Open Professionals Education Network CC licensed (BY) Flickr photo shared by David Amsler modified by Paul Stacey Reusing existing Open Educational Resources (OER) can save significant time and effort. The OPEN partners recommend TAACCCT grantees invest up-front time finding OER to reuse rather than starting development of new educational resources right away. A significant benefit of OER is that they provide source material to build your development efforts around. No need to invest development effort in creating something that already exists. OER come in a wide variety of types. UC Irvine, UCI Open How are people affected by overcrowding, traffic congestion, and noise? Why do people litter or vandalize their environments? How do buildings affect their occupants? Does the architectural design of apartment buildings influence patterns of neighboring and friendship formation?
OER KnowledgeCloud The UNESCO Chair on Open Technologies for Open Educational Resources and Open Learning has funded the filming of five regional consultations on OER leading to the 2nd International Summit on OER in Ljubljana in September. They are openly licensed and available here: Americas, Africa, Asia, Europe, Middle East & North Africa From the Atlantic: Academics Want You to Read Their Work for Free. Publishing an open-access paper in a journal can be prohibitively expensive.
Open Educational Resources - Babson Survey Research Group Inflection Point: Educational Resources in U.S. Higher Education, 2019 Inflection Point: Educational Resources in U.S. Higher Education, 2019 Home - Open Educational Resources (OER) for Faculty - LibGuides at Wiley College The purpose of this guide is to aide in understanding, finding, and creating OER. The guide will be updated periodically based on newly found resources and faculty feedback. The guide is broken into the following sections: 1. Introduction to Openness in Education Welcome to Introduction to Openness in Education. This course provides a broad overview of the ways in which openness impacts many areas of education – curriculum, instruction, learning, policy, technology, research, and finance, among others. My name is David Wiley, and I'm the designer of your open course.
#GoOpen: More than a Hashtag – Office of Ed Tech – Medium In October 2015, the U.S. Department of Education challenged school districts to make one small change — to transition one textbook, in one subject area, in one grade band, from being traditional instructional materials to openly licensed educational resources.¹ To support this transition, the Department’s Office of Educational Technology (OET) established a network of mentoring relationships with experienced districts and states providing support to those districts that were new to the use of open resources. The conversation about this challenge was tagged with a simple hashtag, #GoOpen.
Use and Abuse of Reusable Learning Objects 1 Movements in the Learning Object Economy In the past 5-7 years there have been considerable efforts in the computer-mediated learning field towards standardization of metadata elements to facilitate a common method for identifying, searching and retrieving Learning Objects (LOs). Recently, a consensus has emerged among the various bodies spearheading these efforts - including the IEEE Learning Technology Standards Committee (LTSC) Learning Object Metadata Working Group, the IMS Global Learning Consortium, Inc., and the Dublin Core Metadata Initiative - on what these common metadata elements might be. Similar efforts to develop a common conceptual definition of LOs have yet to emerge.
Why We Fund Open Textbooks (and Plan to Do More) Textbooks aren’t new or novel, and they certainly don’t represent the cutting edge of the Open Educational Resources (OER) movement that the Hewlett Foundation has long supported. But it’s precisely because of the way they are deeply embedded in the education system that they have the potential to shift OER from the exception to the default in schools and colleges across the world. And make no mistake: OER is poised for widespread adoption, with research showing that nearly 10% of K-12 teachers and over 10% of higher education faculty in the United States regularly use OER in some form. That realization, which heavily informed the strategic planning process we began when TJ Bliss and Dana Schmidt came on board as program officers for OER, formed the basis of our revised strategy for OER. Three big trends are driving our push for open textbooks.
Open Educational Resources infoKit - UK Overview Management Learning & Teaching Technical OER Mythbusting While the movement for Open Educational Resources (OER) has grown exponentially across North American higher education institutions, some myths about OER still remain. Whether it is confusion over the meaning of open and related concepts such as free or digital, or adherence to folk wisdom such as “you get what you pay for,” there are many common misunderstandings about OER. Our hope is that it will provide a useful resource for both OER advocates and those seeking to learn more about the topic.
opencontent Defining the "Open" in Open Content The term "open content" describes any copyrightable work (traditionally excluding software, which is described by other terms like "open source") that is licensed in a manner that provides users with free and perpetual permission to engage in the 5R activities: Retain - the right to make, own, and control copies of the content (e.g., download, duplicate, store, and manage)Reuse - the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video)Revise - the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)Remix - the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup)Redistribute - the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)