Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
Open Educational Resources: Development and Challenges for IndiaRamesh C. Sharma
This presentation discusses the Indian initiatives to the development of OERs in India and the challenges therein. WikiEducator India is also discussed.
OER MOOC: Use of Open Educational Resources in ClassroomRamesh C. Sharma
Welcome to a MOOC (Massive Open Online Course) on the use of Open Educational Resources in the classroom. This four week course is free and open to all registered users of NROER (National Repository of Open Educational Resources). It will run from 5th Semptember to 5th October, 2014.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
Open Educational Resources: Development and Challenges for IndiaRamesh C. Sharma
This presentation discusses the Indian initiatives to the development of OERs in India and the challenges therein. WikiEducator India is also discussed.
OER MOOC: Use of Open Educational Resources in ClassroomRamesh C. Sharma
Welcome to a MOOC (Massive Open Online Course) on the use of Open Educational Resources in the classroom. This four week course is free and open to all registered users of NROER (National Repository of Open Educational Resources). It will run from 5th Semptember to 5th October, 2014.
OER Authorship (Lunch and Learn for UNIV 1101/1301 OER textbook project)Erin Owens
This presentation on OER authorship was presented at a Lunch and Learn event for faculty and staff who are considering contributing to the development of an OER textbook for UNIV 1101/1301 at Sam Houston State University.
These are my slides from the April 20th, 2017 GoOpenVA pilot launch. It is based heavily on slides by Cable Green, Jane Park, and Meredith Jacob of Creative Commons. All are CC-BY. #GoOpen
OER are freely accessible, openly licensed materials embedded with text, media, and other digital assets that are useful for teaching, learning, and assessing, as well as for research purposes. This PPT describe what is OER, Types of OER, and how OER Benefited to providers, individuals and institutions. Further it also presents national and international OER’s, that are available in an online flat form.
This leaflet has been produced in the context of C-SAP [Higher Education Academy Subject Centre for Sociology, Anthropology and Politics] Open Educational Resources Phase II project: Cascading Social Science Open Educational Resources. This project seeks to cascade support for embedding Open Educational Resources within the social sciences curriculum.
The presentation highlights the OER initiatives taking place in India while at the same time tracing the history of evolution of OER and discussing the definition.
Lane, A.B. (2006) Widening Participation in Life Long Learning through Open Educational Resources, EU eLearning Conference 2006, Helsinki, Finland, 4-5 July 2006
OER Authorship (Lunch and Learn for UNIV 1101/1301 OER textbook project)Erin Owens
This presentation on OER authorship was presented at a Lunch and Learn event for faculty and staff who are considering contributing to the development of an OER textbook for UNIV 1101/1301 at Sam Houston State University.
These are my slides from the April 20th, 2017 GoOpenVA pilot launch. It is based heavily on slides by Cable Green, Jane Park, and Meredith Jacob of Creative Commons. All are CC-BY. #GoOpen
OER are freely accessible, openly licensed materials embedded with text, media, and other digital assets that are useful for teaching, learning, and assessing, as well as for research purposes. This PPT describe what is OER, Types of OER, and how OER Benefited to providers, individuals and institutions. Further it also presents national and international OER’s, that are available in an online flat form.
This leaflet has been produced in the context of C-SAP [Higher Education Academy Subject Centre for Sociology, Anthropology and Politics] Open Educational Resources Phase II project: Cascading Social Science Open Educational Resources. This project seeks to cascade support for embedding Open Educational Resources within the social sciences curriculum.
The presentation highlights the OER initiatives taking place in India while at the same time tracing the history of evolution of OER and discussing the definition.
Lane, A.B. (2006) Widening Participation in Life Long Learning through Open Educational Resources, EU eLearning Conference 2006, Helsinki, Finland, 4-5 July 2006
QA in e-Learning and Open Educational Resources (OER)Jon Rosewell
Introductory slides for a workshop on updating the e-learning quality assurance benchmarks of the E-xcellence NEXT project http://www.eadtu.nl/e-xcellencelabel
The presentation explains the copyright issues, open licensing, creative commons licenses, relevance of OER and a few examples.OER, CC, CopyrightRelevance of Open Educational Resources
This work presents a data architecture based on semantic web technologies that support to the inclusion of open materials in massive online courses. The framework provides transparent access to RDF data sources for Open Educational Resources stored in OpenCourseWare repositories.
Speaker(s): Nelson Piedra and Edmundo Tovar
From OER to Open OER Data
Edmundo Tovar Caro (presenter)! Universidad Politécnica de Madrid!
Nelson Piedra, Janneth Chicaiza, Jorge López! Universidad Técnica Particular de Loja, Ecuador
According to the Open Education Consortium, “sharing is probably the most basic characteristic of education: education is sharing knowledge, insights, and information with others, upon which new knowledge, skills, ideas, and understanding can be built." Whether they are purchased or freely acquired, librarians should be open to sharing their resources to everyone who wants to use them to enrich their lives through education. Open Education Resources (OER) include resources or tools that can be used and modified for free and without any legal or technical barriers, and when used properly can help foster a transparent culture of learning and engagement in our communities. In this webinar:
• Learn what Open Education Resources (OER) are and how they can be used to engender trust, generate rigorous learning opportunities, and potentially lead to smarter decision-making strategies.
• Discover a variety of OER and Open Access (OA) repositories to find accessible and authoritative resources, including textbooks, to use in curriculum.
• Acquire OER strategies for developing a variety of educational opportunities using a variety of formats.
•Understand various issues (e.g., GDPR) impacting OER in libraries.
A presentation by Paul Maharg from April 2010 UKCLE York OER event. The presentation covers OERs and why they're important, case studies, examples and the UKCLE's OER platform: Simshare.
This Guide aims to highlight the benefits of using and developing open educational resources (OERs) to the marketing community. OERs are an excellent source of downloadable educational materials. They are currently under-utilised in the teaching, learning and assessment strategies of many academic communities, despite being housed in easily accessible platforms including institutional repositories, and wider umbrella repositories including JORUM, Scribd,Slideshare. Their free and usually digitised nature makes them a particularly useful resource for the marketing community which is often faced with large student cohorts who are increasingly coping with an expensive higher educational offering.
Presentation at SCORE event 'Making Open the easiest option' at Leeds, 13 May 2010 - speakers Megan Quenin-Baxter Thomson and Suzanne Hardy, Newcastle and OOER project
More from Support Centre for Open Resources in Education (20)
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Finding & Evaluating OER - SCORE Workshop Activity by Non Scantlebury
1. SCORE Fellows Open Educational Resources (OER) Workshop
What are they?
"Digitised materials offered freely and openly for educators, students and self learners to
use and reuse for teaching, learning and research" (OECD, 2007).
Why use them?
• Quality can be improved and the cost of content development reduced by sharing
and reusing.
• There's a need to look for new models of module production and presentation.
• They can speed up the development of new learning resources, stimulate
internal improvement, innovation and reuse.
• Because of the flexibility of OER materials, you can make them relevant to your
needs.
The JISC Open Educational Resources infoKit1 gives more information about the
benefits of using OERs.
OER Handbook for Educators2 is also a useful starting point.
Where can I find them?
General ‘Repositories’ or Collections
• Cloudworks: Links to OER repositories 3
• OpenLearn (labspace)4
• Jorum5
• OER Commons6
• 100 Best Open Educational Resources on the Web7
Open Educational Resources Search Engines
JISC Infonet OER toolkit lists links to specialist search engines8
and the UNESCO OER toolkit which lists specialist search engines, and general
repositories9 Another useful resource is the OER Recommender10
1
https://openeducationalresources.pbworks.com/w/page/24836480/Home
2
http://wikieducator.org/OER_Handbook/educator_version_one
3
http://cloudworks.ac.uk/cloud/view/2318/links#contribute
4
http://labspace.open.ac.uk/
5
http://www.jorum.ac.uk/
6
http://www.oercommons.org/
7
http://www.mastersdegreeonline.net/blog/2009/the-100-best-open-education-resources-on-the-web/
8
https://openeducationalresources.pbworks.com/w/page/27045418/Finding-OERs
9
http://oerwiki.iiep-unesco.org/index.php?
title=UNESCO_OER_Toolkit/Finding_and_Using_Open_Educational_Resources#Searching_for_and_find
ing_OER
10
http://oerrecommender.org/
2. How do I evaluate them?
Important attributes of quality OERs include:-
• Accuracy
• Reputation of author/institution
• Standard of technical production
• Accessibility
• Fitness for purpose
• Clear rights declarations e.g. Creative Commons
If you would like to explore more issues around quality visit the JISC Open Educational
Resources infoKit quality considerations11 web page.
The accompanying checklist at the end of this document is provided to prompt you to
consider some key issues to think about when evaluating OERs. The checklist covers
potential areas to consider particularly when selecting OERs for reuse.
Examples of good practice
If you want to quickly view some good examples here are links to the recent top three
winning entries for the JORUM Learning and Teaching Competition 2010:
1st Place: The molecular basis of photosynthesis.
Submitted by Katy Jordan, University of Cambridge.
http://open.jorum.ac.uk/xmlui/handle/123456789/7023
2nd Place: The Open Dementia E-Learning Programme: Living with dementia.
Submitted by Colin Paton, Social Care Institute for Excellence
http://open.jorum.ac.uk/xmlui/handle/123456789/7022
3rd Place: Making the creative process visible.
Submitted by Dr Natasha Mayo, University Wales Institute, Cardiff
http://open.jorum.ac.uk/xmlui/handle/123456789/2027
How can I use them?
OER projects make use of open licenses in which the author retains copyright but can
specify clearly which rights he or she is prepared to share with users of the work.
Creative Commons are the most common type of licenses which all require that a user
give credit to the original author and allow use and distribution of the resource. Some
Creative Commons licenses are more restrictive and, for example, do not allow
modification of a work to create a derivative work, or commercial use. Licenses that
include a "Share Alike" condition require that any derivative works are licensed under the
same open license.
Want to know more?
11
https://openeducationalresources.pbworks.com/w/page/24838164/Quality-considerations
3. You may find this series of tutorials from OER Commons12 useful.
This short Information Literacy activity13 on ‘Finding images and copyright’, provides an
overview of issues relating to finding and incorporating images within academic work, as
well as providing some pointers for finding copyright cleared images online.
Workshop Activity:
1) Choose at least two of the OER search engines listed on the JISC OER InfoKit
to locate an OER on a subject or topic of your own choosing.
2) Apply the checklist below to record your evaluation of your chosen OER?
3) Discuss with workshop participants how easy and pragmatic your chosen OER
would be to adapt and reuse for your own teaching and learning contexts.
Content for this resource was repurposed from material originally developed by The
Open University Library Services used to promote the potential use of OER in module
development within the organization.
This resource is licensed for reuse under Creative Commons Share Alike
Non Scantlebury
The Open University Library Services
6th December 2010
12
http://wiki.oercommons.org/mediawiki/index.php/Tutorial
13
http://learn.open.ac.uk/mod/oucontent/view.php?id=444918
4. Quality checklist for Open Educational Resources
Here are some things you might want to consider when selecting Open Educational Resources for reuse. You can use this form to
record your findings.
Comments Score 1 – 5
(1=low 5=high)
Content
- Relevant, accurate, appropriate level of detail, objective,
current, jargon-free
- Good provenance (consider reputation of
author/institution), list of references if appropriate
- Free of advertising
Pedagogy
- Learning outcomes stated and match with learner’s
needs
- Engaging, interactive
- Appropriate level, any prerequisite skills /
understandings stated
- Time required to study is stated and equates to
importance of learning outcomes achieved
5. Usability / Accessibility
- Easy to use, well presented, clear navigation
- Accessible for users with disabilities and conforms to
accessibility guidance
Reuse
- Standalone resource that can be reused in different
contexts
- Robust, functional, works on different
browsers/platforms
- Rights are fully documented (Creative Commons or
other rights statement) Is it OK to reuse it? Are there
any conditions?