#GoOpen with Creative Commons
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#GoOpen with Creative Commons: US Department of Education
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#GoOpen with Creative Commons
- 1. Dr. Cable Green Director of Open Education cable@creativecommons.org twitter: @cgreen Shifting your District to Open Educational Resources with Meredith Jacob Assistant Director, PIJIP at American University mjacob@wcl.american.edu twitter: @meredithjacob Jane Park Director of Platforms & Partnerships janepark@creativecommons.org twitter: @janedaily
- 2. Except where otherwise noted, this work is licensed under: http://creativecommons.org/licenses/by/4.0
- 4. Copyright & Fair Use (Why Copyright is the default and why both matter to K12)
- 7. Open Educational Resources Any kind of teaching materials – textbooks, syllabi, lesson plans, videos, readings, exams
- 8. Open Educational Resources (1) Free and unfettered access, and (2) Free copyright permissions to engage in the 5R activities
- 9. open ≈ free
- 10. free is assumed online
- 11. open > free
- 12. open = free + permissions
- 13. The 5Rs
- 15. retain is prerequisite to revise and remix watch out for publisher “artificial scarcity” models
- 16. “Faux-pen” (aka “open washing”) 1. Free (possibly gated) access 2. All rights reserved (or stronger)
- 17. Cost to Students Permissions to Teachers and Students Commercial Textbooks Expensive Restrictive Library Resources Free Restrictive Open Educational Resources Free 5Rs
- 19. Nonprofit organization Open copyright licenses Founded in 2001 Operates worldwide Teams in 85 countries
- 21. Step 1: Choose Conditions Attribution ShareAlike NonCommercial NoDerivatives
- 22. Step 2: Receive a License
- 23. most freedom least freedom Not OER OER
- 24. puts the “open” in OER
- 27. How is OER changing K12 education?
- 28. WA State and K-12 Districts together spend $130M/year on textbooks and the results are: • Books are (on average) 7-10 years out of date • Paper only / no digital versions. • Students can’t write / highlight in books • Students can’t keep books at end of year • All rights reserved… teachers can’t update • Parents often pay for lost paper books…
- 31. Leicester City Council / CC BY 4.0
- 33. How is OER changing higher education?
- 34. Washington Community Colleges English Composition I • 62,000+ enrollments / year • x $128 textbook • ≈ $8 Million every year
- 36. $32M saved in 2 years + $25M in 2015-2016
- 37. The Z-Degree REMOVING TEXTBOOK COSTS AS A BARRIER TO STUDENT SUCCESS THROUGH AN OER-BASED CURRICULUM Decreased cost to graduate by 25% Increased pedagogical flexibility Improved course completion rates
- 39. OER Potential in U.S. Higher Education: Save Students: Billions / year If every: Open textbook saves $128 per course / student
- 40. How can OER benefit your Schools?
- 41. Increase Equity All students have access to high quality learning materials that have the most up-to-date and relevant content because OER can be freely copied and distributed to anyone.
- 42. Save Money Switching to OER enables schools to repurpose funding spent on static textbooks for other pressing needs. Replacing just one textbook can free up tens of thousands of dollars available for other purposes.
- 43. Open Textbook Savings Calculators http://openedgroup.org/calculator http://lumenlearning.com/oer-adoption-impact-calculator/
- 44. Open Textbooks have saved students: with an additional $53 million projected through academic year 2015/16
- 45. Keep Content Relevant, Effective & High Quality Traditional textbooks are perpetually outdated, forcing districts to re-invest to replace them. CC licenses allow educators to maintain the quality and relevance of their OER through continuous updates.
- 46. Empower Teachers OER empower teachers as creative professionals by giving them the ability to adapt and customize learning materials to meet the needs of their students without breaking copyright laws.
- 47. How do I share?
- 48. How do I share?
- 49. Do I own the copyright? If yes, I as the rights holder can choose to share under a CC license. If not, what rights do I have to clear? Whose permission do I have to seek to share the work more liberally under CC license terms? Clear the rights.
- 50. My district has a website where we share our materials (see link) My district has a preferred LMS where we share our materials (see link) My district doesn’t have a central site… Can you recommend one? Where do I share? wiki.creativecommons.org/Marking
- 51. Microsoft Docs.com IOER (Illinois Open Educational Resources) Edmodo Spotlight Amazon Education OER Commons Other platforms: What do I look for? #GoOpen Platforms
- 52. Docs:
- 53. IOER:
- 54. Edmodo:
- 55. Amazon:
- 56. Easy to add a CC license Resources are clearly marked with a CC license notice You can search/filter resources by license or usage rights You can download the resource in editable formats What to look for
- 57. How do I attribute?
- 58. Title Author Source (URL) License Name + link, eg. CC BY linked to https://creativecommons.org/licens es/by/4.0) TASL wiki.creativecommons.org/Marking
- 59. What can K-12 Superintendents, Principals, & Curriculum Directors do to support OER?
- 60. Raise awareness of the existence of OER and the benefits for your students, teachers and parents.
- 61. Institutional & district support for adaptation and adoption to ensure successful adoption of OER.
- 62. Funding (talk with your State Legislature) to support the development or redevelopment of OER curriculum. Partner with other States / Districts (e.g., K12 OER Collaborative)
- 63. Institutional policies concerning OER should be developed and disseminated to help raise awareness, dispel myths, and to encourage members of the K-12 community to adopt OER & open educational practices.
- 64. The creation and adaptation of OER should be appropriately recognized as curricular innovation and service to the academic profession during the promotion process.
- 65. Money is Shifting to Open • Governments • Foundations • Open license requirements on grants and contracts…
- 66. Publicly funded resources should be openly licensed resources.
- 68. Dr. Cable Green Director of Open Education cable@creativecommons.org twitter: @cgreen Shifting your District to Open Educational Resources with: Meredith Jacob Assistant Director, PIJIP at American University mjacob@wcl.american.edu twitter: @meredithjacob Jane Park Director of Platforms & Partnerships janepark@creativecommons.org twitter: @janedaily
- 69. 11 Peer Reviewed Studies: OER Outcomes vs. Traditional Textbooks http://openedgroup.org/
- 71. 93% Same or Better Outcomes http://openedgroup.org/
- 72. 9 Peer Reviewed Studies of Perceptions of OER Quality http://openedgroup.org/
- 73. 4,510 Professors and Students http://openedgroup.org/
Editor's Notes
- Cable does a quick intro. Hold questions. Q&A @ end.
- Big remix – with special thanks to: David Wiley Nicole Allen John Hilton Dave Ernst David Harris TJ Bliss
- CC BY: David Wiley
- CC-BY slide by David Wiley
- The ENTIRE INTERNET is free
- CC-BY slide by David Wiley
- CC-BY slide by David Wiley
- CC is the law catching up with the way the internet actually works.
- CC-BY image by Creative Commons
- CC-BY image by Creative Commons
- CC NZ is working with school Boards of Trustees of primary and secondary schools to give teachers permission to CC license works owned by the schools (work for hire). http://creativecommons.org.nz/ccinschools/
- Leicester City Council is the first local government authority in the United Kingdom (UK) to provide 84 community schools with blanket permission to openly license their educational resources. The council is recommending that school staff use the Creative Commons Attribution (CC BY) license to share materials created in the course of their work.
- With the free primer textbook, the Ministry wants to address the issue of rising textbook prices (average textbook expenditures by families have risen by almost 50% percent since 2007) as well as end a range of unfair practices by publishers (that forced, for example, parents to purchase new textbooks each year by bundling them into a single volume with exercise books). The Ministry estimates that parents will save 100 million Złoty (approximately 25m Euro) on textbook expenses in the first year, and up to 700 million złoty (approximately 168m Euro) in 2020. The costs of the free textbooks will be covered from budget funds previously reserved for subsidies to textbook purchases for poor families. The Ministry will also subsidise, along the free primer textbook, a range of supplementary materials, including exercise books and a foreign language textbook. In following years, the program will be extended so that it will cover grades from 1 to 9. The program will also be integrated with open e-textbooks from the „Digital school” program. http://oerpolicy.eu/polish-ministry-of-education-releases-an-open-primer-textbook/
- saved students an estimated $8.3 million dollars to date, more than quadruple the state’s initial investment One of the earliest major programs to pursue open textbooks as a textbook affordability strategy comes from Washington State. The state legislature recognized that most of the enrollments in community and technical colleges were concentrated in a small number of courses, and therefore state student financial aid was being used to purchase the same textbooks over and over again each year. So, the legislature appropriated funding for a program called the Open Course Library to outfit the system’s 81 largest enrollment courses with OER and other low-cost materials that faculty could optionally use. So far it has saved students an estimated $8.3 million dollars to date, more than quadruple the state’s initial investment. Those savings will only continue to grow as more colleges, students and instructors make use of the materials. Allen, Nicole (2014). Back to Facts: Washington's Open Course Library [Web log post]. Retrieved from http://www.sparc.arl.org/blog/back-facts-washingtons-open-course-library
- 2015-2016 prediction: http://www.ecampusnews.com/top-news/open-texts-students-672/?
- http://www.studentpirgs.org/sites/student/files/reports/The%20Billion%20Dollar%20Solution.pdf Based on the National Center for Education Statistics’ most recent enrollment records, there are more than 11 million full-time undergraduates at institutions of higher education. With the availability of more than 160 open textbooks right now, we stipulate that every undergraduate takes at least ONE course for which there is an open textbook available, each year. From this stipulation, we can estimate that if every student had just one of their traditional textbooks replaced with OER or an open textbook, it would save students in this country more than $1 billion dollars annually. This is also a conservative estimate. This savings figure does not include the fact that most students take two semesters of schooling per year (which would double the estimates of savings), or the fact that the average full-time student takes as many as 5 or 6 courses per semester.
- How do I share? (Jane) - 10 min Easy to share Do you have copyright to the work? Add a CC license? District web site.... OER platforms we recommend; we’re working with Here are 4 things I should look for… Can I add a CC license easily, etc. How do I use others' works? How do I give credit / attribution? (Jane) Easy to give credit Basics of BY requirement in licenses TASL - easy! What platforms should enable -- automate attribution Point to resource on best practices
- How do I share? (Jane) - 10 min Easy to share Do you have copyright to the work? Add a CC license? District web site.... OER platforms we recommend; we’re working with Here are 4 things I should look for… Can I add a CC license easily, etc. How do I use others' works? How do I give credit / attribution? (Jane) Easy to give credit Basics of BY requirement in licenses TASL - easy! What platforms should enable -- automate attribution Point to resource on best practices
- TBD- may leave out
- make it easy for authors to add a (non-ND) CC license to their educational resource making it OER properly mark the (machine-readable) CC licensed OER on the platform allow the public to Search / Filter results by CC license allow the public to download (editable versions when available) OER hosted on the platform
- How do I give credit / attribution? (Jane) Easy to give credit Basics of BY requirement in licenses TASL - easy! What platforms should enable -- automate attribution Point to resource on best practices
- Easy to share Do you have copyright to the work? Add a CC license? District web site.... OER platforms we recommend; we’re working with Here are 4 things I should look for… Can I add a CC license easily, etc.
- Awareness should also be raised of the pedagogical and financial benefits of OER to districts (e.g., cost savings, flexible and permanent access, course performance), teachers (e.g., ability to adapt materials, improved learning outcomes, OER creation as course assignments), and institutions (e.g., retention, completion).
- Further education is recommended on copyright laws and Creative Commons licenses, preferably through the support of the Library and/or the District’s Copyright Office.
- These policies should ideally be tied to the district’s mission and academic plan.
- Know about this trend Use the free, open content
- Q&A on CC licenses and OER (Meredith, Jane, Cable) - 15 min
- Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks. Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276.
- Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks. Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276. person icon by Ferran Brown from the Noun Project
- Across eleven academic studies that attempted to measure results pertaining to student learning (with 48,623 students participated) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks. Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276. person icon by Ferran Brown from the Noun Project
- In terms of student and teacher perceptions of OER, 2,366 students and 2,144 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior. Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014. Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3).
- In terms of student and teacher perceptions of OER, 2,366 students and 2,144 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior. Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014. Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3). person icon by Ferran Brown from the Noun Project
- In terms of student and teacher perceptions of OER, 2,366 students and 2,144 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior. Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014. Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3).