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Open educational resources (OER) have long been touted as “the next big thing” in higher education, but the drawn-out hype has led many educators and administrators to wonder if it would ever live up to its expectations. Those days are over: 2017 was OER’s breakthrough year. That happened in 2017. Ohio University is doing the same.
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 OER definition provided as part of the recent UNESCO OER Recommendation. Without permission to make a copy, it is quite impossible to exercise the permissions to adapt, re-use, and redistribute. Definition and Scope reads: 1.
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. Some are exercises in the permutations of these. As I’ve described it many times: We learn by the things we do. There have been dozens of blog posts.
As countless educators around the world have scrambled to figure out how to deliver lessons remotely with whisker-thin budgets, many turned to open education resources (OER). Her mission has been constant: Give students and teachers high-quality, free resources that can help each learn in their own way.
Among other things, the post discusses her role in my decision to abandon the phrase “open pedagogy” and adopt the phrase “OER-enabled pedagogy.” ” It looks like it was also around this time that I first learned that the phrase “open pedagogy” had been used before by others (more on this below).
There’s much to learn from history. How could the things we learned about educational radio possibly inform our work with education television? There are, of course, exceptional cases where people are doing genuinely novel and amazing things with the internet in support of student learning. Or teaching machines? Or computers?
As I’ve been (re-)reading OER adoption research through a more critical lens I’m seeing a recurring pattern of significant threats to validity in the designs of studies purporting to measure the impact of OER adoption on student outcomes. Many research studies fail to address the way instructors end up using OER.
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. This use case is the perfect example of when OER can come to the rescue. So what does that mean? What is differentiation? Addressing reading levels.
My son tells me this exercise was incredibly helpful and he plans to do it several more times before having a “real” interview. I continue to try to imagine ways generative AI can impact teaching and learning, including learning materials like textbooks.
Here are a few brief thoughts about why improving student learning is so hard to do. Improving student learning requires changing student behavior – changing the things students do in order to learn. Faculty can promote student learning only by influencing what students do.
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. Can I trust its responses to be accurate?
Not everything she found was useful or reliable, as is the case for most web searches, so she took time to vet each exercise. Now, Rouse no longer needs to search for exercises outside of work. “It After each lesson, students complete exit ticket assessments for subject mastery and social-emotional learning indicators.
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.
When we exercise that right and explain an idea in our own words (and perhaps other media), we then hold the copyright to our explanations of those ideas. Whenever it is impossible to replace commercial materials with OER for these reasons, we find ourselves in a situation where commercial materials must be used in the course.
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. We accomplish that goal by building products and partnerships.
Why, then, do we constantly act surprised when we select a random generative AI model, try to use it to support student learning, and find that it isnt particularly effective? The TPACK Framework There are a range of organizational structures you could impose on this thought exercise.
On average, we’re looking at a group of four individual items per individual learning outcome. Not just the OER itself, but the chapter and page number…. [I]f My idea of a well-designed course involves self-determined learning, learner autonomy, and space for social interaction (for those that choose to do so).
Digital textbooks are cost-effective and create equitable, engaging and flexible learning experiences. They come from sources such as the Michigan Open Book Project, Core Knowledge, CK-12, OpenStax and OER Commons. Second graders will learn about early India and China with this digital textbook. What’s not to love?
The system can also recommend follow-up activities and exercises specific to areas where a student may struggle. It was a pleasant surprise when she learned about the brewing partnership between the startup and the nonprofit. “We That’s why the partnership with Kiddom is important.
It started out as a question about OER, but has moved on to a conversation about the purposes of open more generally. In terms of raw numbers, how many people who might be interested in learning Python can come up with $49? How many people who might be interested in learning Python can get the 100% open tool chain up and running?
Now Mike has published an OER textbook, Web Literacy for Student Fact-Checkers. The book itself is really, really practical, and I will admit (sheepishly) that I’ve learned a lot from it already. They need concrete strategies and tactics for tracing claims to sources and for analyzing the nature and reliability of those sources.
Cengage recently announced a new offering called MindTap ACE that includes OER and is now available in pilot. The video clearly shows Cengage content listed for each topic, followed by some OER. MindTap ACE addresses this challenge by including OER alongside Cengage’s best-in-class content. Yes, you read that correctly.)
However, if the Department does act on these comments, the parts of the work that are open will be more widely adopted, will result in more students saving more money, and, most importantly, will result in more students learning more. These include any learningexercises, technology-enabled experiences (e.g.,
My negative liberty is maximized when there is nothing in the law, in society, or elsewhere outside of me that prevents me from exercising my agency in order to accomplish my desires. Say, for example, that I want all my students to have access to the learning materials for my course, forever.
This fall, students taking introductory statistics courses at six colleges will pilot using a tool to complete lab exercises in teams, working in sync with partners who are miles away. After students complete a lesson, they can choose to enter an online chat group where they discuss and apply what they learned.
The post 100+ Ways to Use a Chromebook in the Classroom – SULS033 appeared first on Shake Up Learning. Here’s how Google describes it : “ The Chromebook App Hub , an online resource to help educators, administrators and developers work together to learn about Chromebook apps and activity ideas for schools. Yes, I did!
The most open license, and the license generally recommended for open educational resources, or OER , is Creative Commons Attribution (CC BY). Students learn to cite sources as part of educational and academic norms from a young age. Check out more exercises and courses like this at [link]. Used under a CC BY license.
The most open license, and the license generally recommended for open educational resources, or OER , is Creative Commons Attribution (CC BY). Students learn to cite sources as part of educational and academic norms from a young age. Check out more exercises and courses like this at [link]. Used under a CC BY license.
So, if you are a student whose school is completely reliant on surveillance tools to stop you from seeing genitals or whatever it is they're worried about, then anything you do to learn about how that system works and how to stop it ends running against the school's own core defense mechanism. I wanted to ask you about OERs.
“We are in the learning century!” It’s about self-motivated learning. I asked how open learning works for non-professionals, citing research showing many MOOC users are already professionals and/or academics. But now a wider range of population participate in online learning, both as students and teachers.
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. Instructional designers, faculty, and other educators and administrators should develop a basic understanding of OER. Education is Sharing.
Higher education is going through a massive transformation thanks to the adoption of new technologies like mobile learning , gamification and digital courseware. The transformation towards digital has been accelerated impacting all aspects of education including learning materials and content. The Growth of eBooks in Higher Education.
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