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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.
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. It’s been true for decades.
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. How does OER help educators and students?
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. 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?
Student: I’ll study whether students learn better with OER than with traditional course materials! ” In other words, when you read OER research that shows a difference in student learning, look harder – there’s likely more going on than just a change in materials. Me: Let’s hear it!
But fans of OER are increasingly facing a problem. While OER started off as free online textbooks, it still costs money to produce these materials, and professors often need guidance finding which ones are high quality. So OER advocates are realizing they need to change their pitch.
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.
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.
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.
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.
” Stephen’s fears of conversion are possible in part because his definition of OER begins with access: Access is most frequently left off the definition of OERs, and yet is the most important. I think that Stephen and I both agree that the copy of the textbook available at the download link above is an OER.
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.
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. Definitions of digital leadership vary and have pretty much become a semantic issue. 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.
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.
These OER – open educational resources – may be good, bad or indifferent. There’s more bad OER out there than good; that’s a fact,” said Rebecca Kockler, assistant superintendent of academic instruction for the state of Louisiana, at the annual SXSWedu conference last week in Austin, Texas. Using OER wasn’t our goal,” Kockler said.
Despite my best efforts, I spent much of the recent holiday break thinking about the eviscerated definition of OER in the final version of the UNESCO OER Recommendation. As I fretted about the holes in the final language and the size of the various trucks you could drive through them, I also reflected on the 5Rs.
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.
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.
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 OERs are often undervalued compared to their paid counterparts, posited Blake Gore of Vanderbilt University and Tanya Spilovy thinks librarians can help.
Yesterday, Phil Hill wrote about OpenStax’s new method for calculating the savings students see when their faculty adopt OER. This research is now eight years old and definitely needs to be refreshed. Welcome Change: OpenStax using more accurate data on student textbook expenditures. Or whatever the number is?
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.
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.
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.”
If you’ve heard me talk about open in the last three years you’ve heard me provide a two-part definition that can be summarized as “free plus permissions.” OER are free because you have permission to make as many copies as you like. In the meantime, enjoy this classic post from 2012 – 2017: RIP, OER?
He writes, “While to an OER advocate faculty are mere pawns to their agenda, to publishers, faculty are critical partners in academic success.” ” The overwhelming majority of OER advocates are faculty, and they have become OER advocates for two reasons.
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.
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). The OER conversation is very energized right now, and it's a complex conversation. I tend to focus on aspects of OER depending on the audience.
By definition, our lack of imagination is the only limit on our ability to use these tools in novel ways. And for those of you who expect every post on this blog to be related to OER in some way (you did notice I changed the name of the blog, right?), After I have answered all the questions, give me feedback on my answers again.’
which acts like a search engine that finds definitions related to that concept or idea. will then use that information to refine the definition of that original term. BBookX uses artificial intelligence to create OER texts for professors to use in their courses instead of traditional textbooks.
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. ” The article poses three questions and answers them. Below I share some thoughts prompted by the article.
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.
It will definitely evolve in the future. Large OER publishers like OpenStax, Lumen, and CMU OLI spend a significant amount of time and money creating open content. An OELM includes a curated collection of OER that the model uses for retrieval augmented generation (RAG). Can I trust its responses to be accurate?
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.
And teacher mobility definitely encourages students to pay more attention to the learning and instruction that’s going on. teacher mobility definitely encourages students to pay more attention to the learning and instruction that’s going on. Is the technology easy to use?
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.
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. So is the quest to allow customization through OERs for naught? Or does it make more sense to look at customizing OERs in terms of larger “full course” materials?
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. a community? a discipline?)
When we look at common definitions of Open Educational Resources or OERs (e.g., When we look at common definitions of Open Educational Resources or OERs (e.g., However, we go beyond these definitions of open scholarship – beyond open access and public scholarship. – Dave Cormier and George Siemens.
For many years now what people call OER advocacy has actually been “zero textbook cost” advocacy. So for the last decade or so there has been a lot of energy devoted to either “OER programs with a laser focus on cost savings” or “zero textbook cost” programs.
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