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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.
I recently had the honor of traveling to the MIT campus in Boston and participating in a panel discussion on Open Education Resources (OER) at The Sixth Conference of MIT''s Learning International Networks Consortium (LINC) with three illustrious advocates of these open resources: Nicole Allen, Philipp Schmidt, and panel moderator Steve Carson.
And, because you’ve got to play the hits, let’s look at what their impact will be on OER as well. Instructional designers need a deep understanding of both learning science research and educational technologies in order to effectively integrate them in support of learning.
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.
In schools all over the nation, “technology coaches” are being hired, “technology workshops” are being held, and classrooms are getting “flipped” and “blended.” ” Instead of “giving students access to resources,” we “go 1:1 with a blended learning approach.”
Indeed, the often unspoken relationship between OER and educational technology can be fraught with misplaced assumptions, red flags, value conflicts, and licensing complications. You can read some of the highlights of this work in my interview (“ How can technology advance open educational resources? That the U.S.
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!”
Open educational resources have gone global and may help make learning more accessible, equitable and inclusive around the world. So says the new Educause Horizon report , which identifies technologies and trends that are changing higher education. These are the kinds of efforts the report describes as helping OER spread in the U.S.
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.
Has your school district started to use open educational resources (OER) yet? If so, they’ve found out how many great resources are available online to use, share and modify. But has your school district considered K-12 OER textbooks? First, OER are free for anyone to use. They’ll save your school district money.
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.
They worked nights and weekends to develop the resource, which can be used digitally through a WordPress website or downloaded as a PDF. They added activities that take advantage of resources in their region, like a lab that has students hammer rock from a local quarry to look for trilobite fossils. They can with OER materials.
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. He and his students happily use open educational resources for textbooks.
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.
They were trying to prep summer courses by linking to the freely available, openly licensed alternatives known as Open Educational Resources, or OER, content offered by Lumen Learning, a courseware provider that argues that OER can be a tool in making higher education more equitable. Hi OER Friends! There was confusion.
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.
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.
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. And it kind of hinders everything.”
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.
Open educational resources hit a turning point in 2018. For the first time ever, the federal government put forward funds to support initiatives around open educational resources, and recent studies show that faculty attitudes towards using and adapting these openly-licensed learning materials are steadily improving.
The number of colleges running efforts to help professors shift from published textbooks to low-cost online materials known as OER is growing rapidly. That was one key finding in the latest Campus Computing Survey , one of the largest annual surveys of college technology leaders in the U.S., which was released today.
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.
There’s new evidence that open educational resources may contribute to helping students complete college. The findings come out of the Achieving the Dream OER Degree Initiative , which provided grant money to 38 community colleges across 13 states to create degree pathways of courses that use OER materials instead of commercial textbooks.
Among other things, the post discusses her role in my decision to abandon the phrase “open pedagogy” and adopt the phrase “OER-enabled pedagogy.” the open web, open educational resources, etc.). Even though it paints me in a fairly poor light, I recommend that you read it.
This gap between the need and available educational services has prompted calls for innovative ways to improve access to quality educational resources. Much to our surprise, over 1,500 people from around the world registered for the course — and, to date, are actively engaged in creating free, open resources for adult learners.
In response, open educational materials, or OER, have emerged as an alternative to expensive textbooks that disproportionately affect low-income students. Mitchell: I think that open education resources for many years have been focused on textbook costs. But despite the excitement, there are obstacles to using OER.
Can open educational resources, or OER, truly create more equity and access? That was the question at the heart of our #DLNchat on January 9, which centered around OER in Higher Education. Creative Commons or GNU, that specify how the resource may be reused, adapted, and shared.
The Layers of ESSA: Educational Technology in Title IV – 21st Century Schools, Part A. While most people surely love a good layer cake, the layers of provisions governing the new educational technology program in Title IV, Part A of the Every Student Succeeds Act (ESSA) are nothing if not overly complicated.
It is absolutely critical that everyone who cares about technology-mediated learning understand this point. There is a seismic shift in perspective necessary from pre-generative AI technologies to generative AI technologies. They’re effectively the same type of technology, just at a different scale.
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 May, the homework-help site that relies on student-generated content, Course Hero, dipped its toes into freely available, openly licensed alternatives known as Open Educational Resources, or OER, course materials. This was the company’s “first foray” into OER, and it is still figuring out how the OER fits, Morris says. “I
Adoption of digital learning resources is taking hold in schools and districts across the United States. As momentum for digital learning builds, some districts—80 percent according to the 2017 Consortium for School Networking’s (CoSN) K12 IT Leadership Survey Report —are using open educational resources (OER), which the U.S.
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.
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.
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.
I thought it would be fitting to reflect on that last Keynote, over ten years ago, and share over 40 STEAM Resources as I get ready to hear a new Keynote by Daniel Pink. Over 40 STEAM Resources… Creative Thinking, STEM, and PBL at FETC 2020. Please enjoy these ideas and enjoy the over 40 STEAM Resources that follow.
One popular draw to open educational resources is that these openly-licensed learning materials can—and are often encouraged to—be tailored for a particular professor or course. Communications librarian Kristen Hoffman oversees much of the OER work at Seattle Pacific University, a Christian university in Washington.
With course materials averaging around $1,200 per year , many colleges over the past decade have adopted open educational resources (OER) to cut costs for students. Wiley—which looked at almost 5,000 undergraduates using OER at ten colleges and universities. This isn’t uncommon.
But it wasn’t until her current gig, serving as an instructor for a course on water supply and demand in California, that she got her feet wet with open educational resources. Today, Anagnoson’s online course is embedded into a Water Systems Technology zero-cost textbook degree program, or Z-degree. Now it’s my job.”
We have a similar problem in the open educational resources (OER) space. Many people are in the habit of referring to OER as a commons. OER are not like the shared resources at the center of traditional commons. Rule 1: Openly licensed resources cannot be overused or overconsumed. A Different Commons Game.
In this series we explore Powerful Learning, a set of principles to guide educators designing learning experiences that engage the hearts and minds of learners, and incorporate technology in ways that contribute to closing the Digital Learning Gap. Use technology for collaboration to Support Student Learning in a Digital Learning Environment.
I found the panel extremely informational for anyone integrating technology and also flipped learning. This morning, I attended the Blended Learning Panel moderated by Vicki Davis with panelists- Thomas Arnett , Jonathan Bergmann , Mike Gwaltney , Aaron Sams , and Stephanie Sandifer.
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.
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