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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. Instructional design is the process of leveraging what we understand about how people learn to create experiences that maximize the likelihood that the people who participate in those experiences will learn.
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.
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!”
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. This dramatically simplifies understanding what is and isn’t OER.
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. It’s been true for decades.
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.
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. The definition in the recommendation as set forth in Section I. Definition and Scope reads: 1. UNESCO Definition . c) Regulated Activity.
I’ve been interested in sustainability models for OER for decades. Longtime readers may recall that the research group I founded at Utah State University in 2003, the Open Sustainable Learning Opportunities group, became The Center for Open and Sustainable Learning in 2005, which I directed until I moved to BYU.)
Student: I’ll study whether students learn better with OER than with traditional course materials! Me: If I cross out these lines about the publisher’s copyright and write “Licensed CC BY” above it, have I made this book more effective at supporting student learning? Me: Let’s hear it! Student: (ponders briefly) I guess not?
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. But fans of OER are increasingly facing a problem.
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.
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. There have even been arguments made that a clear definition would somehow be antithetical to the ideal of open. There have been dozens of blog posts.
Those were just a couple of the questions raised on Tuesday, February 27 when the #DLNchat community got together to discuss: What Is the Role of Libraries in Digital Learning Innovation? 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
Personalized and blended learning pathways were proclaimed to be the future of education. Emerging technologies such as augmented reality, virtual reality, open education resources (OER), coding, and adaptive learning tools are moving more into the mainstream in some schools. Leadership is leadership ladies and gentlemen.
Next week I hope to post the first section of the presentation, which outlines the reasons why people who care deeply about affordability, access, and improving outcomes should consider shifting their focus away from OER (as we have understood it for the last 25+ years) and toward generative AI.
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. . Sign up for the Future of Learning newsletter. Future of Learning. Mississippi Learning. Weekly Update.
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.
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. In the second installment yesterday, I described how it appears that many in the OER community have taken their eye off the ball of student learning.
Long-time readers will be familiar with “learning objects” and the “reusability paradox.” Learning objects and the reusability paradox. This was the promise of learning objects, which were compared to Legos in almost every conference presentation and journal article on the topic.
Using OER is hard. Over sandwiches and iced tea, we talked about the challenges of OER. While we were curious to learn more details about the approaches to writing in BHP, Bob was even more curious to find out what he could do to further improve students’ writing. Finding good lessons, videos, articles and activities is hard.
By definition, our lack of imagination is the only limit on our ability to use these tools in novel ways. I continue to try to imagine ways generative AI can impact teaching and learning, including learning materials like textbooks. Rather than “reading,” this learning experience would be more like a conversation.
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.
How will artificial intelligence and machine learning change teaching? However, she and her colleague Kyle Bowen, who is the director of teaching and learning with technology, believe that artificial intelligence and machine learning will supplement the work faculty already do.
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. I thought it was just as helpful as any other textbook.”
What we're learning over time is that, of course, Wikipedia had and still has problems with accuracy and relevance. In fact, you definitely will find spotty quality. I hear more often these days about teaching with free online materials instead of traditional textbooks (known as OER). Absolutely. It's a continuing spectrum.
I spend most of my time doing fairly tactical thinking and working focused on moving OER adoption forward in the US higher education space. For example, I spend a fair amount of time thinking about the future of learning materials writ large. Now, make no mistake – OER is a means, not an end.
It will definitely evolve in the future. These are many of the same issues that open education advocates have raised about proprietary textbooks and other proprietary learning materials for decades. Large OER publishers like OpenStax, Lumen, and CMU OLI spend a significant amount of time and money creating open content.
Earlier this week I read an op-ed – sponsored by Pearson – titled “If OER is the answer, what is the question?” How do we deliver better learning experiences to more students? How do we deliver better learning experiences to more students? ” The article poses three questions and answers them.
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. That’s a fight I know OER can win. Efficacy vs Effectiveness.
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.
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). Tory Patterson, co-founder of Owl Ventures As far as calling itself an OER platform, that is somewhat correct.
Allen chatted with EdSurge about how liberating teachers from their desks by eliminating the need for HDMI cords—of any length—has impacted teaching and learning in her district. It's made for a much more natural and fluid learning space. “Teachers now can actually sit with their students for instruction.” Heading to ISTE?
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. And in fact, the history of various designs that leverage chunks or learning objects has not been one of great success. So is the quest to allow customization through OERs for naught?
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. So the discovery, vetting, and alignment costs inflicted upon the teachers and districts that would try to embrace free and OER content would remain high.
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.
Desmos – Their mission is to help every student learn math and love learning math. These projects promote cooperative learning, problem-solving and the use of technology. NZ Math – These rich learning Math ideas come from New Zealand. These are definite lessons worth sharing! You can even make your own.
I look forward to learning from you! OER Commons – Take a look at these results from a search I did for STEAM based activities. Since it is OER (Open Education Resources) it is free. Each project aligns with common core and national standards and delivers measurable learning while using free software.
Where Michael sees three groups with different goals, I see four groups who are trying to use OER to solve closely related – but ultimately very different – problems: The negative impact on access to education caused by the high price of traditional learning materials.
[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?
This post is co-authored with Suzan Koseoglu ( @suzankoseoglu ) who is an academic developer at the Teaching and Learning Innovation Centre at Goldsmiths, University of London. When we look at common definitions of Open Educational Resources or OERs (e.g., You can read it here ! – Dave Cormier and George Siemens.
I posted the first installment yesterday, explaining how a fundamental failure to understand copyright makes the definition of OER in the new UNESCO recommendation nonsensical. In this second installment, I want to describe how it appears that many in the OER community have taken their eye off the ball.
From giving kids problems with the right level of difficulty to solving problems with students, learn how to take any math student to the next level. You’ll also learn about the open source resource, Expii invented by Po-Shen Loh and how you can use it. READ: Learn about the USA Math Olympiad Team. What makes Expii unique?
I have some great posts coming your way involving PBL, STEM, tech integration, and a continuing series on Professional Learning Communities! Making Learning Happen…New York PBL – Join me in Syracuse, New York in August for some exciting PBL workshops. Join me, the Institute of Play, and PBS Learning Media. What Would Dewey Do?
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