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. – I want to focus instead on one aspect of how we are shifting from print to digital: the procurement decision schools make about whether to license digital instructionalmaterials or purchase them outright, because I think ownership of instructionalmaterials matters.**. Image credits. Image credits.
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. Image credits.
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. This is good news and cause for celebration. Even within the U.S.
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.
Last week, the K-12 OER Collaborative entered the next phase of their project, awarding contracts for rapid prototypes to the following developers: edCount LLC. While the task of developing these materials is a daunting one, my mind is already racing forward to when these materials are available. Expeditionary Learning.
Inspired by MIT’s example, hundreds of other institutions around the world began openly publishing the resources they created in support of their courses. Creating and sharing OER did not harm their ability to succeed in accomplishing their core missions – the education of their students.
These are purchasing programs in which “institutions are signing up whole classes of students to automatically receive digital coursematerials at a discounted rate, rather than purchasing individually.” And obviously, both inclusive access and OER are about solving the cost problem. Can you see it? A distraction.
We at Designers for Learning responded to this call by inviting instructional designers, developers, and adult educators to join a crowdsourcing effort to develop free open educational resources (OER) for adults with low math and literacy skills. The four key factors: Use a real-world instructional design challenge.
As schools and districts try to reduce textbook costs and digitize instructional resources, one of the struggles many teachers have is finding good repositories of open education resources (OER). The first step is to know how to access OER resources. Accessing OER. How to find OER.
Leave this field empty if you're human: Teachers often spend many hours at night or on weekends searching the internet for good instructionalmaterials – or just good ideas about how to meld online learning into their classrooms. These OER – open educational resources – may be good, bad or indifferent. Higher Education.
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. When Grimaldi et al.
The reasons for this are many — ranging from the culture of some schools that holds instructionalmaterials as sacrosanct to the lack of time and/or expertise to do this work. However, I think another key element is the very nature of instructionalmaterials.
Earlier this week I read an op-ed – sponsored by Pearson – titled “If OER is the answer, what is the question?” OER often shine in their variety and ability to deepen resources for niche topics. It should be obvious to anyone that the features of instructionalmaterials that effectively support learning (e.g.,
Kiddom , a startup based in San Francisco, will offer core curriculum materials from the nonprofit publisher on its curriculum management system. Open Up Resources traces its history to 2013, when 13 states banded together to form the K-12 OER Collaborative to build low-cost, high-quality and openly-licensed instructionalmaterials.
They are organized into five categories — science, technology, engineering, arts, and mathematics — and further indexed by relevant courses, like AP Physics, or topics, like digital photography. Some other websites that teachers use to share instructionalmaterials have been criticized for lacking quality control.
For several years my colleagues and I have been conducting and reviewing empirical research on the impact on student outcomes when OER are adopted in place of commercial materials. Some studies of OER adoption show essentially no change in student outcomes. Suffice it to say the research results are highly variable.
The proposed definition of “open textbook” reads, in part: “An open textbook may also include a variety of open educational resources or materials used by instructors in the development of a course and those learning activities necessary for successful completion of a course by students. Licensing of Ancillary Resources.
Educational materials published under an open license are called open educational resources (OER). When digital educational materials become OER, they are converted back into public goods. Over 1 billion openly licensed materials are published online. Education is Sharing. Ideas are public goods.
We need to help faculty understand that the phrase “high quality” is often disconnected from measures of efficacy when used by publishers to describe textbooks and other instructionalmaterials, and we need them to help bring effectiveness back into the conversation. Take OpenStax as an example.
Curating OER. It often refers to the gathering and contextualizing of OER to replace expensive traditional texts and to include them in learning management systems. Clearly, curation is not only about OER. For one thing, not all OER are created equally good and not all commercial products are at all bad.
According to Kathy Mickey, Senior Analyst of Simba Information, all of these could impact the instructionalmaterials marker. In addition, the number of schools and districts using OER continues to rise. Regarding the digital shift, ELA and literacy materials are still mainly print with digital supplements.
In a recent edWebinar , presenters from Idaho and Pennsylvania discussed how state and district leadership support digital learning opportunities and implement digital materials. According to the Brookings Institution there is strong evidence that the choice of instructionalmaterials has large effects on student learning.
According to the latest Campus Computing Survey of top technology officers at colleges, released on Thursday, 81 percent believe that open educational resources will be an important source for instructionalmaterial in the next five years. And this year, only 6 percent of courses use open educational resources.
I now have no doubt that the overwhelming majority of general education courses and some specific degree programs will transition entirely to OER in US higher ed. I spent most of my thinking time last week wondering about obstacles in the way of the ubiquitous adoption of OER in US higher education and how we might overcome them.
Education Department said this week it will make Pell Grants available to 10,000 high school students who are enrolled in courses at 44 colleges.” ” EdX also announced the for-credit courses, part of its Global Freshman Academy partnership with ASU, that are starting this summer. ” Via NPR : “The U.S.
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