This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
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!”
When students who can’t afford their textbooks have to borrow them from friends or check them out from the library, they’re likely receiving an insufficient dose or duration of use. When students without friends in class or time to get to the library try to get by without using textbooks at all, they’re receiving no dose whatsoever.
In my recent post I asked us each to consider what “what is the real goal of our OER advocacy?” 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 someone concerned with equality, I like #OER as a way to make teaching cheaper.
There are plans to add web-based registration, orientation, attendance services, and a more expansive OERlibrary before 2020. CUNY wants to make all student services digital, so learners will be able to attain a full Associate's Degree from the web—something none of the community colleges in New York City currently offer.
Next time around, I’ll share my notes on OER.). enhancing every-day learning experiences–media-rich annotations of historic places, libraries (shelves, books?), Things to consider: provide a safe environment for your “play area” in the library. The first of my shares was on AR/VR/MR with a sprinkling of AI.
However, at each level—middle school, high school, and college—these variations paled in comparison to a stunning and dismaying consistency. SHEG currently offers three impressive curricula that may be put to immediate use in secondary classrooms and libraries. That was certainly the case in our experience. You can now find out.
We organize all of the trending information in your field so you don't have to. Join 34,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content