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Or, in which Generative AI meets OER meets Reusable Learning Objects. Then you (3) create a coordination service that merges the content and the activity description with a system prompt (and perhaps some custom instructions) before delivering the final, complete prompt to the model to kick of a specific learning activity on a specific topic.
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!”
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 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).
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.
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.
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.
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.
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?
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.
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.
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.
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.
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.
That is until about five minutes into the session, when a hand in the audience went up asking, “Can you define what you mean by OERs?”. Define OERs. So I explained to my class that Open Educational Resources (OER) could be most easily defined as “free stuff on the Web.” Librarians are trained master curators.
I’m going to write a post or three about some of the friction that exists around using OER. There are some things about working with OER that are just harder or more painful than they need to be, and getting more people actively involved in using OER will require us to reduce or eliminate those points of friction.
Today, Anagnoson’s online course is embedded into a Water Systems Technology zero-cost textbook degree program, or Z-degree. The initiative intends to create degree pathways with courses that only use open educational resources, known as OER, so students don’t have to spend money on class materials. But small kinks have cropped up.
registration systems, financial aid and payment systems, transcript requests and fulfillment, etc.). In contrast, the internet is largely defined by its capacity for interactivity (with other people, with dynamic systems, etc.). But – particularly when it comes to OER – we aren’t.
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. Materials that were openly licensed and free were the OER we had spent the last decade advocating for. grey below).
At the OpenEd Conference in 2013, Nicole Allen and I challenged the OER community to save students one billion dollars. The overall average price for “OER Only” (Open Educational Resources in all formats, including new print, used print, rental, loose-leaf, and digital) is $10.69. The adoption rate of OER is 6.3%. OER Hybrid.
Among other things, the post discusses her role in my decision to abandon the phrase “open pedagogy” and adopt the phrase “OER-enabled pedagogy.” So when people tell the story of how the term “OER-enabled pedagogy” came to be they should absolutely include Maha in it.
” Stephen’s fears of conversion are possible in part because his definition of OER begins with access: Access is most frequently left off the definition of OERs, and yet is the most important. I think that Stephen and I both agree that the copy of the textbook available at the download link above is an OER.
Students who took multiple community college courses that used only free or low-cost OER materials earned more credits over time than their peers who took classes that used traditional course materials such as textbooks, according to a new study. Free Isn’t Free For students, OER texts are typically free, or nearly free.
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. Why Commercial Publishers Should Switch to an OER Model. And a switch to OER would help publishers solve both of them.
Open Educational Resources (OER) have yet to cozy up with the more orthodox academics and pushy print publishers of the world. The most recent example occurred this week, when OER company Lumen Learning announced a partnership with one of the country’s largest textbook distributors, Follet Corporation.
When the car mechanic wanted to learn a new system, she didn’t say she was “exploring OERs through a blended, flipped approach.” When the marketing head of a company started connecting with others through LinkedIn, he didn’t say he was “building a PLN.” ” He was connecting with others.
As K–12 institutions digitally progress, slow data sharing between parents, teachers and administrators is leaving all players increasingly frustrated as they are forced to wait for important information sent through what is quickly becoming an outdated system. This is not just a hypothetical example. by Eli Zimmerman.
Creating and sharing OER did not harm their ability to succeed in accomplishing their core missions – the education of their students. And there are many reasons to believe that their efforts in creating and sharing OER actually advanced their core missions. 18) for the creation of OER-based degrees (see SEC.
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
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.
The panelists discussed current models of blended learning and provided visual examples of what these models looked like in various schools, classroom structure, open education resources (OER), learning management systems (LMS), creating flipped videos, flipped instruction , workflow, and challenges.
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. However, OER are not CPRs. This principle fails to apply to OER in multiple ways. We could go on.
OER advocacy, like most work, is filled alternately with advances and setbacks. But other responses called the discussion of practice unimaginative and accused me of underestimating the pedagogical change that OER is capable of catalyzing. And why aren’t they using OER in their classes? A world of tears.
And what does it look like when the librarian, armed with a rich OER toolkit, regularly curates urgently needed, high-quality, flexible, no- or low-cost digital tools and content across the curriculum, expertly modeling that practice for the entire learning community?
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.
Today I’m going to focus on ISKME and OER Commons. From their website: ISKME’s OER initiatives aim to grow a sustainable culture of sharing and continuous improvement among educators at all levels. In addition to their widely used OER search and discovery service, ISKME provides a range of other services.
Many institutions charge students a fee associated with their OER courses as a way of funding the institutions’ OER efforts. For example, Kansas State University’s Open/Alternative Textbook Initiative course fee is a $10 fee that is payed by students in courses that use OER and other free, traditionally copyrighted resources.
I spend most of my time doing fairly tactical thinking and working focused on moving OER adoption forward in the US higher education space. In this vision of the world, OER replace traditionally copyrighted, expensive textbooks for all primary, secondary, and post-secondary courses. My end goal isn’t to increase OER adoption.
CMS – Content Management System (a tool to build websites and apps). LMS – Learning Management System (software that runs and manages educational programs). OER – Open Educational Resource (this can be any online materials that are free to use). OS – Operation system (e.g. BYOL – Bring Your Own Learning.
The most recent issue of IRRODL included an article titled Effectiveness of OER Use in First-Year Higher Education Students’ Mathematical Course Performance: A Case Study , by Juan I. This was justified by the fact that there is a lack of empirical evidence to support expanding the use of OER. Venegas-Muggli and Werner Westermann.
Yesterday, Phil Hill wrote about OpenStax’s new method for calculating the savings students see when their faculty adopt OER. If the average student using OpenStax is spending $30 on a printed OpenStax book or on a homework system from an OpenStax Partner, why not decrease the savings estimate by $30? Or whatever the number is?
Thanks to the Student Dashboard Digital Backpack’s technology, the content within the system is compliant with accessibility standards, all without Mrs. Perkins needing to do any work on her part. Mr. Stone locates openly licensed content found on OER Commons and uploads it within the Student Dashboard Digital Backpack.
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