This document summarizes OpenStax, a nonprofit organization that publishes free and low-cost textbooks. It notes that OpenStax books are developed by experts and rigorously reviewed. Studies show students perform as well or better using OpenStax books while saving money. OpenStax books are available in multiple formats and faculty have freedom to adopt and adapt the materials. Over 3,600 schools now use OpenStax, reaching over 10% of introductory courses in the US. OpenStax estimates $175 million has been saved through their free and low-cost textbooks.
The document discusses educators' experiences with implementing open textbooks. It aims to understand the potential barriers faced by educators and institutions. Through interviews, several themes emerged: educators became interested in open textbooks through various means, including OER practices and the philosophy of openness; they were motivated by concerns for students and academic culture; and they faced issues around copyright knowledge, quality of resources, and support for selecting and implementing open textbooks.
This document discusses moving beyond open educational resources (OER) to broader open education strategies. It defines OER and reviews studies showing OER are of similar or better quality than traditional resources and have similar or better learning outcomes. The document advocates for integrating OER into ongoing course design rather than as a special project. It discusses open pedagogy, policy support for open education, and creating global change through alignment and planting seeds for an open future. The goal is to reconsider approaches to teaching and learning through open education.
This document discusses the challenges teachers face when creating open educational resources (OERs). It notes that creating high-quality OERs requires a significant investment of teachers' time. While technology could help address this issue, it also introduces new constraints. The document proposes two approaches to reduce the time cost for teachers: developing time-saving technologies and using crowdsourcing approaches to engage learners in enriching OER content through activities like proposing alternative quiz questions.
The document discusses the benefits and challenges of using open educational resources (OER) in place of traditional textbooks. Some key benefits of OER include increased student advocacy by lowering costs, promoting social responsibility through open access, and allowing for customization and collaboration without copyright issues. However, some challenges of OER are ensuring quality control as materials proliferate, difficulty finding appropriate resources, lack of options to revise content, potential low visual interest, and accessibility issues. The document provides examples of these benefits and challenges in using OER over traditional textbooks.
The document discusses the high cost of traditional college textbooks and proposes open textbooks as a solution. It outlines some of the flaws in the traditional textbook market structure that give publishers too much power and lead to rising prices. Open textbooks are proposed as an alternative that are free to students, customizable by instructors, and can be collaboratively authored and peer-reviewed. Several examples of open textbook projects and collections are provided. The benefits of open textbooks for students, instructors, and colleges are discussed.
The document discusses licensing issues for TU Delft's MOOCs. It proposes that while course contents can be openly licensed, supporting the learning experience through services and teaching efforts is more difficult to license openly. It presents a model distinguishing between educational resources, services, and teaching efforts. It concludes contents can be shared openly, but licensing the learning experience is more complex, creating a paradox for reusability. The next steps are continuing the open mission while offering top MOOCs to new areas, maintaining high open standards, and combining MOOCs with open educational resources.
This document summarizes a panel discussion on improving open education and the reuse of open educational resources through policies and open licenses. The panel, hosted by ICORE, CC, UNESCO, and OEC, explored how open education has evolved over time to become more open and collaborative. They discussed frameworks for evaluating MOOC quality and involving stakeholders to advance open education goals. The panel concluded by emphasizing the importance of openness, inclusion, equity and quality in education to improve society globally.
The document discusses educators' experiences with implementing open textbooks. It aims to understand the potential barriers faced by educators and institutions. Through interviews, several themes emerged: educators became interested in open textbooks through various means, including OER practices and the philosophy of openness; they were motivated by concerns for students and academic culture; and they faced issues around copyright knowledge, quality of resources, and support for selecting and implementing open textbooks.
This document discusses moving beyond open educational resources (OER) to broader open education strategies. It defines OER and reviews studies showing OER are of similar or better quality than traditional resources and have similar or better learning outcomes. The document advocates for integrating OER into ongoing course design rather than as a special project. It discusses open pedagogy, policy support for open education, and creating global change through alignment and planting seeds for an open future. The goal is to reconsider approaches to teaching and learning through open education.
This document discusses the challenges teachers face when creating open educational resources (OERs). It notes that creating high-quality OERs requires a significant investment of teachers' time. While technology could help address this issue, it also introduces new constraints. The document proposes two approaches to reduce the time cost for teachers: developing time-saving technologies and using crowdsourcing approaches to engage learners in enriching OER content through activities like proposing alternative quiz questions.
The document discusses the benefits and challenges of using open educational resources (OER) in place of traditional textbooks. Some key benefits of OER include increased student advocacy by lowering costs, promoting social responsibility through open access, and allowing for customization and collaboration without copyright issues. However, some challenges of OER are ensuring quality control as materials proliferate, difficulty finding appropriate resources, lack of options to revise content, potential low visual interest, and accessibility issues. The document provides examples of these benefits and challenges in using OER over traditional textbooks.
The document discusses the high cost of traditional college textbooks and proposes open textbooks as a solution. It outlines some of the flaws in the traditional textbook market structure that give publishers too much power and lead to rising prices. Open textbooks are proposed as an alternative that are free to students, customizable by instructors, and can be collaboratively authored and peer-reviewed. Several examples of open textbook projects and collections are provided. The benefits of open textbooks for students, instructors, and colleges are discussed.
The document discusses licensing issues for TU Delft's MOOCs. It proposes that while course contents can be openly licensed, supporting the learning experience through services and teaching efforts is more difficult to license openly. It presents a model distinguishing between educational resources, services, and teaching efforts. It concludes contents can be shared openly, but licensing the learning experience is more complex, creating a paradox for reusability. The next steps are continuing the open mission while offering top MOOCs to new areas, maintaining high open standards, and combining MOOCs with open educational resources.
This document summarizes a panel discussion on improving open education and the reuse of open educational resources through policies and open licenses. The panel, hosted by ICORE, CC, UNESCO, and OEC, explored how open education has evolved over time to become more open and collaborative. They discussed frameworks for evaluating MOOC quality and involving stakeholders to advance open education goals. The panel concluded by emphasizing the importance of openness, inclusion, equity and quality in education to improve society globally.
Open Textbook Network workshop at George Fox UniversityRajiv Jhangiani
The document discusses the high cost of textbooks and its negative impact on students. It notes that textbook prices have risen much faster than inflation, with the average student budgeting $1,200-1,400 for books and materials annually. The rising costs have led many students to delay purchasing textbooks, not buy required books, or take fewer courses overall. Open educational resources (OER) such as open textbooks are presented as an alternative to help increase access and affordability for students while maintaining quality. The Open Textbook Library currently hosts over 250 openly licensed textbooks that are complete, free to use, and have received positive reviews.
Collaborating across borders: OER use and open educational practices within t...Leigh-Anne Perryman
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth
Paper presented by Leigh-Anne Perryman and John Lesperance at OE Global 2015, Banff, Canada.
This document discusses open educational resources (OER) strategies and best practices that contribute to success in open access initiatives in higher education. It outlines some key OER initiatives at Universidad Nacional Autónoma de México (UNAM) including All UNAM Online, which makes all of UNAM's public domain content available under an open access policy. The document emphasizes collaboration and sharing of experiences, lessons learned, and best practices to improve the quantity and quality of OER available in Spanish.
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
Una Daly presented on the benefits of open educational resources and open textbooks. She discussed how rising costs of education and textbooks negatively impact students, and how open textbooks can help by providing free or low-cost digital content that can be customized. Open licensing allows open textbooks to be freely shared and adapted. Several large-scale open textbook projects were highlighted that have led to cost savings for students and improved learning outcomes. Research also suggests that open textbooks increase interactions with materials and faculty collaboration. Adopting open textbooks requires selecting materials, customizing content as needed, gathering user feedback, and ensuring sustainability.
1) The document discusses open education at the University of Cape Town (UCT), including UCT's adoption of open educational resources (OER) and open licensing.
2) UCT established the Centre for Innovation in Learning and Teaching (CILT) to promote open education through workshops, grants for OER development, and participation in the global Open Education Consortium.
3) UCT's open access repository, OpenUCT, was launched in 2014 and contains over 15,000 open educational resources, publications, theses, and other materials. OpenUCT has risen in the global Webometrics university rankings.
Keynote on conference "Changing Landscapes. The Exchange of Experiences in the Changing Distance Learning Landscape" from European Association of Distance Learning (EADL). 26 May 2016, Nicosia, Cyprus
This document discusses the benefits and challenges of open educational resources (OER). The benefits include democratizing access to academic materials, allowing those materials to be updated over time, enabling greater accountability and quality control through reviews and feedback, and crowdsourcing innovation. The challenges involve incentivizing high-quality production, ensuring accessibility and quality standards are met, sustaining long-term support for OER, and determining whether an overreliance on technology harms learning.
Strategies to Support Open Educational Resources for Student Success: Case Ex...Robin M. Ashford, MSLIS
This was a shared Educause Connect Portland 2017 session with Cynthia Jimes from ISKME: https://events.educause.edu/educause-connect/2017/portland/agenda/strategies-to-support-open-educational-resources-for-student-success-case-examples-from-california-michigan-and-oregon
Introduction to Open: Plymouth State CETL PresentationRobin DeRosa
1) OPEN stands for Open Educational Resources, Open Pedagogy, and Open Access. OER are teaching resources that can be freely used and modified, including full courses, materials, videos, and tools.
2) Using OER can significantly reduce student textbook costs, which have increased 812% since 1978 compared to a 3.2% inflation rate. High textbook costs negatively impact students' learning by causing them to not purchase or drop courses.
3) Open pedagogy focuses on community and collaboration over content, treating education as a learner-developed process rather than experts imparting knowledge. It enables customization of required texts and creative approaches to learning outcomes, assignments, and grading.
Glenda Cox on Open Educational Resources in Higher EducationDaniela Gachago
This document discusses open education resources (OER) and their potential benefits. OER refer to educational materials that are openly licensed and freely available online. They can be shared, reused, remixed and redistributed. The document outlines several challenges in higher education globally and in South Africa that OER could help address, such as increasing demand, costs, and quality issues. It also discusses factors that impact OER adoption like philosophy, technology, finances, legal issues, pedagogy and quality. Potential benefits of OER include increasing access to education, reducing costs, improving teaching quality and visibility for institutions.
OER Adoption and Implementation Approaches 0414Kim Thanos
The document discusses open education and open educational resources (OER). It defines OER as teaching materials that are free to access, reuse, revise, remix, and redistribute. The document outlines different approaches to adopting OER, including pilot programs, course-by-course adoption, and institution-wide approaches. It also discusses challenges to OER adoption like faculty incentives, intellectual property policies, and economics. The document argues that OER can enable new open pedagogical approaches beyond traditional textbooks, including student engagement in creating learning materials.
CCCOER open education week reception at Innovations 2012Una Daly
This document summarizes an event celebrating Open Education Week from March 5-10. It discusses open educational resources (OER) which are openly licensed teaching and learning materials that can be freely used and adapted. Examples of OER include open textbooks, courses, videos and images. The benefits of OER include reducing costs for students and enabling collaboration. Various organizations that support OER are mentioned including the OpenCourseWare Consortium and the Community College Open Educational Resources Consortium.
Open Educational Resources (OER) are teaching, learning, and research materials that are freely available online for anyone to use. Some key benefits of OER include increasing access to education by lowering costs for students, and allowing collaboration between instructors. However, there are also challenges such as maintaining high quality, finding desired materials, motivating sharing between instructors, and addressing language barriers or outdated technologies.
The document summarizes the development and testing of open textbooks for accessibility by the BC Open Textbook Project. Key points:
- Students with disabilities tested chapters from open textbooks and provided feedback.
- Based on student feedback, the project published an Accessibility Toolkit to provide best practices for making open textbook content accessible.
- The Toolkit guides open textbook creators on universal design principles and accessible design for different types of content like images, tables and text.
The document summarizes the results of an Open Textbook Initiative at George Fox University funded through an Innovation Fund in 2016. It discusses that open textbooks are available for free under Creative Commons licenses and outlines cost savings benefits for students. The initiative provided workshops for faculty and incentives for reviewing and adopting open textbooks. As a result of the initiative, 13 courses used open textbooks, saving over 600 students $118,855 in textbook costs over the 2016-2017 academic year. The initiative also provided funding for authoring new open textbooks.
Converting to Open Resource Texts - American Honors Faculty Conference 2016American Honors
By Ann Gerrity, Kilgore College
Instructor - Speech
Co-presenter: Shital Chheda
American Honors Instructional Designer
Visit facultyconference.americanhonors.org
What educational policy needs OER for, and what policy support does OER need?Dominic Orr
This document discusses educational policy needs related to open educational resources (OER) and the policy support OER requires. It notes that OER can help address common educational challenges and drive social innovation by changing teacher-learner interactions. The document also reports on a CERI/OECD study that found mainstreaming OER will require a focus on major educational issues and support through four key policy areas: establishing repositories, encouraging communities of practice, modifying framework conditions, and conducting further research.
Finding Open Textbooks and CA State OER InitiativeUna Daly
Presented by Una Daly, Community College Outreach Director, at the Mid-Pacific ICT 2013 Conference in San Francisco January 3rd.
The state of California recently adopted legislation to develop open textbooks for the 50 highest enrolled college classes and store them in a statewide repository. The goal of the legislation is expanding access to education by saving students thousands of dollars each year in textbook costs. A key component of this equation is the adoption of open textbooks by the faculty and staff who support students and their learning.
Come to this session to learn more about finding, selecting, and adopting open textbooks and OER to enhance student learning. Case studies from the Community College Consortium for Open Educational Resources will be shared and an invitation to join their open and collaborative Advisory Board will be extended
OER Workshop for Coastline College Summer InstituteUna Daly
The Who, What, Why, Where, and How of Finding and Adopting High Quality Open Educational Resources
Join us for an interactive workshop on finding and adopting high-quality open educational resources (OER). The cost of a college education continues to rise dramatically and the high price of textbooks has been identified by students as a major barrier to achieving their academic goals.
Hear from faculty in California and other states who have adopted OER to reduce costs for students and enhance teaching and learning. You’ll get a chance to test drive searching for open textbooks in popular OER repositories and gain an understanding of what makes an effective open educational resource. Finally, we’ll brainstorm how to encourage other stakeholders at your college to support successful OER adoptions.
Bring a laptop or tablet and be prepared for some fun teamwork!
Presenter: Una Daly, director Community College Consortium for Open Educational Resources.
Open Textbook Network workshop at George Fox UniversityRajiv Jhangiani
The document discusses the high cost of textbooks and its negative impact on students. It notes that textbook prices have risen much faster than inflation, with the average student budgeting $1,200-1,400 for books and materials annually. The rising costs have led many students to delay purchasing textbooks, not buy required books, or take fewer courses overall. Open educational resources (OER) such as open textbooks are presented as an alternative to help increase access and affordability for students while maintaining quality. The Open Textbook Library currently hosts over 250 openly licensed textbooks that are complete, free to use, and have received positive reviews.
Collaborating across borders: OER use and open educational practices within t...Leigh-Anne Perryman
Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth
Paper presented by Leigh-Anne Perryman and John Lesperance at OE Global 2015, Banff, Canada.
This document discusses open educational resources (OER) strategies and best practices that contribute to success in open access initiatives in higher education. It outlines some key OER initiatives at Universidad Nacional Autónoma de México (UNAM) including All UNAM Online, which makes all of UNAM's public domain content available under an open access policy. The document emphasizes collaboration and sharing of experiences, lessons learned, and best practices to improve the quantity and quality of OER available in Spanish.
Intro to and overview of Open Educaiton with an empnasis on the Why, from philosophical to economic arguments. Practicing what we preach - this is a mash-up using openly licensed presentations from other open education advocates along with original ones (and lots of pics). All licenses (except screenshots) are attached to the relvant slides. Any questions, just contact us at feedback@oeconsortium.org.
Una Daly presented on the benefits of open educational resources and open textbooks. She discussed how rising costs of education and textbooks negatively impact students, and how open textbooks can help by providing free or low-cost digital content that can be customized. Open licensing allows open textbooks to be freely shared and adapted. Several large-scale open textbook projects were highlighted that have led to cost savings for students and improved learning outcomes. Research also suggests that open textbooks increase interactions with materials and faculty collaboration. Adopting open textbooks requires selecting materials, customizing content as needed, gathering user feedback, and ensuring sustainability.
1) The document discusses open education at the University of Cape Town (UCT), including UCT's adoption of open educational resources (OER) and open licensing.
2) UCT established the Centre for Innovation in Learning and Teaching (CILT) to promote open education through workshops, grants for OER development, and participation in the global Open Education Consortium.
3) UCT's open access repository, OpenUCT, was launched in 2014 and contains over 15,000 open educational resources, publications, theses, and other materials. OpenUCT has risen in the global Webometrics university rankings.
Keynote on conference "Changing Landscapes. The Exchange of Experiences in the Changing Distance Learning Landscape" from European Association of Distance Learning (EADL). 26 May 2016, Nicosia, Cyprus
This document discusses the benefits and challenges of open educational resources (OER). The benefits include democratizing access to academic materials, allowing those materials to be updated over time, enabling greater accountability and quality control through reviews and feedback, and crowdsourcing innovation. The challenges involve incentivizing high-quality production, ensuring accessibility and quality standards are met, sustaining long-term support for OER, and determining whether an overreliance on technology harms learning.
Strategies to Support Open Educational Resources for Student Success: Case Ex...Robin M. Ashford, MSLIS
This was a shared Educause Connect Portland 2017 session with Cynthia Jimes from ISKME: https://events.educause.edu/educause-connect/2017/portland/agenda/strategies-to-support-open-educational-resources-for-student-success-case-examples-from-california-michigan-and-oregon
Introduction to Open: Plymouth State CETL PresentationRobin DeRosa
1) OPEN stands for Open Educational Resources, Open Pedagogy, and Open Access. OER are teaching resources that can be freely used and modified, including full courses, materials, videos, and tools.
2) Using OER can significantly reduce student textbook costs, which have increased 812% since 1978 compared to a 3.2% inflation rate. High textbook costs negatively impact students' learning by causing them to not purchase or drop courses.
3) Open pedagogy focuses on community and collaboration over content, treating education as a learner-developed process rather than experts imparting knowledge. It enables customization of required texts and creative approaches to learning outcomes, assignments, and grading.
Glenda Cox on Open Educational Resources in Higher EducationDaniela Gachago
This document discusses open education resources (OER) and their potential benefits. OER refer to educational materials that are openly licensed and freely available online. They can be shared, reused, remixed and redistributed. The document outlines several challenges in higher education globally and in South Africa that OER could help address, such as increasing demand, costs, and quality issues. It also discusses factors that impact OER adoption like philosophy, technology, finances, legal issues, pedagogy and quality. Potential benefits of OER include increasing access to education, reducing costs, improving teaching quality and visibility for institutions.
OER Adoption and Implementation Approaches 0414Kim Thanos
The document discusses open education and open educational resources (OER). It defines OER as teaching materials that are free to access, reuse, revise, remix, and redistribute. The document outlines different approaches to adopting OER, including pilot programs, course-by-course adoption, and institution-wide approaches. It also discusses challenges to OER adoption like faculty incentives, intellectual property policies, and economics. The document argues that OER can enable new open pedagogical approaches beyond traditional textbooks, including student engagement in creating learning materials.
CCCOER open education week reception at Innovations 2012Una Daly
This document summarizes an event celebrating Open Education Week from March 5-10. It discusses open educational resources (OER) which are openly licensed teaching and learning materials that can be freely used and adapted. Examples of OER include open textbooks, courses, videos and images. The benefits of OER include reducing costs for students and enabling collaboration. Various organizations that support OER are mentioned including the OpenCourseWare Consortium and the Community College Open Educational Resources Consortium.
Open Educational Resources (OER) are teaching, learning, and research materials that are freely available online for anyone to use. Some key benefits of OER include increasing access to education by lowering costs for students, and allowing collaboration between instructors. However, there are also challenges such as maintaining high quality, finding desired materials, motivating sharing between instructors, and addressing language barriers or outdated technologies.
The document summarizes the development and testing of open textbooks for accessibility by the BC Open Textbook Project. Key points:
- Students with disabilities tested chapters from open textbooks and provided feedback.
- Based on student feedback, the project published an Accessibility Toolkit to provide best practices for making open textbook content accessible.
- The Toolkit guides open textbook creators on universal design principles and accessible design for different types of content like images, tables and text.
The document summarizes the results of an Open Textbook Initiative at George Fox University funded through an Innovation Fund in 2016. It discusses that open textbooks are available for free under Creative Commons licenses and outlines cost savings benefits for students. The initiative provided workshops for faculty and incentives for reviewing and adopting open textbooks. As a result of the initiative, 13 courses used open textbooks, saving over 600 students $118,855 in textbook costs over the 2016-2017 academic year. The initiative also provided funding for authoring new open textbooks.
Converting to Open Resource Texts - American Honors Faculty Conference 2016American Honors
By Ann Gerrity, Kilgore College
Instructor - Speech
Co-presenter: Shital Chheda
American Honors Instructional Designer
Visit facultyconference.americanhonors.org
What educational policy needs OER for, and what policy support does OER need?Dominic Orr
This document discusses educational policy needs related to open educational resources (OER) and the policy support OER requires. It notes that OER can help address common educational challenges and drive social innovation by changing teacher-learner interactions. The document also reports on a CERI/OECD study that found mainstreaming OER will require a focus on major educational issues and support through four key policy areas: establishing repositories, encouraging communities of practice, modifying framework conditions, and conducting further research.
Finding Open Textbooks and CA State OER InitiativeUna Daly
Presented by Una Daly, Community College Outreach Director, at the Mid-Pacific ICT 2013 Conference in San Francisco January 3rd.
The state of California recently adopted legislation to develop open textbooks for the 50 highest enrolled college classes and store them in a statewide repository. The goal of the legislation is expanding access to education by saving students thousands of dollars each year in textbook costs. A key component of this equation is the adoption of open textbooks by the faculty and staff who support students and their learning.
Come to this session to learn more about finding, selecting, and adopting open textbooks and OER to enhance student learning. Case studies from the Community College Consortium for Open Educational Resources will be shared and an invitation to join their open and collaborative Advisory Board will be extended
OER Workshop for Coastline College Summer InstituteUna Daly
The Who, What, Why, Where, and How of Finding and Adopting High Quality Open Educational Resources
Join us for an interactive workshop on finding and adopting high-quality open educational resources (OER). The cost of a college education continues to rise dramatically and the high price of textbooks has been identified by students as a major barrier to achieving their academic goals.
Hear from faculty in California and other states who have adopted OER to reduce costs for students and enhance teaching and learning. You’ll get a chance to test drive searching for open textbooks in popular OER repositories and gain an understanding of what makes an effective open educational resource. Finally, we’ll brainstorm how to encourage other stakeholders at your college to support successful OER adoptions.
Bring a laptop or tablet and be prepared for some fun teamwork!
Presenter: Una Daly, director Community College Consortium for Open Educational Resources.
This document summarizes a presentation about open educational resources (OER). The presentation defines OER as teaching, learning and research materials that are in the public domain or released with an open license allowing free use. It outlines benefits of OER such as lowering student costs and allowing customization. The document provides examples of open textbooks and repositories where instructors can find high-quality OER to incorporate into their courses. It also discusses how the Online Education Initiative in California is working to increase access to online courses through the use of OER.
Cccoer Webinar Find and Adopt Open TextbooksUna Daly
This document summarizes presentations from three organizations working on open textbooks: BCcampus, OpenStax College, and the California OER Council. BCcampus has developed over 60 open textbooks for the British Columbia higher education system, saving students an estimated $305,000. OpenStax College has created free online and low-cost print textbooks for high-enrollment courses that are adopted at over 800 schools worldwide. The California OER Council works to promote open educational resources and adoption among California community colleges.
This document summarizes Day 3 of an eLearning professional development programme on OER-enabled teaching and learning. The agenda includes understanding OER and Creative Commons licenses, finding OER in multimedia formats, building CC attribution, using OER in teaching and learning, and creating OER. It defines open education and OER, explains why OER are useful in increasing access to quality education, and provides examples of open textbooks and online courses from sources like OpenStax, BC Open Textbooks, MIT OpenCourseWare, and NPTEL. The document also explains Creative Commons licenses and how to find, attribute, and create OER.
I call this "food for thought". I want faculty to understand why it is important to convert their courses, which use a pricey textbook, to open educational resources (zero cost textbook for students). It isn't just about the money saved, it is also about educational equity.
The document discusses open educational resources (OER) and massive open online courses (MOOC). It defines OER as teaching, learning and research materials that can be freely used and modified. Benefits of OER include free access to high-quality resources, cost savings for students, and opportunities for faculty collaboration. The document also outlines strategies for finding, evaluating, customizing and creating OER. MOOCs are then introduced as online courses designed for unlimited participation that are open, online and use course structures. The main differences between OER and MOOCs are variability, coverage, author participation and availability.
Presentation by the Community College Consortium for Open Educational Resources Advisory Members on various aspects of OER Usage. Presenters: Andrea Henne, Barbara Illowsky, Lisa Storm, James GlapaGrookag, and
Supporting Open Textbook Adoptions at University of ArkansasMichelle Reed
“Supporting Open Textbook Adoptions” by Michelle Reed is licensed CC BY and is modified from Open Textbook Network slides prepared by David Ernst and Sarah Cohen. Images are individually licensed as noted. It was presented in Fayetteville at the University of Arkansas on September 24, 2019.
This document provides an overview of open educational resources (OER) and the BC Open Textbook Project. It defines OER as educational resources that can be freely accessed and adapted. The goals of the BC Open Textbook Project are to reduce student costs, improve learning outcomes, and provide faculty with flexibility. The project aims to develop 40 open textbooks in high-enrollment subjects. It discusses repositories where open textbooks can be found and the project's review and development process. The presentation encourages early adoption and adaptation of open textbooks.
This document introduces open educational resources (OER) and open textbooks. It discusses how rising textbook costs, student advocacy, and new licensing models have enabled the development of OER. Open textbooks offer benefits like customization, immediate updates, and low or no cost to students. While concerns remain around quality and transition efforts, open textbooks present an affordable alternative to commercial materials. The document provides examples of open textbook models and resources for discovering, selecting, adopting, and using open textbooks in courses.
Learner interaction in_elearning_lamar_research_institute_3-21-14Lamar University
The document discusses learner interaction in e-learning, including the growth of online learning. It outlines four types of learner interaction: learner to content, learner to instructor, learner to learner, and learner to interface. For each type of interaction, the document discusses purposes, benefits, examples and tools/strategies to facilitate interaction. It concludes with future trends in connected learning and the need for quality frameworks to measure online learning.
The document discusses the high cost of textbooks for college students and proposes open educational resources (OER) as a solution. It provides examples of courses at BENU University that have replaced expensive textbooks with free OER alternatives. Research shows that using OER reduces costs for students without impacting academic performance and may improve retention rates. The document encourages instructors to experiment with OER and provides resources for finding open textbooks and other educational materials to use in courses.
Sloan-C Merlot 12: OER and Accessibility Higher Education Status and IssuesUna Daly
Gerry Hanley, Merlot; Una Daly, Open Courseware Consortium; and Mark Riccobono, National Federation for the Blind present on the importance of designing in accessibility for OER producers and consumers.
This document discusses open educational resources (OER) and Creative Commons licensing. It defines OER as teaching, learning and research materials that are freely available online for everyone to use and adapt. Creative Commons licenses allow creators to retain copyright while allowing others to copy, distribute and make some uses of their work. The document provides examples of OER sources like OpenStax, MIT OpenCourseWare, and Creative Commons licensed images on Flickr. It also explains how to find, use, attribute and create OER using a Creative Commons license.
Finding and adopting oer with CanvasCommons, OpenStax, and SaylorUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free, open webinar on finding the most recently updated open textbooks, open courses, and open educational resources for college. Speakers will share their open collections: how to find content, peer review processes, and strategies for encouraging faculty adoptions to improve teaching and learning and expand access for learners.
Date: Wed, Sept 9, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
open neon sign
Image: CCO License
Kate McGee, Project Director, Canvas Commons
Nicole Finkbeiner, Associate Director of Institutional Relations, OpenStax College
Tanner Huggins, Educational Project Manager, Saylor Academy
Introduction to Open Educational Resources for ITCNetworkUna Daly
This document summarizes an October 11, 2016 presentation by Una Daly of the Open Education Consortium about open educational resources (OER). The presentation defined OERs, discussed how adopting OERs can reduce costs and improve access and engagement for students, and outlined the steps faculty can take to discover, adopt, and sustain the use of OERs in their courses. Key points included that OERs are teaching materials that are free to use and adapt, textbook prices have risen over 80% in 12 years, and studies have found OER adoptions impact over 100,000 students with equal or better outcomes at a savings of millions of dollars.
The document provides instructions for searching and accessing books and ebooks on social policy through the library catalog. It explains that printed books list a location and call number to find them on the shelf, and the request button can have books retrieved for pickup. Clicking a book title shows the description, table of contents, location map, and APA citation. Some books are available as ebooks that require login credentials. Browsing the table of contents can provide useful information for research.
The document provides instructions for accessing and searching the Lexis Nexis Academic database through the Wayne State University library website. It outlines how to search by topic, case name, reporter citation, or legal content type. The instructions also describe how to limit state statutes and regulations searches to Michigan. Browsing education law sources and relevant Michigan Department of Education special education websites is also covered.
Legal research involves understanding both primary and secondary sources of law. Primary sources are the actual laws including constitutions, statutes, regulations, and case law. Secondary sources provide analysis and discussion of the law but are not themselves legally binding. Effective legal research requires determining what information is needed, considering relevant jurisdictions and issues, and knowing when sufficient information has been uncovered, often by achieving consistent results.
1) The document defines empirical research as research based on experience or data derived from observation or experiment.
2) Empirical research articles typically include five main components: an introduction and literature review, a description of the methodology, a presentation of the results, a discussion or conclusion section, and references.
3) The introduction and literature review section provides the need for the research, states the research question or hypothesis, and reviews previous literature on the topic. The methodology section describes how the data was collected. The results section presents the findings of the research. The discussion or conclusion section interprets the results and implications. References list the sources cited in the article.
The document summarizes resources available at the GTA library to help students with their research, writing, and organization. It provides information on databases, subject guides, library instruction sessions, and ask-a-librarian reference services to help students find materials. It also mentions adding links to ebooks on writing, citation style guides, bibliographic tools, and the writing center in Blackboard courses. Finally, it suggests breaking assignments into chunks, using the assignment planner, and attending Academic Success Center workshops to help students get organized.
CINAHL is a comprehensive database for nursing and allied health literature. It indexes thousands of journals in these fields and contains millions of records dating back to 1982. The document provides step-by-step instructions for conducting a basic keyword search in CINAHL, reviewing and ordering full text articles from search results. It also describes how to search by author or journal title in the database.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
6. 6
QUALITY CONTENT IS A MUST
• Standard scope and sequence
• Expert-written
• Extensively reviewed by peers and
industry
• Rigorous editorial process
• Regular errata and industry updates
Quality comparable to commercial texts
11. FACULTY NEED MORE THAN A BOOK
11
• Online homework (from partners)
• Online labs (from partners)
• PowerPoint slides
• Pronunciation guides
• Solution Manuals
• Test banks
• And more (via community resources)
13. 28 hours working a minimum
wage job to purchase a $200
textbook
“Covering the Cost,” Ethan Senack and Robert
Donoghue, The Student PIRGS, February 2016
15. 65% of students said that
they had decided against
buying a textbook because
it was too expensive
“Fixing the Broken Textbook Market” by
U.S. PIRG Educational Fund, January 2014
16. “Students reported that they”
occasionally or frequently take fewer
courses (47.6%); do not register for
a course (45.5%); drop a course
(26.1%), or withdraw from courses
(20.7%)” due to the high cost of
textbooks
“2016 Student Textbook and Course Materials Survey”,
Florida Virtual Campus, October 2016
17. EFFICACY RESEARCH
17
Number of Credits Taken
• Fischer et al (2015). Students enrolled in OER courses
took more courses in the semester they used OER and
the following semester after the use of OER.
• Robinson (2015)
Lower withdrawal rates
• Feldstein et al. (2012)
• Hilton and Laman (2012)
• Wiley et al. (2016)
18. 18
• 11 peer-reviewed studies
• 48,623 students
• 93% of students did as well or
better using OER
• “As well” is still a win with students
saving $
EFFICACY RESEARCH
Analysis by John Hilton, Brigham Young University
19. Students now have the
freedom to access their
content wherever they are,
whenever they want, however
they learn
20. STUDENT CONTENT FREEDOM
20
Wherever they want
• Different formats for different devices and situations
• Share on social networks and public forums
• Share in blended learning environments
Whenever they want
• Instant, unlimited access
• Permanent access, they own the content forever
However they learn
• Use content in their work legally
• Make videos/class assignments legally
• Put into a format that meets their study habits
21. Open Educational Resources are teaching,
learning, and research resources that reside in the public
domain or have been released under an intellectual
property license that permits their free use and repurposing
by others. OER include full courses, course materials,
modules, textbooks, streaming videos, tests, software, and
any other tools, materials, or techniques used to support
access to knowledge.
- Hewlett Foundation
22. “OER-BASED”
22
Publishers offering “OER-based” content for a fee
Students
• Restricted access to content
• Copyright restrictions
• No choice in purchasing content
Faculty
• Limited academic freedom
• Copyright restrictions
• Limited choice
23. “OER-BASED”
23
"Box of Donuts at Work GVSU" by Steven Depolo, via
Flickr Creative Commons is licensed under CC BY 4.0
If they are
bringing you
donuts, it’s
not OER
- David Harris
24. INCLUSIVE ACCESS
24
Publishers offering short-term access to their content. Billed
directly through student accounts.
• Back to copyright restrictions, which limits faculty academic
freedom and student freedoms.
• Students have access to content for a limited time only.
• Students are billed direct, limiting choice & competition.
• Does not significantly lower costs.
25. POST-COURSE ACCESS TO CORE
CONTENT MATTERS
25
• Courses that span multiple semesters
• Retaking the course
• Reference for advanced courses
• Studying for higher education entrance exams &
certification exams
Any of the above could mean a student needs to purchase
another access code or rent the content again
26. Faculty now have the
freedom to use the
content to match their
teaching
27. OPEN LICENSING
27
• Distribute
• Remix
• Tweak
• Build upon
• Use commercially
• Only attribution required
• Distribute
• Remix
• Tweak
• Build upon
• Non-commercial
• Share alike required
• Attribution required
28. ADOPTION
28
• Every student has immediate & unlimited
access
• Standard scope & sequence makes it easy to
adopt
• Variety of technology partners allow choice
• Permission free use, editing & adaptation
• Variety of formats/partners eliminates one size
fits all
• Ownership of the content. Forever
• Moving to a new edition is optional
34. 34
3,600+ SCHOOLS USING OPENSTAX
• University of Maryland University College
• Austin Community College
• Harvard
• California State University System
• Houston Community College
• Stanford University
• Baylor College of Medicine
• Rice University
• Ivy Tech Community College System
• State University of New York
35. 10% of introductory
courses in the U.S. are using
at least one OpenStax book
Babson College Survey,
July 2016
36. PARTNER & AFFILIATE SCHOOLS
36
Alamo Colleges
Auburn University
BC Campus
Central New Mexico CC
College of the Canyons
Grand Rapids Community College
Lansing Community College
Maricopa Community Colleges
Northern Essex Community College
Pasadena City College
Salt Lake Community College
South Florida State College
Tarrant County College
Tulsa Community College
UCONN
University of Idaho
UMass Amherst
University of Texas, San Antonio
Utah State University
The Ohio State University
The University of Arizona
The University of Georgia
The University of Oklahoma
The University System of Georgia
Virginia Tech
Washington State University
38. 1) Adopt an OpenStax book
2) Recommend an OpenStax
book as an option for
studying/affordability
39. FAQ’s
39
• What’s the catch or obligation?
• What about sustainability? Revisions?
• With no sales reps how do I get service?
info@openstax.org
• Do you have comp copies?
• What about accessibility?
openstax.org/accessibility-statement
[Tell the Rice story….]
Rice University began working in OER in 1999
Originally called Connextions.
OER repository where faculty could upload and share content
We now call it cnx.org and it has over 40,000 pieces of content
So we thought “no one will ever have to pay for content again”
Except that isn’t what happened
In most cases, only the faculty member who uploaded the content was using it
So we had to go back and find out why
And what we found is that faculty weren’t willing to adopt content where they were unsure of the quality and it didn’t meet standard scope and sequence [this is a REALLY important point to make because it shows why creating OER locally will never scale. We’ve been there and done that]
So we formed OpenStax in 2012 and started with content that...[read bullet points]
So how do we fund all of this?
The development of the textbooks is very expensive because we following a similar process to that of the publishers to ensure quality
These generous foundations provided the nonprofit startup funding as well as continue to provide the funding for our books
Here are our books thus far
Everyone wants to know how we are choosing which books to publish
Since our mission is to drive down costs and increase access, there are two main criteria:
How many students take the course nationwide. There are 1 million students per year taking Psychology and US History
How expensive are the textbooks currently in the market. For example, it’s not uncommon for a Physics book to be above $300, it’s not uncommon to find a Statistics book above $300. I find it ironic but Economics books are some of the most expensive books in the market.
So how do students get access to the book?
[demo the website in a browser you don’t use for normal work]
[go to the homepage and show them that you are not logged-in to the website]
You can see I’m not logged in to this website
So this is as if I was a student in your class, you told me about my free book, and I cracked-open my laptop
[Go to subjects and go to all….talk through what you are doing with them...click on Physics]
[talk aobut how you can see the senior contributing authors but they can go to the preface of the book to see the full list of authors and reviewers]
[Go through the various formats and prices. Click and open both the .pdf and webview and navigate around them to show how easy it is]
[click the print copy so they can see the bookstore link, the Amazon link, and tell them about why we post the price]
[highlight Adopt this book button]
[scroll down and talk about the instructor resources and our faculty verification process and explain that process]
[talk about Community Hubs next and how faculty like to donate resources back, but how we don’t have funding to peer-review them, so they are on Community Hubs, click on the Hub to demo it]
[scroll down and talk about the student resources, ISBN, errata links, etc.]
[back to powerpoint]
Sustainability is also important
Would we be able to continue and offer the books if all of our foundation funding went away?
Yes, we have a sustainability model and the largest part of this model is our partnerships with independent and publisher
Homework partners
Courseware partners
Clicker technology partners
Custom print providers
These providers offer services faculty often need to support our content at reasonable prices.
If a faculty member chooses to use one of these services with our books, and it is OPTIONAL, part of the student fee comes back to us as a mission support fee
Which funds the sustainability of our organization, our content, and funds revisions of the book as well
For example, we were able to fund a second edition of our Sociology book based on these mission support fees
And again, we have additional faculty resources for our books, depending on the subject area and grant funding.
These include…[read bullet points]
But the real question is, how does this help students learn?
First, it eliminates a huge cost barrier for them.
Student PIRGS points out that….[read stat]
And if you think about it, most students are buying multiple books per semester, often so much that it’s about 6 months to a year’s worth of groceries for them
So high costs lead to students opting not to buy the book
Which is frustrating to you as faculty because you’re trying to move forward with your learning objectives
And now 65% or more of your students don’t have access to the book!
They are waiting for financial aid, their rental to start, the book to be shipped from wherever they bought it from, etc.
And it shows up in persistence
According to Florida Virtual Campus…
So my question to you is,
What if every student had instant and unlimited access to the text? That’s what we’re talking about with Open Educational Resources
We’re also seeing students take more credits and withdraw less with OER
The Fisher study is especially notable because he found that ….[read text above]
The results also show in research
[read bullet points]
But beyond cost savings and persistence….
Different formats for different devices and situations – They can study from their phone on the bus, use their tablet in labs, etc.
Use content in their work legally – Use our charts and graphs in research papers
Put into a format that meets their study habits – UTSA student created study guides from the .pdf
As we hear a lot about rentals and subscriptions for content, I also want to highlight why post-course access TO CORE CONTENT matters….
From the faculty perspective….
At the same time, we found that Open Licensing the content was very valuable to faculty
All of our books except Calculus are licensed under the CC-BY license, which allows you to….
Our Calculus books are licensed under CC-BY-NC-SA, which means…[outline difference[ but still very open
Every student has immediate & unlimited access – which means you can begin your teaching right away
This freedom allow you and everyone else to adapt the content to make it perfect for your specific course.
UCONN example.
UConn teaches Chemistry Atom’s First
So one of their faculty wanted to modify our book to meet this format
Uconn Undergraduate Student Government, working with the Uconn library, funded the professor to modify the book and then have it peer-reveiwed
Donated the book back to OpenStax, so now we have two Chemistry books
It allows a community to grow up around the content.
This is a partnership we have with OER Commons, where OpenStax users can join the community and share resources that they have created to accompany the core text.
And to engage with others who are using OpenStax resources.
UMASS Physics flipped classroom on YouTube.
This wouldn’t be legal with publisher content
[highlight the variety of schools on this list]
So if you’re a faculty member, we’d like to ask you to do one of two things to start….
So here’s our final thought that I’d like to leave you with….