Poerup. It's An Open Book: Adopting Open Textbooks. Five critiques of the open educational resources movement - Teaching in Higher Education - Volume 18, Issue 8. This paper will review existing literature on Open Educational Resources (OER). It is intended to examine and critique the theories which underpin the promotion of OER in higher education, not provide guidance on their implementation. (1) I will introduce the concepts of positive and negative liberty to suggest an under-theorisation of the term ‘open’. (2) OER literature will be shown to endorse a two-tiered system, in which the institution is both maintained and disaggregated. (3) I will highlight a diminishing of the role of pedagogy within the OER vision and the promotion of a learner-centred model for education. (4) This stance will be aligned with humanistic assumptions of unproblematic self-direction and autonomy. (5) I will discuss the extent to which the OER movement aligns itself with economically orientated models of the university.
I offer these critiques as a framework for the OER movement to develop as a theoretically rigorous area of scholarship. Keywords Related articles. David Thornburg on Open-Source Textbooks. Editor's Note: Today's guest blogger is David Thornburg, Ph.D., a futurist, author, consultant and founder and Director of Global Operations for the Thornburg Center.
The world of education changed last month at 2PM EST on December 2, when NASA announced the discovery of bacterial life on Earth that can use Arsenic instead of Phosphorous in the construction of its DNA. This may seem like a very specialized announcement, one whose connection to our K-12 education is not immediately clear, but I think it has consequences well beyond the details of the announcement itself. From December 2nd on, every life-sciences textbook in common use was immediately rendered inaccurate. Until the start of the month, students were taught that the six basic elemental building blocks of life are carbon, hydrogen, nitrogen, oxygen, sulfur and phosphorous. The Argument for Open-Source Curricular Materials Historically there has been a tradeoff: low-cost (or free) comes at the expense of quality.
Open Educational Resources (OER): Resource Roundup. Resources by Topic: OER, a part of the global open content movement, are shared teaching, learning, and research resources available under legally recognized open licenses -- free for people to reuse, revise, remix, and redistribute.
Why are OER important? High-quality OER can save teachers significant time and effort on resource development and advance student learning inside and outside the classroom. Further, open sharing of resources has the potential to fuel collaboration, encourage the improvement of available materials, and aid in the dissemination of best practices. For more about the potential of OER, check out "5-Minute Film Festival: Why Open Education Matters," by Edutopia's VideoAmy. Getting Started Sharing Resources The nonprofit Creative Commons offers free, easy-to-use copyright licenses that allow you to specify which rights to your works you want to reserve and which rights you'd like to waive.
Quality Considerations With all the promise of OER, some challenges remain. On Quality and OER. As I travel the country (and the world) telling people about open educational resources, open textbooks, etc., I frequently receive questions about the quality of openly licensed instructional materials. I’ve answered this question enough that I thought it might be time to actually write something on the topic. A Tiny Thought Experiment Imagine you had a favorite textbook (hey – it’s a thought experiment). Now imagine receiving a letter informing you that the author has passed away and left you all the copyrights to the book. You immediately walk across the room and pull your copy off the shelf and open to the copyright page. You carefully cross out the words “All Rights Reserved” and replace them with the words “Some Rights Reserved – this book is licensed CC BY.”
Have you changed the quality of the book in any way? Consequently, we learn that quality is not necessarily a function of copyright status. No Monopoly on Quality Accuracy and OER Except that it doesn’t. They explain, The results?
Five critiques of the Open Educational Resources movement | jeremyknox.net. This is an Author’s Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in the Teaching in Higher Education 2013 [copyright Taylor & Francis], available online at: DOI:10.1080/13562517.2013.774354].
Knox, J. (2013) Five Critiques of the Open Educational Resources Movement. Teaching in Higher Education, DOI:10.1080/13562517.2013.774354 This post will review existing literature on Open Educational Resources, introducing five critiques: 1.) An under-theorisation of ‘openness’, in which the concepts of positive and negative liberty will be used to suggest a neglect of coherent theorisation concerning the practice of self-directed learning. 2.)
The simultaneous privileging and rejection of institutional authority, where OER literature will be shown to endorse the reputations of established institutions while claiming liberation from them. 3.) Introduction No place for pedagogy. d3n8a8pro7vhmx.cloudfront.net/lumen/pages/58/attachments/original/1368052384/open-science-textbook-process.pdf?1368052384. Taylor & Francis Online :: One college’s use of an open psychology textbook - Open Learning: The Journal of Open, Distance and e-Learning - Volume 27, Issue 3. OU students and staff Sign in with your OU Computer username. If you have forgotten it, enter your OU Personal Identifier (PI) instead. Other account holders Sign in using your email address in the username field. New visitor? Create a free Open University account here. Cookie policy We set cookies when you sign in, these are essential and without them you will not be able to sign in to secure areas of our website.
Technology: The textbook of the future : Nature News. OU students and staff Sign in with your OU Computer username. If you have forgotten it, enter your OU Personal Identifier (PI) instead. Other account holders Sign in using your email address in the username field. You can reset your password here. New visitor? Create a free Open University account here. Cookie policy We set cookies when you sign in, these are essential and without them you will not be able to sign in to secure areas of our website. The Trouble with Textbooks - Public Services Quarterly - Volume 9, Issue 3.
Examining the reuse of open textbooks | Hilton III. John Hilton III and David A. Wiley Brigham Young University, USA Neil Lutz Rutgers University, USA Abstract An important element of open educational resources (OER) is the permission to use the materials in new ways, including revising and remixing them. Keywords: Open educational resources; remix; reuse; open textbooks; electronic textbooks; Flat World Knowledge; open access Only a decade ago textbooks existed as a physical resource.
One way to further increase the accessibility of the digital textbook is to make it an open educational resource (OER). Today there are thousands of OER available for others to reuse and modify. Review of Literature Open educational resources have become an important topic of research. The Cape Town Open Education Declaration (2007) states, Educators worldwide are developing a vast pool of educational resources on the Internet, open and free for all to use. Reuse—The most basic level of openness.
The Present Study Method Measuring Revisions Toolkit Results. Open Educational Resources: A Review of the Literature. 'Bookless' textbook study launched at Foothill. Sites/oerknowledgecloud.org/files/960-8024-2-PB.pdf. Sites/oerknowledgecloud.org/files/pub_OER_BusinessCase.pdf. Www.hewlett.org/uploads/files/OpenTextbooks.pdf. Open textbook adoption and use: implications for teachers and learners - Open Learning: The Journal of Open, Distance and e-Learning - Volume 26. The Community College Open Textbook Project (CCOTP) was developed to support the use of textbooks that are freely available and accessible online, and that can be adapted by teachers and learners to meet their unique needs and contexts.
This article presents the findings of a research study conducted by the Institute for the Study of Knowledge Management of Education (ISKME) on CCOTP. The study examined the adoption and use patterns of teachers and learners as end users of open textbooks, finding that important initial drivers of use included reduced cost, dependable quality and ease of use, and that teachers and learners use open textbooks in ways that reflect their existing teaching and learning practices. The study also showed the potential for new teaching and learning behaviours aligned to the use of open textbooks, including increased teacher collaboration on curriculum development and the interactivity of open materials as an enhancement of student learning. Keywords.