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Related: Open Educational ResourcesWhy 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.
10 Universities Offering Free Writing Courses Online See our list of universities that offer free online writing courses. Learn about what courses are available and what topics they cover to find the course that's right for you. Online Writing Courses for Credit 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.
List of OER (Open Educational Resources) Websites Open educational resources (OER) are digitized materials that are available for use and re-use in teaching, learning, and research, very often under a Creative Commons license. In this page you can find out more about the many benefits - and some challenges - in using these valuable resources ... As part of the general and rapidly spreading open access movement, open educational resources have become extremely important for online and distance learning - both from the point of view of the teacher and the student. In addition to this page, check out the linked pages, e.g., Open Educational Resource Challenges, List of Open Eductional Resources, and Selected Open Education Resources. The benefits of open educational resources (OER) courseware
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. You can learn more about me at my website, davidwiley.org (Links to an external site.). The main goal of this course is to give you a broad but shallow grounding in the primary areas of work in the field of open education. Never fear, however – as you review the badges available for this course you’ll see that you have plenty of opportunity to dive deeper in the specific areas that interest you.
OER Handbook for Educators 1.0 In this handbook Welcome to the world of Open Educational Resources (OER). This handbook is designed to help educators find, use, develop and share OER to enhance their effectiveness online and in the classroom. Although no prior knowledge of OER[1] is required, some experience using a computer and browsing the Internet will be helpful. For example, it is preferable that you have experience using a word processor (e.g.
Open Educational Resources - Babson Survey Research Group Inflection Point: Educational Resources in U.S. Higher Education, 2019 Inflection Point: Educational Resources in U.S. A Basic Guide to Open Educational Resources (OER) Description This Guide comprises three sections. The first – a summary of the key issues – is presented in the form of a set of ‘Frequently Asked Questions’. Its purpose is to provide readers with a quick and user-friendly introduction to Open Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively. The second section is a more comprehensive analysis of these issues, presented in the form of a traditional research paper.
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 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. OER Mythbusting addresses the top seven myths about OER in North American higher education, as voted on my more than 100 faculty, librarians, students and other members of the OER community. This project grew out of a discussion during one of SPARC’s Libraries and OER Forum monthly calls, where a group of librarians from the U.S. and Canada identified a need for better resources to address misconceptions about OER. Download OER Mythbusting:
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)
OER: A European policy perspective Keywords: Open Education, OER, Policy, Europe Introduction Education and training are changing radically all over the world. The increasing demand for education in emerging economies, however, contrasts with the financial cuts being implemented in Europe. At the same time, global competition between education providers for funding and talent is intensifying.
OER in and as MOOCs (Advance online publication) Project deliverable Open Access Czerniewicz, Laura; Deacon, Andrew; Walji, Sukaina; Glover, Michael This chapter reports on the investigation into the production and rollout of four Massive Open Online Courses (MOOCs) at the University of Cape Town (UCT) in South Africa, and on the experiences of the educators involved in their production. The overarching aim of this study is to address the question: How does MOOC-making with Open Educational Resources (OER) influence educators’ Open Educational Practices (OEP)? The authors were interested to know why UCT educators wanted to make MOOCs, whether they adopted OER, whether their practices become more open after making a MOOC, and in which ways.
Identifying Categories of Open Educational Resource Users Weller, Martin; de los Arcos, Beatriz; Farrow, Rob; Pitt, Rebecca and McAndrew, Patrick (2016). In: Blessinger, Patrick and Bliss, TJ eds. Open Education: International Perspectives in Higher Education. Open Book Publishers, pp. 73–92. Full text available as: Abstract