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  • 1. Open Education Resources A Presentation by Quentin ViereggeUniversity of Wisconsin-Barron County Thursdays at the U March 29th, 2012
  • 2. How much does . . .• it cost to gain access to the curriculum at MIT for a semester?• it cost to buy (or rent) a English textbook or handbook on rhetoric (such as the Bedford or They Say / I Say)?• it cost to assemble the work of thousands of teacher-scholars?
  • 3. What are your answers?
  • 4. Would you believe the answer is . . .
  • 5. Zero
  • 6. Agenda• Define and Characterize OERs• General Examples of OERs• Writing Examples of OERs• Introducing Writing Commons• Ideas for how it could be used at UWBC
  • 7. What are OpenEducation Resources ?• “Open Educational Resources (OER) are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits sharing, accessing, repurposing —including for commercial purposes —and collaborating with others” (Hal Plotkin, “Free to Learn” 1).
  • 8. What are OpenEducation Resources ?• “Open Educational Resources (OER) are teaching and learning materials that you may freely use and reuse, without charge. Open Educational Resources are different from other resources a teacher may use in that OER have been given limited or unrestricted licensing rights. That means they have been authored or created by an individual or organization that chooses to retain few, if any, ownership rights” (OER Commons.org, “About”).
  • 9. What can I do with OER resources?• “For some of these resources, that means you can download the resource and share it with colleagues and students. For others, it may be that you can download a resource, edit it in some way, and then re-post it as a remixed work. OER often have a Creative Commons or GNU license that state specifically how the material may be used, reused, adapted, and shared” (OER Commons.org, “About”).
  • 10. Characteristics of OERs• Free OERs• Authoritative or Peer- Reviewed• Reusable• Revisable image courtesy of creative commons.org• Under a Creative Commons License
  • 11. What Can I Do With A Creative Commons License? Can Edit, Remix, Sell, Distribute, But Can Share, But Only With Citation and No Changes or With Citation Commerical UseCan Edit, Remix, Distribute With Exact Same Can Edit, Remix, Sell, Distribute, But With Citation and License and No Commercial Use Without Commercial Use images and information courtesy of http://creativecommons.org/licenses/
  • 12. ?So what are some examples?
  • 13. image courtesy of http://ocw.mit.edu/index.htmMIT Open Courseware
  • 14. How Can I Use MIT OCW? What type of creative commons license? image and information courtesy of http://ocw.mit.edu (BY-NC-SA)Can use, edit, remix, and distribute non-commercially, withattribution, and the same license.
  • 15. “The primary goal of the Community College Consortium forOpen Educational Resources (CCCOER) is to createawareness of OER and help colleges to identify, createand/or repurpose existing OER to improve teaching andlearning and make education more accessible for alllearners. We are seeking the support of faculty to identify,review, evaluate, and make available high quality, accessibleand culturally open educational resources” (CommunityCollege Consortium, “About”) http://oerconsortium.org/
  • 16. OER Commons
  • 17. Peer Production Technologies“But OER are not just free learning materials and resources. OER is also theunderlying open, creative, collaborative process itself, one that enables continuousrapid improvements in the quality of both teaching and learning” (Hal Plotkin, “Freeto Learn”).
  • 18. Peer-Production Technologies
  • 19. Flat World Knowledge image and information courtesy of http://ocw.mit.edu
  • 20. image and information courtesy of http://ocw.mit.eduWriting Spaces
  • 21. So what would be an exampleof courseware that is not OER? Harvard Law’s Course “ Justice: What’s the Right Thing to Do
  • 22. Welcome to Writing Commons“Writing Commons aspires to be acommunity for writers, a creativelearning space for students incourses that require college-levelwriting, a creative, interactivespace for teachers to shareresources and pedagogy”(Writing Commons, “Home”).
  • 23. Welcome to Writing Commons“Our primary goal is to provide theresources and community students needto improve their writing, particularlystudents enrolled in courses that requirecollege-level writing. As mentioned in About Us, we believe learning materialsshould be free for all students andteachers–part of the cultural commons”(Writing Commons, “Home”).
  • 24. So Is It JustAbout Money?
  • 25. The assumption is that if we all teach our courses conscientiously, each of us making sure our demands are as clearConnecting the Dots and transparent as possible, our students will make coherent sense of our diverse perspectives and will eventually be socialized into our intellectual community. The problem is that, no matter how transparent each course is, as long as we know little about our colleagues’ courses our students figure to come away with confusingly mixed messages that will be hard to make sense of without more help than we are providing.” (Gerald Graff, “It’s Time to End Courseocentrism” Inside Higher Ed)
  • 26. “On the cultural side, OER have not been a part of pre-existing educational practices within theGift Culture often tradition-bound higher education enterprise; on occasion, the reliance on sound, proven and reliable past practices can sometimes make it difficult for promising new teaching methods to gain momentum [ . . . ] The brightest and most dazzling teachers can light up a classroom but, unpreserved, that illumination is then usually lost forever, except in the minds and memories of a few fortunate student witnesses” (Hal Plotkin, “Free to Learn”)
  • 27. Showing Off What We Can Do At UWBC “Another benefit of opening up course materials comes when more people around the world see the quality of the academic culture on that campus. They can only join that campus culture by applying for admission to the college or university. This openness raises the general awareness of the institution’s academic offerings and stature around the world” -- Sally M. Johnstone, Educause
  • 28. • We could provide supplemental readings in the back of the syllabus.• We could use OER print-on-demand when textbook fees are low (similar to Flatworld).• We could create a student peer-reviewed journal similar to The Red Cedar but with academic papers.