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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.
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.
That’s why I’ve turned to open educational resources (OER). OER are openly licensed, which means that educators can use, customize, and share these resources for free, allowing them to incorporate material that’s fresh and relevant for their students—all without having to worry about traditional copyright restrictions.
The inclusive access model’s goal of reducing the cost of textbooks apparently reminded the article’s author of OER, because she includes some discussion of OER toward the end of the article. And obviously, both inclusive access and OER are about solving the cost problem. Can you see it? A distraction.
Open educational resources, also known as OER, provide a great way to supplement curriculum to differentiate instruction and better meet each learner’s needs in your classroom. para built itself upon a robust pedagogical foundation that is designed to support differentiated instruction. So what does that mean?
Above all else, this groundbreaking project demonstrated that an institution can openly share it’s core instructional resources without materially harming itself. Inspired by MIT’s example, hundreds of other institutions around the world began openly publishing the resources they created in support of their courses.
For example, my son who is studying cybersecurity recently told me prompted ChatGPT along these lines: ‘You are the hiring manager for a cybersecurity position at a large company. Then do the same with every colorful little box containing an example, case study, etc. Conduct a mock interview with me, asking me ten conceptual questions.
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.
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. Venegas-Muggli and Werner Westermann.
Recently, I had the opportunity to sit down with Andy Marcinek , Chief Open Education Advisor at the US Department of Education (ED), to explore how schools can benefit from Open Educational Resources (OERs) and what is being done in this area nationwide. As with any instructionalmaterials, quality is key.
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.,
public school districts spend a combined $8 billion on instructionalmaterials while trying to ensure that schools receive the maximum value for their money. Because there aren’t many alternatives, they did this despite concerns about the quality of materials. Photo: Jackie Mader. Now is the time of year when U.S.
After finding a review they want to consider, educators can then focus in on the evaluation, comments, and recommendation regarding the educational material, and in many cases compare that review to a different state’s review of the same resource. Utah’s Process and Reviews.
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.
Let me reiterate my points and then provide a new example that hopefully sheds more light on what I’m criticizing and what I’m not. According to this usage, if you don’t follow the traditional authoring process it is literally impossible for you to create “high quality” materials.
The proposed rule mentions “ancillary learning resources,” “ancillary instructionalmaterials,” and “ancillary materials” but does not define any of these terms. Licensing of Ancillary Resources.
Refocusing classrooms around up-and-coming digital materials requires more than just adding a new tech-based product or two as many processes for reviewing and purchasing instructionalmaterials are still built around print textbooks. Pinellas County, for example, has a blended model working towards 1-to-1.
For example, many of the nation’s largest school systems use Google’s free suite of education tools, which allows teachers to develop their lessons, create assignments and administer assessments online. The technology may be free, but at what cost to a quality education and to the civil liberties of educators and students?
In Connecticut, for example, public schools as well as other organizations receive broadband services from the CEN. By providing these examples of state leadership to support technology in education, though, states can work towards bridging the digital divide. Christine’s background includes experience in education and consulting.
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.
Angela Baker, a digital content manager for the Georgia Department of Education, shared examples of how her state’s system has aided students and teachers. Weeks, is to understand how data can be used to support the school and classroom, rather than just viewing it as a reporting object.
Here are some examples the student presenters shared about how they’ve used technology at St. Recent publications and projects include Navigating the Digital Shift, Digital InstructionalMaterials Acquisition Policies for States, OER Case Studies: Implementation in Action, The Broadband Imperative and From Data to Information.
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. Nature of Expression. Type of Good.
For example, hes trying to persuade schools to lease rather than own devices based on a creative interpretation of an old statute from the 1990s because he believes this will reduce costs and open up the state budget. So Chadwick finds himself exploring imaginative options. It helps districts to make sure every dollar counts, Casey says.
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