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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?
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. The next generation of open weights models (e.g.,
And, because you’ve got to play the hits, let’s look at what their impact will be on OER as well. Current funding for the creation of OER (when it’s available at all) typically focuses on the courses enrolling the largest number of students.
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!”
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.
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.
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.
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.”
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!
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.
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.
While opportunities to advance technology-enabled or -enhanced school reform and improvement efforts appear throughout ESSA (and are in no way precluded as a strategy anywhere in the bill), it is Title IV that presents the most direct opportunity for state leadership.
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.
tl;dr – In order to be relevant today and in the future, a national open education strategy must (1) know exactly what it is trying to accomplish and (2) deeply integrate generative AI. WICHE is convening a series of conversations this week and next titled, “ Do We Need a National Open Education Strategy?
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. But while many benefits of OER are visible on the surface, we must notice the fine print.
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. One review offers evidence that students using OER as their primary course material sometimes perform better.) This isn’t uncommon.
The K-12 OER Collaborative has taken a great step forward as Karl Nelson has agreed to join the organization full-time as of later this month. Karl has been the Director of Digital Learning for Washington state’s Office of the Superintendent of Public Instruction for five years and prior to that worked with Puget Sound ESD.
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?
Two decades later, their strategy has clearly paid off: for-profit companies create and contribute to an incredible amount of open source software. There would be huge benefits to the OER ecosystem if we made similar arguments with commercial publishers, helping them understand why switching to an OER model would be good for their business.
The differences in rules between the many kinds of football have naturally led to the evolution of very different strategies for winning the different versions of the game. Can you imagine the result of applying strategies that have proven successful in American football to the game as it is played in Brazil? However, OER are not CPRs.
Where Michael sees three groups with different goals, I see four groups who are trying to use OER to solve closely related – but ultimately very different – problems: The negative impact on access to education caused by the high price of traditional learning materials. a community? a discipline?)
What I do want to comment on (in greater than 140 characters) is the practice of ‘openwashing:’ what it is, why I believe not being able to go beyond a pro-OER elephant test for organizations and service providers is untenable in practice, and some thoughts on what we can do about it. The Pro-OER Elephant Test.
As open educational resources (OER) become a more viable option for K-12 school districts that want to adopt new resources, curating these “free” and “open” educational assets has become increasingly difficult. Here are five steps districts can use to implement OER in their LMSs: 1. With the U.S. Create a centralized “hub.”
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
The secret to its swift entry into publishing was OER (open education resources). In an interview with EdSurge this month, Kibby called Ferreira “brilliant,” but said that the company’s initial strategy was based on a “flawed” idea. “No Knewton’s pitch is that its mix of OER and an adaptive-learning system will set it apart.
Each mission in my new book, Hacking Digital Learning Strategies: 10 Ways to Launch EdTech Missions in Your Classroom , shares an example of the Mission in Action by a teacher I admire. André is a #DigitalLeadLearner, using web media and iPads in the classroom, an OER maker and a founder of the German Twitter chat, #EDchatDE.
Is this why OER repositories (and the learning object repositories that came before them) typically fail – because the resource you find is frequently no better than the resource you could have made yourself if you had just spent the time creating instead of searching? emphasis in original).
Open educational resources (OER) have been promoted as a solution to the rising costs and scalability needs in education. In looking to OER as a potential solution, it is helpful to consider—beyond the “free” price tag—the actual cost of implementing a comprehensive OER program. Is OER the right fit?
In the first installment on Monday, I explained how a fundamental failure to understand copyright makes the definition of OER in the new UNESCO recommendation nonsensical. In the second installment yesterday, I described how it appears that many in the OER community have taken their eye off the ball of student learning.
Secondly, through digital delivery of open educational resources (OER), teachers can modify lessons to reflect student interest and context by choosing different texts, materials and videos aligned to standards.
New and traditional publishers are trying to offer alternatives such as open educational resources (OER), or freely downloadable and adaptable learning materials. But some providers of OER still ask for fees in return, and that has advocates concerned. Edward Watson.
Emerging technologies such as augmented reality, virtual reality, open education resources (OER), coding, and adaptive learning tools are moving more into the mainstream in some schools. I hope to flesh out each of these pillars more than I did the first time while also including many more strategies to aid in practical implementation.
A change of this magnitude – and really, any change in assessment strategy – deserves to be well understood. My colleagues in the Open Education Group and I like to say that when you’re considering the outcomes of research on OER adoption, there are “two ways to win.” . “You promise learn.
BLearning – Blended Learning (using a range of multimedia and strategies). OER – Open Educational Resource (this can be any online materials that are free to use). But have a look and get familiar with what they stand for: 1:1 – One to one (usually talking about the ratio of devices in a class per child).
Peer teaching strategies give students the opportunity to learn from one another and contribute to a culture of collaboration. Students learn even more when they learn 3 from and teach each other 4. Powerful learning gives students a voice in the classroom by empowering them as experts in their own rights.
He writes, “While to an OER advocate faculty are mere pawns to their agenda, to publishers, faculty are critical partners in academic success.” ” The overwhelming majority of OER advocates are faculty, and they have become OER advocates for two reasons.
Populating the search engine is a collection of more than 1,000 OERs—from sources such as Achieve, UnboundED and statewide orgs like EngageNY—hand-selected by math experts assisting the program. When teachers search a particular concept, such as fractions or place value, they get a targeted lesson, standard, recommended activity and strategy.
Last week I posted the middle section of the presentation, How Generative AI Affects Open Educational Resources , in which I described how we need to move beyond narrow thinking about how generative AI impacts our work with traditional OER and begin thinking more broadly about the power generative OER.
This might include an understanding that a range of tools exists for a particular task, the ability to choose a tool based on its fitness, strategies for using the tools affordances, and knowledge of pedagogical strategies and the ability to apply those strategies for use of technologies. Lets Hear Some Other Ideas!
Using OER is hard. Over sandwiches and iced tea, we talked about the challenges of OER. As Freddy is wont to say, “No one gets good at anything without practicing the skill or strategy.” Working across so many disparate texts, it would be nearly impossible for a teacher to create anything like this when using OER.
Implementation Strategies. I’ll address this at greater length in a future post, but perhaps the best thing Pearson does in this report is to include a discussion of implementation strategies. I believe we’re seeing this same effect across OER adoptions, and have labeled it the Remix Hypothesis.
For example, biology professor Peggy Brickman worked with OpenStax, a nonprofit OER publisher, to create a “UGA Concepts of Biology” textbook. One lesson learned in Georgia is the importance of preserving academic freedom by encouraging instructors to select and adopt their own materials.
Large OER publishers like OpenStax, Lumen, and CMU OLI spend a significant amount of time and money creating open content. These OER are significantly more affordable than the proprietary alternatives and, because of their open licensing, can serve as the foundation for a wide range of innovations in teaching and learning.
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. So, where should district leaders interested in open education begin?
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