This summer, join OEGlobal’s CCCOER Equity, Diversity, and Inclusion Committee’s summer book club–with a new twist.
This year’s series features a curated selection of academic articles exploring Global Perspectives on Open Education, Open Pedagogy, and the evolving intersections of Accessibility and AI. Together, these themes invite participants to critically examine how openness can be more inclusive, equitable, and responsive to diverse learner experiences.
Sessions will be on the following dates at 14:00 PM CDT:
- May 28 – Global Perspectives on Open Education
- June 25 – Accessibility and AI
- July 23 – Open Pedagogy
Whether you’re looking to challenge your perspectives, deepen your practice, or connect with colleagues across the open education community, this book club offers a flexible, engaging space to learn together. If you haven’t participated in one of our book clubs before, please see the EDI Book Club Community Norms.
In order to create a safe/brave space, these sessions will not be recorded, but an AI created summary of main points will be created and shared with registrants. No names or other identifying details will be shared.
Global Perspectives on Open Education
Thursday, May 28, 2026 | 2:00PM CDT
Facilitated by Greg Beyrer, Distance Education Coordinator and Professor of History at Cosumnes River College in California
Selected Article
- Gomez-Liendo, M. J., (2025) “Open Education: A Colonial or Decolonial Movement?”, Journal of Open Educational Resources in Higher Education 3(1), 9-13. doi: https://doi.org/10.31274/joerhe.17986. CC-BY 4.0.
Optional additional reading
- Special Edition of JIME: Open Education and Open Science in the Digital Age: Echoes and Horizons of the Dubai Declaration
- Creative Commons: Open Heritage Statement
Discussion Questions
- Observe: What moment, quote, or idea stood out to you the most?
- Reflect: What did this article make you think or feel about the meaning of “decolonial” within the open education movement?
- Connect: How does decoloniality fit within your current work?
- Apply: How might you apply a decolonial focus to an open educational practice?
Accessibility and AI
Thursday, June 25, 2026 | 2:00PM CDT
Facilitated by Wayde Oshiro, EDI Committee Co-Chair and Interim Learning Commons & Library Coordinator at Leeward Community College in Hawaii
Selected Articles
- Zhao, X., Cox, A., & Chen, X. (2025). The use of generative AI by students with disabilities in higher education. The Internet and Higher Education, 66, Article 101014. https://doi.org/10.1016/j.iheduc.2025.101014
- Gibson, R. (2024, September 10). The impact of AI in advancing accessibility for learners with disabilities. EDUCAUSE Review. https://er.educause.edu/articles/2024/9/the-impact-of-ai-in-advancing-accessibility-for-learners-with-disabilities
Discussion Questions
- How have the articles either reinforced or changed your perceptions of AI-driven assistive technologies for students with disabilities?
- The Zhao article highlighted student concerns about AI use, including uncertainty about its appropriate use, resulting in hesitancy to use AI or anxiety among those unsure whether they are using it in an institutionally approved manner.
- How might we address these and other concerns around AI use by students with disabilities?
- How have you implemented AI to enhance accessibility and usability for yourself and others?
Open Pedagogy
Thursday, July 23, 2026 | 2:00PM CDT
Facilitated by Lauren Kosrow, EDI Committee Co-Chair and Digital Content and Open Access Librarian, College of Du Page in Illinois
Selected Articles
- Potter, J. E., Morris, M. R. & Kuehner, O., (2025) “From Students to Pedagogical Partners: Collaborative Development of Public Speaking Open Educational Resources”, Journal of Open Educational Resources in Higher Education 3(3), 133-160. doi: https://doi.org/10.31274/joerhe.20102
- Puttman, K., Blicher, H. & Esbensen, H., (2025) “Raising Our Voices”, Journal of Open Educational Resources in Higher Education 3(1), 200-219. doi: https://doi.org/10.31274/joerhe.17957
Discussion Questions
- The articles encourage us to think of open pedagogy as more than using OER—it is also about sharing power with students. What does this realistically look like in a college classroom? Where do you see opportunities and where do you anticipate challenges?
- Both authors emphasize that open pedagogy is not automatically equitable. What conditions need to be in place for open pedagogy to truly support equity, inclusion, and belonging? Are there examples where an “Open” assignment could unintentionally create barriers or exclude certain students?
- How can we create authentic opportunities for students to contribute knowledge while still respecting their privacy, agency, and differing comfort levels with public work? What practices have you seen (or would you recommend) that give students meaningful choices?
- Thinking about your own institution or work, what is one change you could encourage that would move teaching from simply using open resources toward practicing open pedagogy? What support would faculty need to make that shift successfully?