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Recently I’ve been doing both more thinking and more roll-up-your-sleeves working on continuous improvement of OER. Improvement in post secondary education will require converting teaching from a solo sport to a community-based research activity. Continuous improvement is an iterative cycle. Beginning the cycle again.
As the movement grew and more people began advocating for the adoption of OER in place of traditionally copyrighted materials in classes, some advocates chose to make cost the primary focus of their advocacy. This choice rotated licensing into a secondary priority. For example, some schools have ZTC policies and ZTC degree programs.
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.
The primary trends identified by the team were: adaptive learning, open education resources (OER), gamification and game-based learning, MOOCs, LMS and interoperability, mobile devices, and design. In particular, she feels that “we have a very micro perspective, and we need to have a more macro perspective about how institutions work.”
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.
While some subjects cover higher education, you can browse the high school section to find math and science textbooks for secondary education. For example, under “Math” you’ll find digital textbooks covering algebra, pre-calculus and calculus. OER Commons. Under “Humanities” you’ll find textbooks covering U.S. LibreTexts.
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.
The tl;dr: Supporting effective OER adoption at scale has its problems. If OER adoption were to become widespread among the majority of faculty, it became clear that someone would need to do something more than create OER, post it on a website, and give conference talks about it. Background and Some Problems.
In this relationship, improving education is secondary to the goal of being more open. It isn’t difficult to find examples of places where more openness would be detrimental to education. While that might seem like a win for increasing openness (“all courses now use OER exclusively!”),
For example, community college adoption of OER depends on the behavior of institutions that most of their students transfer to. described two undergraduates’ experiences with OER. The Departments of Education and Labor announce large, long-term grants to support the creation of OER.
For example, community college adoption of OER depends on the behavior of institutions that most of their students transfer to. The Departments of Education and Labor announce large, long-term grants to support the creation of OER. This major government push is for both OER and open scholarship.
We each use this license with the OER that we create and advocate for others to do the same. The BY license best reflects our values of eliminating friction, maximizing interoperability, and promoting unanticipated and innovative uses of OER. Let’s look at a specific example. It’s free advertising for my OER.
Stephen has posted Four Conclusions on OERs he has drawn from our conversation. My long term goals in advocating for OER are to (1) radically improve the quality of education as judged by learners and (2) radically improve access to education worldwide. Let me start with “the goal” of the OER movement.
In my recent post I asked us each to consider what “what is the real goal of our OER advocacy?” Ismael tweeted: My own take: these are two complementary approaches to #OER that should enrich each other, not exclude (or even blame) each other. As someone concerned with equality, I like #OER as a way to make teaching cheaper.
Autodesk provided more than 335,000 students and educators from secondary schools with professional software and services for use in classrooms, labs, and at home. Take Adobe , for example. And to provide more digital content beyond OERs, the government launched the Open eBooks app back in February 2016.
For example, take teaching materials about the Ruby programming language. OER make it possible for us to contextualize our resources and customize our pedagogies to support more effective learning, but they don’t do the work for us. They lack what Giant Robot Dinosaur calls a Minimum Viable Personality.
For example, there wasn’t an understanding in terms of tracking and measuring teacher performance against those standards; you needed to give a significant amount of time for it to bed down. Secondary, they will enable what most people in the education world want to see happen.”. to apply things to the real world.
A pilot program of the State Educational Technology Directors Association (SETDA) has made 12 states’ reviews of secondary math and language arts materials available, with a wide range of K-12 resources from these and other states to follow. Utah’s Process and Reviews. Christine’s background includes experience in education and consulting.
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.
I also asked each person to specify their role concerning technology, and there were a lot of different roles: someone running a distance learning program, another in charge of a problem-based learning initiative, a prof looking for good examples of technology in liberal education, a provost to whom several tech departments reported, and more.
Pinellas County, for example, has a blended model working towards 1-to-1. Alison is an experienced secondary school English teacher, a Florida native and a graduate of the Florida State University. Harte explained that the 50-50 options allows for local control across the state. About the Host.
Candidate VoiceThread for Digital Education - Kelli Stair- teacher/ writer An Example STEAM and Maker-Education Curriculum: From Puppets to Robots - Jackie Gerstein, Ed.D. Rivers, Executive Director Online Communities of Practice - Are They Worth it? Torrey Trust, Ph.D.
Think the private school startup Bridge International Academies that operates in Africa, for example, which Peg Tyre documented so devastatingly in The New York Times Magazine this summer.). The company sold The Financial Times and its stake in The Economist in 2015, for example. Pearson does not have a platform. .”
Last week I promised I would write a few posts about reducing friction with regard to OER. In last week’s post I talked about how we’re making it ridiculously easy for students, faculty, and others to contribute to the maintenance and improvement of OER. This is still a very real risk for OER. ” you might ask.
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.
That being said, if you’re using a piece of technology that’s free, it’s likely that your personal data is being sold to advertisers or at the very least hoarded as a potential asset (and used, for example, to develop some sort of feature or algorithm). Certainly “free” works well for cash-strapped schools.
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