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K-12 schools and districts turn to open educational resources (OER) for their flexibility. When you search for OER, you can find already-created lesson plans or other resources to add to your own class plans. Let’s look at the benefits of using an OER lesson plan and what it looks like. Why use an OER lesson plan?
and I am merely a fan – not a fanboy – of open educational resources (OER).** Others surely see me as some sort of OER fanatic. K-12 context, including issues of accessibility , the copyright that should get assigned to teacher-created materials , and interoperability gaps and needs. I beg to disagree.
I recently had the honor of traveling to the MIT campus in Boston and participating in a panel discussion on Open Education Resources (OER) at The Sixth Conference of MIT''s Learning International Networks Consortium (LINC) with three illustrious advocates of these open resources: Nicole Allen, Philipp Schmidt, and panel moderator Steve Carson.
And, because you’ve got to play the hits, let’s look at what their impact will be on OER as well. I’ve written previously about the difference between informational resources and educational resources. Wikipedia and other encyclopedias are informational resources.
In a post of nearly two years ago (“ OERwashing: Beyond the Elephant Test “), I argued that the OER community lacked a reliable way to assess new entrants to the OER field, especially for-profit organizations, in terms of their support for openness and OER community values. Petrides, L., and Watson, C.E.
This article started out with my being bothered by the fact that ‘OER adoption reliably saves students money but does not reliably improve their outcomes.’ ’ For many years OER advocates have told faculty, “When you adopt OER your students save money and get the same or better outcomes!”
For some folks in higher ed, the very idea of using open educational resources (OER) sparks dread. The right OER provides professors opportunities to teach the latest research and even make areas like math and science more inclusive. He and his students happily use open educational resources for textbooks.
These days low-cost alternatives known as Open Educational Resources, or OER, are getting a boost as a potential solution. Last week, for example, Lumen Learning, a company that sells low-cost OER textbooks and courseware, announced it received a $5 million grant from the Bill & Melinda Gates Foundation.
So Hardy and a colleague decided to create their own lab manual—and make it open access. They worked nights and weekends to develop the resource, which can be used digitally through a WordPress website or downloaded as a PDF. Much of the attention that open educational resources have earned focuses on their low cost.
They were trying to prep summer courses by linking to the freely available, openly licensed alternatives known as Open Educational Resources, or OER, content offered by Lumen Learning, a courseware provider that argues that OER can be a tool in making higher education more equitable. Hi OER Friends! There was confusion.
Has your school district started to use open educational resources (OER) yet? If so, they’ve found out how many great resources are available online to use, share and modify. But has your school district considered K-12 OER textbooks? First, OER are free for anyone to use. They’ll save your school district money.
Open educational resources have gone global and may help make learning more accessible, equitable and inclusive around the world. OER was one of six “emerging technologies and practices” the panelists highlighted as most likely to significantly influence postsecondary teaching and learning in the future. “It In the U.S.,
There’s great news out of the recent UNESCO meeting in Paris, where member states unanimously adopted the draft Recommendation on Open Educational Resources (OER). This dramatically simplifies understanding what is and isn’t OER. This dramatically simplifies understanding what is and isn’t OER.
tl ;dr – If a resource is licensed in a way that grants you permission to engage in the 5R activities, and grants you those permissions for free, it’s an open educational resource (OER) – no matter where you find it or how it’s being used. I have an obsession with definitions.
Regardless of where you stand on the debate over open educational resources, you’re probably wondering: Does OER actually improve learning outcomes? At least, that was one of the main takeaways from a short session led by Phillip Grimaldi, director of research at OpenStax, a nonprofit OER initiative out of Rice University.
At some point over the last decade, open educational resources (OER) advocacy in US higher education became zero textbook costs (ZTC) advocacy. But OER / ZTC advocates have had a fundamental problem simmering for many years now, and the recent advent of large language models (LLMs) like GPT-4 will quickly bring that simmer to a boil.
Indeed, the often unspoken relationship between OER and educational technology can be fraught with misplaced assumptions, red flags, value conflicts, and licensing complications. You can read some of the highlights of this work in my interview (“ How can technology advance open educational resources? That the U.S.
I recently wrote a brief essay about the wonderful new UNESCO OER Recommendation. For those of you who don’t want to read the full analysis below, here’s the key takeaway: Imagine what would happen if making copies of OER was illegal. Under the definition of OER now adopted unanimously by UNESCO member states, it can be.
There’s new evidence that open educational resources may contribute to helping students complete college. The findings come out of the Achieving the Dream OER Degree Initiative , which provided grant money to 38 community colleges across 13 states to create degree pathways of courses that use OER materials instead of commercial textbooks.
Student: I’ll study whether students learn better with OER than with traditional course materials! This conversation was a wonderful jumping off point to discuss the characteristics of an educational resource that actually function to support student learning. You’ve likely crossed over into the realm of OER-enabled pedagogy.).
In this first bite-sized installment I’m going to address the major flaw in the OER definition provided as part of the recent UNESCO OER Recommendation. For a license to be “open,” it must grant the following permissions: “no-cost access, re-use, re-purpose, adaptation, and redistribution by others.”
At OpenEd18 I gave a presentation titled “Questioning the OER Orthodoxy: Is the Commons the Right Metaphor for our Work?” After this brief discussion, I asked “what if the commons is the wrong metaphor for our work with OER?” During the presentation, I shared the following contrasts between a commons and OER.
Open educational resources (OER) have long been touted as “the next big thing” in higher education, but the drawn-out hype has led many educators and administrators to wonder if it would ever live up to its expectations. Those days are over: 2017 was OER’s breakthrough year. That happened in 2017.
Can open educational resources, or OER, truly create more equity and access? That was the question at the heart of our #DLNchat on January 9, which centered around OER in Higher Education. Creative Commons or GNU, that specify how the resource may be reused, adapted, and shared.
This gap between the need and available educational services has prompted calls for innovative ways to improve access to quality educational resources. Much to our surprise, over 1,500 people from around the world registered for the course — and, to date, are actively engaged in creating free, open resources for adult learners.
Open educational resources, also known as OER, provide a great way to supplement curriculum to differentiate instruction and better meet each learner’s needs in your classroom. This scenario is pretty common for educators, but remains an obstacle when equally distributing resources. So what does that mean?
In response, open educational materials, or OER, have emerged as an alternative to expensive textbooks that disproportionately affect low-income students. But as more open materials become accessible, advocates for open education still see room for improvement. Those are prohibitive, and really create a barrier for access for learners.
Recently I’ve been doing both more thinking and more roll-up-your-sleeves working on continuous improvement of OER. And this process of making OER more effective every semester – also known as “continuous improvement” – is where we see some of the most exciting opportunities to collaborate with faculty.
Have you ever considered creating your own open educational resources (OER)? Because these resources are open to use, when you share an OER, other educators across the globe can access it and use it in their classrooms. Let’s take a look at how to develop K-12 open educational resources.
Their work is stored online, so they can access it from anywhere.” I called it “No Excuses: Anytime, Anywhere Access to Student Work (For You & Them!)” ” Instead of “giving students access to resources,” we “go 1:1 with a blended learning approach.” ” “OH!
Adoption of digital learning resources is taking hold in schools and districts across the United States. As momentum for digital learning builds, some districts—80 percent according to the 2017 Consortium for School Networking’s (CoSN) K12 IT Leadership Survey Report —are using open educational resources (OER), which the U.S.
Next week I hope to post the first section of the presentation, which outlines the reasons why people who care deeply about affordability, access, and improving outcomes should consider shifting their focus away from OER (as we have understood it for the last 25+ years) and toward generative AI.
With just a few clicks, she shares the content with each student to quickly access it when they log in to their H?para One of Mrs. Perkins’s learners uses assistive technology , a screen reader, to read and can also access the digital materials. Distributing open educational resources. It’s now 10 a.m. At 11:00 a.m.,
I’m going to write a post or three about some of the friction that exists around using OER. There are some things about working with OER that are just harder or more painful than they need to be, and getting more people actively involved in using OER will require us to reduce or eliminate those points of friction.
One popular draw to open educational resources is that these openly-licensed learning materials can—and are often encouraged to—be tailored for a particular professor or course. Communications librarian Kristen Hoffman oversees much of the OER work at Seattle Pacific University, a Christian university in Washington.
It also helps schools reach goals like higher student success, better data analysis, more robust cybersecurity and easier access to education technology, the report’s authors explain. Expand Educational Resources to Student Toolkits. Five of the nine states involved in the SETDA report are currently using Ed-Fi resources.
With course materials averaging around $1,200 per year , many colleges over the past decade have adopted open educational resources (OER) to cut costs for students. Wiley—which looked at almost 5,000 undergraduates using OER at ten colleges and universities. This isn’t uncommon.
But it wasn’t until her current gig, serving as an instructor for a course on water supply and demand in California, that she got her feet wet with open educational resources. College of the Canyons’ history with OER starts before Anagnonson’s dabble, however. Using OER in those courses, she added, “really started out of necessity.”
As countless educators around the world have scrambled to figure out how to deliver lessons remotely with whisker-thin budgets, many turned to open education resources (OER). Her mission has been constant: Give students and teachers high-quality, free resources that can help each learn in their own way.
We have a similar problem in the open educational resources (OER) space. Many people are in the habit of referring to OER as a commons. OER are not like the shared resources at the center of traditional commons. Rule 1: Openly licensed resources cannot be overused or overconsumed. A Different Commons Game.
Open Educational Resources (OER) have yet to cozy up with the more orthodox academics and pushy print publishers of the world. Advocates praise their accessible low-prices and ability to meet students on digital devices. On its own, the OER company partners with nearly 150 campuses.
In 2002, UNESCO followed those leads choosing to name the subset of open content that was useful for teaching and learning “open educational resources,” instead of a name with “free” in the title.). Why Commercial Publishers Should Switch to an OER Model. And a switch to OER would help publishers solve both of them.
If you are late to the #GoOpen party, it is the commitment to expand and accelerate the use of openly licensed educational resources in schools across the country. The work begins with implementation and how schools plan to strategically scale OER. Next page: How to get started.).
What I do want to comment on (in greater than 140 characters) is the practice of ‘openwashing:’ what it is, why I believe not being able to go beyond a pro-OER elephant test for organizations and service providers is untenable in practice, and some thoughts on what we can do about it. The Pro-OER Elephant Test.
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