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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.
At some point over the last decade, open educational resources (OER) advocacy in US higher education became zero textbook costs (ZTC) advocacy. This is why I refer to this line of advocacy as “free no matter the cost.” Is there a role for OER in this emerging learning materials landscape?
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!”
K-12 education system by open educational resources (OER) since 2009, although my first exposure to the ideas and leaders of the movement stretch back to the launch of the MIT OpenCourseWare initiative. This is where context matters most for the OER movement. Even within 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. Resources in the public domain or released under an open license are OER.
Effective Advocacy. 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.
UNESCO later decided to refer to open content intended to support research, teaching, and learning as “open educational resources.” They were relatively easy to tell apart from one another and advocacy was rather straight forward. Other schools have OER policies and OER degree programs. green below).
Many institutions charge students a fee associated with their OER courses as a way of funding the institutions’ OER efforts. For example, Kansas State University’s Open/Alternative Textbook Initiative course fee is a $10 fee that is payed by students in courses that use OER and other free, traditionally copyrighted resources.
. — Today, SETDA is pleased to announce the release of a cybersecurity resource focused on small, rural, and under-resourced districts. It is the newest addition to SETDA’s Cybersecurity & Privacy Collection , available for access in their OER Commons site. “As For more information, please visit www.setda.org.
OERadvocacy, like most work, is filled alternately with advances and setbacks. But other responses called the discussion of practice unimaginative and accused me of underestimating the pedagogical change that OER is capable of catalyzing. And why aren’t they using OER in their classes? A world of tears.
An open-access advocacy group on Wednesday sent a formal filing to the U.S. The Scholarly Publishing and Academic Resources Coalition, in a brief opposing the merger of two of the largest textbook publishers. The group joins others who have spoken out against the merger, including a letter sent last month by the U.S.
After the launches of MIT OCW and Creative Commons were announced, a UNESCO convening decided that we should all start calling open content used in education “open educational resources.” Of course innovation with OER didn’t actually stop with openly licensed traditional textbooks.
The most recent issue of IRRODL included an article titled Effectiveness of OER Use in First-Year Higher Education Students’ Mathematical Course Performance: A Case Study , by Juan I. This was justified by the fact that there is a lack of empirical evidence to support expanding the use of OER. Venegas-Muggli and Werner Westermann.
I spend most of my time doing fairly tactical thinking and working focused on moving OER adoption forward in the US higher education space. In this vision of the world, OER replace traditionally copyrighted, expensive textbooks for all primary, secondary, and post-secondary courses. My end goal isn’t to increase OER adoption.
My colleagues in the Open Education Group and I like to say that when you’re considering the outcomes of research on OER adoption, there are “two ways to win.” ” First, think about three possible outcomes of OER adoption in terms of change in cost and change in learning: Students save money and learn less.
It’s why mobile access has been one of the most important means of connecting students to their academic resources. So even when students are no longer available via campus email, we still want to keep them connected to academic resources, campus food pantries, crisis centers, and childcare facilities.
[Back in 2012 – 2013] I was impressed (like many others I’m sure) with how Wiley was able to frame the cost-savings argument around open textbooks to build broader interest for OERs. I fear it is OER wanting it both ways. The question we must each ask ourselves is – what is the real goal of our OERadvocacy?
And of course there are other vendors, like Elsevier and Wiley (like Jones Soda and RC) and openly-licensed resources known as OER, or open education resources (which are something like a Sodastream homebrew). If you make it too expensive, colleges are going to look harder at OER,” she said. Who Owns Student Data?
When we look at common definitions of Open Educational Resources or OERs (e.g., But what if we adopt a different perspective, a broader understanding of OERs, which includes the processes and products of open scholarship as valuable, and viable, resources too? – Dave Cormier and George Siemens.
Be creative about the many different types of interactive resources and experiences to which you link. You’ll find my list of CC0 choices here. Embed your slide everywhere students, teachers and parents might discover it. These two excellent tutorials will help you get started: by Thomas Blakemore. by EZ EdTech!
As the title of the document makes explicit, the framework aims to contribute to the conversation about the sustainability of OER: “Toward a Sustainable OER Ecosystem: The Case for OER Stewardship” It’s a valuable contribution to that conversation. I’m not sure that the document recognizes this.
There was a lot of discussion at OpenEd17 about the relationship between OER and value-added services like platforms. Open Up Resources provides teacher training, professional development, and related for-fee, value-added services around openly licensed K-12 content. Examples of Value-Added Services in the Context of Open.
In my recent post I asked us each to consider what “what is the real goal of our OERadvocacy?” Ismael tweeted: My own take: these are two complementary approaches to #OER that should enrich each other, not exclude (or even blame) each other. As an educator, I like #OER as a tool for transforming learning.
Richardson is a consensus builder, fostering collaboration at the state level, as well as connecting with national organizations like SETDA, Consortium for School Networking (CoSN), and International Society for Technology in Education (ISTE) to support shared advocacy efforts.
Charisse Taylor , senior director of policy and implementation at NYC Department of Education, will share resources, templates and other activities aimed at helping educators create new CS programs that are “diverse by design.” Seed Stage Funding 101 : Funding an idea—no matter how great—is rarely an easy undertaking. Higher Ed 9:30 a.m.
With a focus on under-resourced, tribal, and rural communities in critical need, her current projects involve propagating broadband connections to new community spaces via emerging wireless networking technologies for everyday usage and crisis recovery. Kristen Radsliff Rebmann, Ph.D.,
With a focus on under-resourced, tribal, and rural communities in critical need, her current projects involve propagating broadband connections to new community spaces via emerging wireless networking technologies for everyday usage and crisis recovery. KEYNOTE SPEAKERS: Kristen Radsliff Rebmann, Ph.D.,
With a focus on under-resourced, tribal, and rural communities in critical need, her current projects involve propagating broadband connections to new community spaces via emerging wireless networking technologies for everyday usage and crisis recovery. KEYNOTE SPEAKERS: Kristen Radsliff Rebmann, Ph.D.,
With a focus on under-resourced, tribal, and rural communities in critical need, her current projects involve propagating broadband connections to new community spaces via emerging wireless networking technologies for everyday usage and crisis recovery. KEYNOTE SPEAKERS: Kristen Radsliff Rebmann, Ph.D.,
With a focus on under-resourced, tribal, and rural communities in critical need, her current projects involve propagating broadband connections to new community spaces via emerging wireless networking technologies for everyday usage and crisis recovery. KEYNOTE SPEAKERS: Kristen Radsliff Rebmann, Ph.D.,
Our Twitter hashtag is #stemx13, and we have some resources for publicizing at [link]. MP3 and MP4 versions will be available as well as the full Blackboard Collaborate recordings, although they take some days to process. Spreading the word : this a free event, so be sure to tell others! See you online!
With a focus on under-resourced, tribal, and rural communities in critical need, her current projects involve propagating broadband connections to new community spaces via emerging wireless networking technologies for everyday usage and crisis recovery. KEYNOTE SPEAKERS: Kristen Radsliff Rebmann, Ph.D.,
Locating Government Resources During Crisis” - Jennifer Castle, Reference and Government Documents Librarian, Tennessee State University and Arkansas State University | Dominique Hallett (full description) “Launching a Digital Navigators Program at the Library” - Audrey Barbakoff, Ed.D., Disaster Strikes!
These new collections support new literacies and leverage the new bounty of open educational resources (OER) supported by the White House’s #GoOpen initiative, as well as streamed media, and software for creating and sharing powerful, effectively, ethically produced digital stories. We curate new forms of digital texts.
The sense I got is that reducing textbook costs isn’t enough anymore, the advocacy has moved on to eliminating them. For many years now what people call OERadvocacy has actually been “zero textbook cost” advocacy. library resources, traditionally copyrighted resources online, etc.),
To address the problem, more than a dozen researchers across the country are collaborating to develop resources to prepare future policymakers for success designing, building and evaluating programs for young kids. They’re not stopping at resources, though. approving taxes to support universal preschool programs. “We
SHEG also offers two other fabulous portals filled with resources to help classroom teachers and teacher librarians inquiry and historical analysis. Using resources from the Library of Congress, these 80 units cover both U.S. But wait, there’s more! . Social studies teachers will adore these!
Content and Curriculum Creator, Project Explorer Creating OER-s and Interactive STEM Applications in Mathematics Higher Education , Lucie Mingla Math Educator, New York City College of Technology, CUNY Cross-cultural alignments, fertilization, differentiation: Bridging the gaps through technology , Melda N. Kristin Hundt, Teacher.
Open Source and OER ? Alice Keeler : Interview Amany Kheriba : OER: A way out through pandemics and beyond Amna Manzoor : Veni, vidi and vici: Ingenious, Making the Most Out of the Pandemic! Libraries and Librarians ? Managing Stress ? Math Education ? Microschools ? Mindful Teaching and Learning ? Lifelong Learning ? Music Education
Via Chalkbeat’s Colorado news desk : “$35 million for school safety will go toward training, but not hiring, of school resource officers.” “ Can a For-Profit, Venture-Backed Company Keep OER Free – and Be Financially Sustainable? ” Privacy law in Illinois , that is. ” Her name: Denise Juneau.
. “A psychology instructor at Kwantlen Polytechnic University says he was forced to choose between his principles and the wishes of his publisher as part of a disagreement about the textbook industry and the role of open educational resources,” Inside Higher Ed reports in a story of how Rajiv S. public schools.”
At the time, David Wiley expressed his concern that the lawsuit could jeopardize the larger OER movement, if nothing else, by associating open educational materials with piracy. They recorded school resource officers. This “reverse engineering,” the publishers claimed, violated copyright. Students recorded fellow students.
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