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Finding OER
- 1. Where in the world are the OER? Pat Erwin-Ploog, GSC, Eleta Exline, UNH & Christin Wixson, PSU Special Thanks to Irene McGarrity, KSC
- 2. Finding OER
- 3. What Faculty Want Quality OER It does not have to take hours hunting them down Two Preliminary Questions Will Save You Time What type(s) of OER are you looking for? What do you want to do with the OER? Simply use? Remix?
- 4. A Few Recommendations ● Seek help from librarians “I wish I had talked to the librarian first, she saved me hours of time.” ● Consider your college library as a source of OER ● Use established repositories with robust discovery tools ○ OER Commons ○ Creative Commons ○ Merlot II ● Monitor organizations/communities spearheading the conversation ○ Rebus ● Google – “OER in ….[academic subject]. You will often find library research guides with lists of OER search engines, institutional repositories, and resources. ○ Open Textbook Library ○ Openstax ○ SPARC
- 6. And What is a Fauxpen? It is all the illegally digitized ‘stuff’ you find on the web
- 7. Breaking Down Barriers https://www.onlinelearningsurvey.com/oer.html Not enough resources for my subject Too hard to find what I need No comprehensive catalog of resources Not used by other faculty I know Not high-quality Not knowing if I have permission to use or change Not current, up-to-date Too difficult to integrate into technology I use Lack of support from my institution Too difficult to change or edit Barriers to Adopting OER
- 8. How YOU Can Support Open Create OER when you find a gap Update existing OER Let colleagues know that you use OER Share your syllabus as OER Share editable formats Write an open peer reviewed article Edit a Wikipedia entry
- 9. Awareness of OER “Opening the Textbook” by Babson Survey Research Group is licensed under CC BY 4.0
- 10. Some (Re)Assembly Required “Life of a CC-BY Open Textbook” by Sally Wilson is licensed under CC BY SA 2.0
- 11. Kicking the Tires ● Does it align with course objectives? ● Is the content current, clear, authoritative? ● What uses are permitted by the license? ● Does it function on intended platform? ● Are practice exercises clear? ● Does it comply with accessibility standards?
- 12. Evaluation Criteria 1. Comprehensiveness 2. Content Accuracy 3. Relevance/Longevity 4. Clarity 5. Consistency 6. Modularity 7. Organization/ Structure/ Flow 8. Interface 9. Grammatical Errors 10. Cultural Relevance http://open.umn.edu/opentextbooks/ReviewRubric.aspx This rubric was developed by our friends at BCcampus, and can be found at http://open.bccampus.ca/. It is a derivative of the Peer Review criteria used by Saylor.org, available at http://www.saylor.org/open-textbook-challenge-peer-review-criteria/, which is a derivative of the review rubric used by College Open Textbooks, available at http://collegeopentextbooks.ning.com/page/review-2 which was adapted from the American Library Association Choice Selection Policy found at http://www.ala.org/acrl/choice/selectionpolicy This work is licensed under a Creative Commons Attribution 3.0 Unported license.
- 13. Acknowledging the Work of OER Creators OER aren’t “free” for their creators Use best practices for attribution TASL Title Author Source (link) License
- 14. “Golden Reading Barron's Dog Training Bible” by Andrea Arden is licensed under CC BY 2.0
- 15. This work, "Golden Reading Open", is a derivative of "Golden Reading Barron's Dog Training Bible" by Andrea Arden, used under CC BY 2.0. "Golden Reading Open" is licensed under CC BY 4.0 by Christin Wixson.
- 16. Hands-on Exercise 1. Find an OER you could use in your teaching, make sure it has a CC license 2. Evaluate what you found using given criteria 3. Cite it using Creative Commons Wiki: Best Practices for Attribution https://wiki.creativecommons.org/wiki/Best_practices_for_attribution Extra Credit 1. Attempt to edit the OER 2. Cite the edited OER library.granite.edu/open library.plymouth.edu/oer libraryguides.unh.edu/oer
Editor's Notes
- Hi Pat, this is the repository slide I made. Since you’re covering that, I put it here for your consideration, but do let me know if you’re not feeling it and I’ll delete it. ~Christin
- Reasonable expectations The number 1 barrier is not having enough resources in a particular subject area → the number 1 thing you can do to promote OER is to fill those gaps. Also bring an OER up to date. Mention that in this presentation we will alleviate several of these (hard to find, quality/evaluation, knowing if I have permission)
- Those barriers are our opportunities. OPEN will only gain credibility, quality, buy-in if we support it and contribute. Many of these suggestions point back to the barriers from the Babson survey. Faculty discretion to choose course materials is a strength at our institutions, the responsibility and choice is on you, what are you going to choose? Respect the fact that other people are putting their effort and work into OERs by contributing your own work and effort or money. Eg: many free apps online have a paid version. Use the paid version of things you use a lot and that really benefit your life. If you’re not contributing time or money, why do you expect to find exactly what you want? Faculty discretion to choose course materials is a strength at our institutions, the responsibility and choice is on you, what are you going to choose?
- Discuss faculty levels of awareness of OER – these are low. Whatever your comfort level of OER use, you can help by talking about what you’re doing.
- You are not going to find a completely free version of your specialty $300 textbook or that proprietary software. But you can build what you nened. What you do find might be more interesting than a textbook, and create and information environment for your students that supports lifelong learning. If you find an imperfect OER, could improving it be a project within your course? Can it be used to help teach evaluation skills, and serve as an entry point into a scholarly conversation for your students? If there are serious OER gaps in area in which you teach, consider creating and sharing resources. You might be able to do this as part of you regular work, or to find supplemental funding.
- Rubrics and Peer review http://www.csuchico.edu/lins/handouts/eval_websites.pdf http://www.rcampus.com/rubricshowc.cfm?code=L9WC6X&sp=yes http://www.collegeopentextbooks.org/about-us/contactus/34-cot/cot-category/101-evaluation-criteria http://www.affordablelearninggeorgia.org/find_textbooks/selecting_textbooks
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