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The Fans, Fanboys, and Fanatics of OER

Doug Levin

and I am merely a fan – not a fanboy – of open educational resources (OER).** Others surely see me as some sort of OER fanatic. So, if these are the actions of someone who is an OER fan, what stops me short of claiming fanboy status? I work in K-12 education in the U.S., I beg to disagree. Image credits.

OER 297
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A Thumbs Up to Open Up for Delivering Free, Curriculum-Scale OER

The Journal

Finally, OER is coming of age! Finally, OER is coming of age!

OER 303
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Course Hero Quietly Took Over Hosting Lumen’s OER Content. They Say It’s No Big Deal

Edsurge

Clicking onto their favorite courses at the end of May, educators found that they were getting redirected somewhere else. To their surprise, however, the educators found themselves not on Lumen’s website but on Course Hero, a homework-help site that’s blocked by some higher ed institutions for its use by some students as a cheating tool.

OER 185
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The Role of Open Educational Resources (OER) in Making Education Available to All

A Principal's Reflections

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.

OER 261
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The OELMs Architecture: The Technical Power of Generative AI Meets the Participatory Power of OER

Iterating Toward Openness

Or, in which Generative AI meets OER meets Reusable Learning Objects. A Toy Example Here’s a toy example from a hypothetical university microeconomics course. The system prompt stub for the course, in a file called system_prompt.txt, might include: You are an upbeat, supportive, empathetic economics tutor.

OER 103
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AI, Instructional Design, and OER

Iterating Toward Openness

And, because you’ve got to play the hits, let’s look at what their impact will be on OER as well. Of course the drafts of these informational resources will need to be reviewed and improvements will need to be made – just as is the case with all first drafts – to insure accuracy and timeliness.

OER 211
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On the Relationship Between Adopting OER and Improving Student Outcomes

Iterating Toward Openness

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!”

OER 197