This presentation examines localization of OER in Himalayan community technology centers of Nepal. Specifically, I examine strategies and practices that local knowledge-workers utilize in order to localize educational content for the disparate needs, interests, and ability-levels of learners in rural villages.
This study is specifically focused on a sample of seven Nepalese technology centers to better understand how localization is defined, designed, and executed at a ground level. I illuminate obstacles knowledge-workers face while localizing content and strategies to overcome such barriers. I conclude by offering key principles to support theory development related to OER localization. This qualitative study employed interviews, focus group discussions, observations, and artifact reviews to identify patterns of localization practices and themes related to localization of critical content in Himalayan community technology centers of Nepal. This dissertation provides valuable evidence of how localization is executed and concrete ways that localization could be improved in order for OER to reap efficacious learning gains for more rural people in developing countries across the globe.