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I’ve established that I am a fan of open educational resources (OER) and think that K-12 educators and policymakers would benefit from thinking more deeply about the ownership of instructional materials. ” It’s almost as if they are confused about the definition of the term. .”
While most of the dialog around AI and education seems to be focused on assessment, I think the implications for instructional designers are critically important, too. And, because you’ve got to play the hits, let’s look at what their impact will be on OER as well. You know what else isn’t instructional design?
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). First, and it will surprise no one that this is the first item on my list, is the definition. The opposite of OER is TCM. emphasis added).
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!”
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.
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.
This week on the blog I’m serializing a talk I gave for CSU Channel Islands last week as part of their Open Education Week festivities. In this first bite-sized installment I’m going to address the major flaw in the OERdefinition provided as part of the recent UNESCO OER Recommendation. UNESCO Definition .
Open educational resources hit a turning point in 2018. For the first time ever, the federal government put forward funds to support initiatives around open educational resources, and recent studies show that faculty attitudes towards using and adapting these openly-licensed learning materials are steadily improving.
I’ve been interested in sustainability models for OER for decades. And for just as long, I’ve believed that there are useful lessons for us to learn on this topic from open source software – OER’s far more popular and influential sibling. What does “bug” mean in the context of OER?
In traditional science classrooms, students are often presented with facts and definitions to memorize, or they are asked to follow a predetermined set of instructions to complete a lab activity. However, this model of instruction does not align with our emerging understanding of how students learn science best.
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.).
Lumen Learning, a company that sells low-cost OER textbooks and courseware, plans to start offering professional development services for faculty that can be bundled with its titles. In other words, some of its textbooks are now sold with coaching on how to teach with OER more effectively.
Among other things, the post discusses her role in my decision to abandon the phrase “open pedagogy” and adopt the phrase “OER-enabled pedagogy.” Evolving ‘Open Pedagogy’ (2014) extends the definition discussion by briefly meditating on the ubiquitous, smothering role of copyright in our lives.
Over the last several weeks there has been an incredible amount of writing about open pedagogy and open educational practices (samples collected here by Maha). At the Hewlett OER Meeting last week over a dozen people spent another hour talking about the issue during the unconference time. Some definitions are centered on OER.
This is the middle section of my September 19, 2024 presentation, Why Open Education Will Become Generative AI Education. Or, using the language I introduce below, from “traditional OER” to “generative OER.” And significantly more dramatic impacts are possible if we will reach for them.
For starters, I have now been going on four years since transitioning from high school principal to Senior Fellow with the International Center for Leadership in Education (ICLE). Personalized and blended learning pathways were proclaimed to be the future of education. Leadership is leadership ladies and gentlemen.
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.
Editor’s note: This story led off this week’s Future of Learning newsletter, which is delivered free to subscribers’ inboxes every Tuesday with trends and top stories about education innovation. . Higher Education. These OER – open educational resources – may be good, bad or indifferent. Weekly Update.
It is critically important to remember that both open education and generative AI are tools and approaches – they’re means to an end, methods for accomplishing a goal or solving a problem. I’m interested in solving problems of access and effectiveness in education. It will definitely evolve in the future.
A decade ago professors complained of a growing “epidemic” in education: Wikipedia. Students were citing it in papers, while educators largely laughed it off as inaccurate and saw their students as lazy, or worse. There’s even a new peer-reviewed academic journal about using Wikipedia in higher education. Absolutely.
It’s a question that some higher education instructors have asked before, and one that two Penn State University educators sought to answer on Wednesday at this year’s EDUCAUSE conference in Denver. which acts like a search engine that finds definitions related to that concept or idea.
By definition, open educational resources (OER) are licensed in a manner that gives you permission to change, update, and improve them. Learning analytics, on the other hand, can provide great insight into where course materials – including OER – are not effectively supporting student learning.
Back in February, an EdWeek Market brief reported that Amazon Education was starting to beta-test a new platform with educators, helping teachers navigate the jungles of open educational resources (or OERs, for short). The search capabilities of Amazon Inspire. In support of Amazon’s commitment to the U.S.
His work has shown him that “it will definitely be a more sustainable initiative if it is collaborative—-whether it's OER, open access journals, etc.if Curation is key,” tweeted Trish Briere, “but some good education on digital rights is also very helpful.”
the internet, knowledge, OER) is a commons. The problems the open education community faces with regard to OER are not the problems of common pool resources – problems of overuse and depletion that we solve through shared governance and accountability. The world needs much more OER. That’s just not a thing.
This week on the blog I’m serializing a talk I gave for CSU Channel Islands last week as part of their Open Education Week festivities. In the first installment on Monday, I explained how a fundamental failure to understand copyright makes the definition of OER in the new UNESCO recommendation nonsensical. Product Offerings.
Yesterday, Phil Hill wrote about OpenStax’s new method for calculating the savings students see when their faculty adopt OER. Department of Education’s National Center for Education Statistics published a study in May stating the average undergraduate student spent $555.60 based on federal data.
” If you’ve been working in educational technology since the 1990s, you might want to skip the first section below. OER and the Revisability Paradox. That bit of history prepares us to discuss open educational resources (OER) and the revisability paradox. Or you may find it a sentimental walk down memory lane.
Using OER is hard. Over sandwiches and iced tea, we talked about the challenges of OER. The goal is to not give readers a list of words and definitions to memorize, but rather to get them familiar with words and their place in language and knowledge. Finding good lessons, videos, articles and activities is hard. Source: BHP.
One crucial part of the decision is out of the students’ hands, of course, since it is the professor who decides what textbook or material to assign—or whether to skip commercial textbooks altogether and assign a free or low-cost open educational resource, or OER. a semester. I thought it was just as helpful as any other textbook.”
Last week I shared a little of my thinking about the problems inherent in the way people in the field talk about OER. These permissions are a critical part of the definition of what it means for a learning resource to be open. The OER produced by OpenStax are free – that’s why they’re OER.
By definition, our lack of imagination is the only limit on our ability to use these tools in novel ways. Earlier this week I started wondering – what if, in the future, educators didn’t write textbooks at all? yes, you could openly license your generative textbook (collection of prompts).
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.
There is much to respond to in a comment left by David Anderson (Executive Director for Higher Education at the Association of American Publishers) on Nicole Allen’s recent HuffPo article College Textbooks: Do You Get What You Pay For , but I’ll focus on one claim.
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. frequent formative assessment opportunities) can appear in educational resources with any copyright license.
For some reason, Pearson have found it necessary to create new definitions of the terms efficacy and effectiveness. This is extraordinarily unfortunate because there are already perfectly good definitions established in the broader research community. It certainly would not be accepted in a Tier 1 education journal.
In a recent webinar about OER, organized by one of the major textbook publishers, there was a lot of conversation about whether OER are “free” or “affordable.” Before I begin though, just to be clear, allow me to reaffirm that OER are free, plain and simple, full stop, period. OER = free + permissions.
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.
When she became the district’s first educational technology director in 2017, Briana Allen looked for a better solution. She tried several options before jumping on a free trial of the wireless video streaming and screen mirroring technology by Vivi, an education-focused company founded in Australia. Heading to ISTE?
Those in the puppy camp argued, with good reason, that free curricula and OER content were hardly free once the related costs and risks were factored in. And even the good stuff lacked the breadth and consistency to rival traditional educational publishing products. Traditional publishers would maintain their competitive advantage.
I am often prompted to reflect on why people don’t borrow and remix high quality, open licensed educational content more often than they do. Photos and definitions are not only very granular but they are relatively generic and can be used in a wide variety of contexts without a lot of rework. Credit: gurmit singh.
I think Michael Feldstein is directionally correct in his analysis of what has been happening to “open education” for the past several years. If you use OER and don’t see yourself in one of these groups, what problem are you trying to solve by using OER?). Without wading into the labeling fray (are we a movement? a coalition?
[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 OER advocacy?
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?
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