This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
and I am merely a fan – not a fanboy – of open educational resources (OER).** Others surely see me as some sort of OER fanatic. So, if these are the actions of someone who is an OER fan, what stops me short of claiming fanboy status? I work in K-12 education in the U.S., I beg to disagree. Image credits.
K-12 schools and districts turn to open educational resources (OER) for their flexibility. When you search for OER, you can find already-created lesson plans or other resources to add to your own class plans. Let’s look at the benefits of using an OER lesson plan and what it looks like. Why use an OER lesson plan?
Expanding the conversation around "Reinventing Curriculum": In this week’s blog post, Superintendent Dan Lawson explains how his district is creating OER curricula. Dan's post is a thought-provoking response to our earlier blog post about the challenges teachers face in creating OER materials.
While OER marketplaces tend to tout the amount and types of content on offer, we must remind ourselves that content is not curriculum — and it is curriculum that teachers actually want. We go on to describe the life-cycle of a digital lesson — and argue that support for all the life cycle phases is only just beginning to be provided.
OER – Open Education Resources — will play an increasingly important role as schools move to 1-to-1. In this week’s blog post, we describe OER 1.0, and OER 3.0. Examples of OER 3.0, deeply digital curricula, created by Michigan K-12 teachers, using the Collabrify Roadmap Platform, will be highlighted.
Or, in which Generative AI meets OER meets Reusable Learning Objects. This means the content can be much more to the point than typical OER. In other words, the OELM design balances and combines the technical power of generative AI with the participatory power of OER. More on that in a future post.
In a post of nearly two years ago (“ OERwashing: Beyond the Elephant Test “), I argued that the OER community lacked a reliable way to assess new entrants to the OER field, especially for-profit organizations, in terms of their support for openness and OER community values. Petrides, L., and Watson, C.E.
OER – open education resources are a boon to K-12. But OER is a start, not an end. As K-12 moves to fully 1-to-1 and blended learning, K-12 needs to go beyond digitized versions of paper-based lessons (and proprietary formats) and develop an open standard for the "deeply digital lesson."
The authors then explain these results as follows: There has been a notable increase in the amount of faculty creating and using OER since 2018 (see Figure 39). Or faculty were taking the time to carefully vet the licensing of the resources they found and specifically chose OER to include in their courses?
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!”
These days low-cost alternatives known as Open Educational Resources, or OER, are getting a boost as a potential solution. Last week, for example, Lumen Learning, a company that sells low-cost OER textbooks and courseware, announced it received a $5 million grant from the Bill & Melinda Gates Foundation.
In this week’s blog post, we argue that in the "new" world of OER-based lessons, teachers again must be supported in managing the full life-cycle of a lesson. In the "old" paper world, teachers had evolved a comfortable process for managing the life-cycle of a lesson; developing, distributing, enacting, assessing, reflecting, sharing.
This is what large language models (LLMs) like ChatGPT are doing to OER. Next generation OER will not be open textbooks that were created faster or more efficiently because LLMs wrote first drafts in minutes. That’s current generation OER simply made more efficiently.
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. Even within the U.S.
For some folks in higher ed, the very idea of using open educational resources (OER) sparks dread. The right OER provides professors opportunities to teach the latest research and even make areas like math and science more inclusive. EdSurge: Why are you such a proponent of OER in higher ed? Here’s how I look at it.
Regardless of where you stand on the debate over open educational resources, you’re probably wondering: Does OER actually improve learning outcomes? At least, that was one of the main takeaways from a short session led by Phillip Grimaldi, director of research at OpenStax, a nonprofit OER initiative out of Rice University.
I wanted to include a reading summarizing my current thinking on ‘evaluating the impact of OER’ in the course, so I’m letting some thoughts spill out below. In the past I’ve written frequently about how we evaluate the impact of OER use. and more OER impact research should follow that lead. versus 2.6).
Has your school district started to use open educational resources (OER) yet? But has your school district considered K-12 OER textbooks? Printed textbooks have been used for centuries, and while they still work, there are many reasons why school districts are transitioning to OER versions. .
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.
OER – Open Education Resources — will play an increasingly important role as schools move to 1-to-1. In this week’s blog post, we describe OER 1.0, and OER 3.0. Examples of OER 3.0, deeply digital curricula, created by Michigan K-12 teachers, using the Collabrify Roadmap Platform, will be highlighted.
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). This dramatically simplifies understanding what is and isn’t OER. Resources in the public domain or released under an open license are 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!
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. Consider the following scenarios: A person downloads an OER to their laptop.
Award Winning Science Teacher Amy Pace Shares How She Uses OER Textbooks Amy Pace is a Presidential Award winning science teacher. She is using “free” OER textbooks for all her courses. OER stands for Open Education Resources which are often curated by experts via grants and other means. OER Resource Roundup by Edutopia.
But who makes the pitch for free or low-cost alternatives to textbooks known as OER, or open educational resources? One project she led this year involved creating a series of videos promoting “Textbook Heroes,”professors who have replaced commercial textbooks in their courses with OER. Increasingly, the answer is the campus library.
Indeed, the often unspoken relationship between OER and educational technology can be fraught with misplaced assumptions, red flags, value conflicts, and licensing complications. That the U.S. Photo by Jake Blucker on Unsplash.
The number of colleges running efforts to help professors shift from published textbooks to low-cost online materials known as OER is growing rapidly. This is no longer an intellectual argument on the part of the [OER] evangelists.” As Green put it: “There’s a huge set of concerns about quality of OER by faculty.”
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.
Given the rise of OER (of which I am a fan ), an increasing array of business models, questions about the degree of alignment to state standards and assessments, claims of effectiveness, and interoperability concerns, the instructional materials procurement decisions facing school districts have never been more complicated. Image credits.
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. To that end, I present the first draft of “ #GoOpen: OER for K-12 Educators – Frequently Asked Questions.”
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?
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.
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.
Gooru.org is an OER marketplace with 5,000,000+ open education resources. But, most excitingly, they are posting "just" 35 full courses that teachers can "copy and customize." We applaud gooru.org for taking this major step in providing support for teachers who are trying to #GoOpen!
Open education resources (OERs) can help busy teachers everywhere! Today’s guest, Sue Jones, has created a helpful guide to OERs and is using them in her highered classroom. How OER resources can save teachers lots of time. Why teachers are so excited about OER resources. YouTube and copyright /li> OER Commons.
At OpenEd18 I gave a presentation titled “Questioning the OER Orthodoxy: Is the Commons the Right Metaphor for our Work?” After this brief discussion, I asked “what if the commons is the wrong metaphor for our work with OER?” During the presentation, I shared the following contrasts between a commons and OER.
And that’s been the driver behind nonprofit Achieving the Dream ’s (ATD) OER Degree Initiative , where 38 U.S. community colleges are creating full degree programs that utilize open educational resources (OER) from start to finish.
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. I’ve written about this in general terms before, but with more time to ponder I now have a much clearer – and simpler – understanding of the problem.
David Wiley, a pioneer of open education resources who co-founded Lumen Learning , a for-profit company that supports OER efforts, sees one place where textbooks could actually be vanquished by openly licensed alternatives: community colleges. I think that the biggest barrier is just that people don’t know that OER exists.
In response, open educational materials, or OER, have emerged as an alternative to expensive textbooks that disproportionately affect low-income students. But despite the excitement, there are obstacles to using OER. McGuire: The kinds of things that are being discussed [around using OER] are hard for many of institutions to access.
Recently I’ve been doing both more thinking and more roll-up-your-sleeves working on continuous improvement of OER. And this process of making OER more effective every semester – also known as “continuous improvement” – is where we see some of the most exciting opportunities to collaborate with faculty.
In this week’s blogpost we explore the Minnesota Partnership for Collaborative Curriculum, a group of Minnesota educators dedicated to creating and disseminating quality, OER-based curriculum.
OER – Open Education Resources – are being touted by the Department of Education as the key to future of K-12 curriculum. While there is no question that OER are a component of the new digital curriculum, in this blog, we answer the question raised in the blog post’s title.
We organize all of the trending information in your field so you don't have to. Join 34,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content