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Innovative Practices

From Prompt to Practice: A Faculty-Centered Initiative to Explore AI-Supported OER Creation

Authors
  • Jennifer Jordan orcid logo (University of New Mexico)
  • David Gustavsen
  • Irina Meier (University of New mexico)
  • Jeffrey Houdek (University of New Mexico)
  • Xaver Neumeyer (University of New Mexico)

Abstract

As artificial intelligence (AI) transforms the educational landscape, faculty are increasingly tasked with integrating evolving technologies into their teaching practices. A pilot program for AI-Enhanced Development of Open Educational Resources (OER) at the University of New Mexico (UNM) explored the intersection of AI, open pedagogy, and inclusive education. This faculty-centered initiative, an eight-week-long pilot program led by the College of University Libraries and Learning Sciences, aimed to support faculty in developing AI-assisted or co-created openly licensed instructional materials. Grounded in Malcolm Knowles’ Adult Learning Principles, the project combined structured instruction, independent project development, and peer feedback to enhance both technical fluency and pedagogical confidence. Participants reported marked improvements in AI literacy and a substantial increase in familiarity with OER. Faculty projects—including a chatbot featuring multiple characters/personalities for Russian language learners, a personalized learning task generator, and AI-guided case study creation—demonstrated innovation across disciplines. These tools address pedagogical challenges and promote equity, cultural relevance, and student engagement. The program highlights the capacity of academic libraries to facilitate interdisciplinary collaboration and support ethical, critical engagement with AI in higher education. 

Keywords: Artificial Intelligence, Case Study, AI Literacy, Faculty Development, OER Creation, Open Educational Practices (OEP), chatbots

How to Cite:

Jordan, J., Gustavsen, D., Meier, I., Houdek, J. & Neumeyer, X., (2025) “From Prompt to Practice: A Faculty-Centered Initiative to Explore AI-Supported OER Creation”, Journal of Open Educational Resources in Higher Education 3(3), 55-74. doi: https://doi.org/10.31274/joerhe.20115

Rights:

CC-BY 4.0

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Published on
2025-10-27

Peer Reviewed

License

Creative Commons Attribution 4.0

 Open peer review from Christina Riehman-Murphy

Scope, Objectives, Content

This article is absolutely related to open education and the intersection of AI and OER is very much a timely and relevant topic to the field. 



Organization

The article proceeds logically. 



Methodology, Approach, Conclusions

I would say this article uses sound reasoning in analyzing and drawing conclusions from the data the authors gathered, but it is what was to be expected - after 8 weeks in a program, the participants self-reported increasing their literacy.  The participant narratives section is an interesting approach and while having them in the article, fleshed out, does provide a broader view of the 3 projects presented, I would suggest breaking the results from the 7 participants into themes and using quotes to illustrate those themes instead. I would also like to know what the other 4 participants did using AI - perhaps this could be in a table?


 



Writing Style, References

The article is factually accurate and the lit review demonstrates previous work on the subject.



Application

This article provides a model for institutional programmatic support for using adopting AI for OER use.



What are the stronger points/qualities of the article?

The AI and OER Labor paragraph is a really important one. 


 


Programs like this are really important in the OER/libraries space.



What are the weaker points/qualities of the article? How could they be strengthened?


  • p.2, para 3. The final two sentences on this page are disjointed from each other and the restof the paragraph.

  • p.3, para 5. AI and OER Labor - would encourage the authors to consider interrogating how the growth in interest in AI is directly tied to funding. Reading some of Dr. Tressie McMillan Cottom's work around AI in higher ed might be useful. 

  • p.7 para 1. revise the CLEAR framework to the CLEAR Framework for Prompt Engineering - the full name will clarify what the framework was for. 

  • p. 8 para 2. In the final, shortest phase (remove the comma between shortest and phase)


 



Peer Review Ranking: Scope
relevant

Peer Review Ranking: Clarity
not clear

Peer Review Ranking: Contribution
contributes

Peer Review Ranking: Methodology
appropriate

Peer Review Ranking: Conclusion
sound

Note:
This review refers to round of peer review and may pertain to an earlier version of the document.

 Open peer review from Julia E. Rodriguez

Scope, Objectives, Content

This is a hot topic right now in OER and education in general. It is a valuable addition to the literature. However, I would have liked to see OER addressed specifically in the discussion section.



Organization

Yes. Good structure.



Approach and Conclusions

Yes, excellent, well-written lit review and description of project. 



Writing Style, References

Excellent writing. Only minor comments noted. 



Application

Yes. Case study reports are essential. The inclusion of first-hand responses from participants was impactful. 



What are the stronger points/qualities of the article?

The first-hand responses from participants and the structured outline for developing a program. 



What are the weaker points/qualities of the article? How could they be strengthened?

It needs a bit more focus on OER, such as how copyright and licensing were handled. If there created OER then final projects would be CC licensed. Include examples of the challenges they faced. Were the final project published? Where? 



Peer Review Ranking: Scope
Highly relevant

Peer Review Ranking: Clarity
Very clear

Peer Review Ranking: Contribution
Highly contributes

Peer Review Ranking: Research Assessment
Highly sound

Note:
This review refers to round of peer review and may pertain to an earlier version of the document.