restrictive, but it doesn't cost students anything. It would be interesting to know how many courses use textbooks in ACU. Also, do the equivalent of quality edited books exist on politics exist in open access 

# data[].attributes.subject
The 2 chapters rule is restrictive, but it doesn't cost students anything. It would be interesting to know how many courses use textbooks in ACU. Also, do the equivalent of quality edited books exist on politics exist in open access 

# data[].attributes.headline
We'd need a communal repository and information circulated by topic across universities worldwide.

# data[].attributes.subject
We'd need a communal repository and information circulated by topic across universities worldwide.

# data[].attributes.body
I wonder if this would be able to support the focus on a national approach to units at ACU? Or is this desirable? Perhaps something for the discipline teams to think about.

# data[].attributes.body
Publisher Reid will become even more persistent/indistent

# data[].attributes.headline
In my case, all readings are provided free to students already, so the saving amount would only apply to ACU I suppose. I never get them to buy a textbook. Am I correct in thinking providing readings costs the students nothing

# data[].attributes.subject
In my case, all readings are provided free to students already, so the saving amount would only apply to ACU I suppose. I never get them to buy a textbook. Am I correct in thinking providing readings costs the students nothing

# data[].attributes.body
I'm open to the idea provided that I can access appropriate resources. I'm sure students will be more than happy with this arrangement

# data[].attributes.body
How can I find which texts/resources are available to use?

# data[].attributes.headline
I'd need to find out what is available open access. This is new to me, so I'd need to do some research. Is there only a limited amount of material available open access?

# data[].attributes.subject
I'd need to find out what is available open access. This is new to me, so I'd need to do some research. Is there only a limited amount of material available open access?

# data[].attributes.headline
I’ll be able to use OERs but will need to access relevant resources. 

# data[].attributes.subject
I’ll be able to use OERs but will need to access relevant resources. 

# data[].attributes.body
I doubt this will be difficult if we mention the $$...I now tell students not to buy a book if it means going without lunch it not paying rent

# data[].attributes.attachment_link.title
Open Educational Resources infoKit / Home

# data[].attributes.attachment_link.description
As David mentions, one section that was missing up until now is a section giving an overview of Open Educational Resources for Senior Managers. We're delighted to announce that today this has been rectified with a dedicated area:

# data[].attributes.body
Utilising peer networks and CoPs to find out what is available in their subject area. Utilising services which pull resources together either physically or as a catalogue

# data[].attributes.body
Knowing what is available and how to find it

# data[].attributes.body
Making resources discoverable by tools that learners use regularly - search engines. Using social software to 'advertise' content (twitter, facebook)

# data[].attributes.body
Knowing what is available - learners who are not guided or supported by a teacher may not know what is available or how to access it.

# data[].attributes.body
Follow institutional guidelines re quality, legality, branding.Obtain institutional agreement re deposit outside the institutional repository

# data[].attributes.body
Ownership - not all teachers own the teaching materials they produce as they may have a contract that gives the institution ownership - this may restrict what teachers can release within communities.

# data[].attributes.body
Convincing senior managers of the benefits for institutions. Getting key senior champions on board. Including OER release in strategic and policy decisions and documents

# data[].attributes.body
Understanding the value and benefits of openly releasing their learning and teaching materials when concerned about competitors and ensuring student enrollment figures

# data[].attributes.body
Institutional commitment to quality. Guidelines for course teams to support production of high quality content

# data[].attributes.body
Quality issues - central teams often have to package content on behalf of teaching teams with a range of quality issues (technical and pedagogical)

# data[].attributes.body
Awareness activities - workshops, guidance

# data[].attributes.body
Not all teaching staff are aware of the benefits of releasing or using OER