OER and Information Literacy
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This document summarizes a presentation about open educational resources (OER) and information literacy. It defines OER as teaching materials that can be freely used and reused without charge. It discusses various types of OER like open online courses, textbooks, and content modules. Benefits include reduced costs for students and increased engagement. Challenges include issues of quality, sustainability, and organizational change. The presentation explores how OER can support information literacy goals and describes examples of OER materials for information literacy, including a LibGuide and open textbook from SUNY. Assessment activities and assignments using OER in an information literacy course at Georgia Southwestern State University are also mentioned.
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This document discusses free and open educational resources (OER) and their benefits. It notes that textbook costs are increasing, with students spending around $1200 per year, and that many cannot afford to purchase required textbooks. It encourages adopting or adapting free OER materials for courses and provides resources for finding OER. A survey of faculty who used OER found that most rated the quality as the same or better than traditional textbooks and said they were likely to use OER again in the future. Contact information is provided for people who can help with adopting OER.
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This document summarizes an advisory meeting about advancing open education through open educational resources (OER). It discusses announcing upcoming webinars on OER impact research and intellectual property, highlighting a OER pilot project at North Essex Community College that is saving students over $50,000, and listing upcoming conferences where open education will be discussed. The goal is to promote open and equitable access to education through openly licensed teaching and learning materials.
Oer Initiatives at SUNY'S Monroe Community College
Monroe Community College (MCC) is a regional open education leader expanding access to affordable education and fostering faculty innovation through the adoption of open educational resources and practices. In June 2016, MCC and four other SUNY community colleges (Clinton, Herkimer, Mohawk Valley, and Tompkins Cortland) were awarded a grant as part of Achieving the Dream’s OER Degree Initiative. In 2017. The SUNY system was able to provide additional funding for creating OER courses through a statewide grant. Librarians are coordinating the initiatives which include instructional design and project management support for the faculty teams who are building OER courses and a Biology OER degree.
Join us for this webinar to hear from Katie Ghidiu, MCC Interim Library Services Director, who oversees the OER projects and several of the MCC faculty who are participating in the SUNY OER funded efforts. She will share how MCC develops professional development opportunities and provides faculty incentives including release time and stipends to support this important work. She will be joined by Dr. Rollo Fisher, the director of Choral and Vocal Activities, at MCC who created a completely OER Voice Class last year, and is now using SUNY OER funds to create OER for four additional classes.
When: Wednesday, Feb 7th 11am PT/ 2pm ET
Featured Speakers:
Katie Ghidiu: Interim Director of Library Services, Monroe Community College
Dr. Rollo Fisher: Director of Choral and Vocal Activities, Visual and Performing Arts Department, Monroe Community College
Open Educational Resources (OER): The Landscape of the Future
The phrase “open educational resource” was coined at a UNESCO forum in 2002, and OERs are “educational resources (e.g., textbooks, instructional modules, simulations, multimedia applications) that are freely available for use, reuse, adaptation, and sharing.” Such materials are generally released under a Creative Commons that supports open or nearly open use of the content. OER expand access to high quality instructional resources in formal and informal learning situations to more students and they have the potential to drive innovation to support effective teaching. OER can be endorsed, adopted, and improved by educators, resulting in instructional materials and resources that embody what the educational community sees as most valuable. Furthermore, learners can take advantage of access OER to direct their own learning.
This session will include an introduction and review of the OER movement, highlights of OER initiatives (such as MIT’s OpenCourseWare project and the Open University’s Open Learn), a summary of the elements of Creative Commons licenses, a review of open educational resources for use in discipline-specific courses, and strategies for evaluating, adopting and/or developing OERs for use in traditional and online courses. In addition, the session will include an overview of the Bridge to Success project, deliverables and impact.
Presented by Brandon Muramatsu, Jean Runyon and Patrick McAndrew to the Maryland Distance Learning Association in a webinar on November 2, 2011.
Using libre texts to achieve the 5 r dream
The LibreTexts Project provides open educational resources (OER) through its online platform LibreTexts.org. It is a community of faculty from various higher education institutions, including community colleges, who collaborate to develop and curate open textbooks and other educational materials. LibreTexts has seen significant growth in usage, with over 100 million pageviews per year. It aims to increase access to education through high-quality, customizable OER that reduce costs for students. The document discusses how LibreTexts supports community colleges through contextualized OER and professional development opportunities for faculty to adopt and customize open materials for their courses.
Part one understanding oers
This document discusses open educational resources (OERs) and their benefits over traditional textbooks. Some key points:
- Traditional textbooks are often too expensive for students and cannot be easily customized by instructors.
- OERs are free, online educational materials that can be legally modified and customized to meet instructor and student needs. Their use has saved CUNY students over $46 million.
- OERs allow instructors to make materials more relevant to their specific students by updating content and incorporating local examples. They also empower students as knowledge producers and allow instructors flexibility in choosing content.
- OERs should be evaluated based on criteria like content, comprehensiveness, organization, accessibility, and cultural relevance
Effective OER Strategies: A Community College Perspective
Panel presentation sponsored by ACRL Science & Technology Section during the 2017 ALA Annual Conference.
Battle for Open - Studia Generalia Lecture Tallin Estonia, April 2015
This document summarizes a presentation on open education practices given at Athabasca University. Some key points:
- Athabasca University has 34,000 students in fully online programs up to the doctorate level, making it the largest online university in Canada.
- Open education values student freedom and control as well as continuing education as a basic human right.
- The presentation covered open educational resources, open textbooks, open data, open publishing, and open pedagogy. Researching open education practice was also discussed.
- Challenges to adoption of open practices include institutional resistance, governance issues, commercial social media influences, and lack of staff engagement. However, openness also provides opportunities
OER: The What, Why, Where, and How
Presentation prepared for the Missouri State University campus and FCTL about the basics of OER.
Also submitted for SPARC Open Education Leadership assignment.
Sections adapted from David Ernst's OTN presentation: https://drive.google.com/file/d/1rW40wZyVUFuxJ8zCfkFBOJ7quCNYlwF4/view?usp=sharing
Creating an OER for Texas Ed Governance
This document discusses creating open educational resources (OER) using Pressbooks. It defines OER as freely available learning materials that can be downloaded, edited, and shared. It notes that OER can help make higher education more accessible and affordable by reducing textbook costs, which average $1,240-1,440 per student annually. The document reviews how to openly license scholarship and provides examples of OER created with Pressbooks. It encourages participants to develop their own OER using Pressbooks and provides instructions on becoming a registered user and accessing the Pressbooks sandbox to get started.
CCCOER: Faculty and Librarians Selecting High Quality OER Together
This document summarizes a presentation about faculty and librarians selecting high-quality open educational resources (OER). It discusses how Lansing Community College and Northwestern Michigan College worked with their librarians and faculty to adopt OER in order to save students money on textbooks. Both colleges saw over $1 million in student savings through adopting OER. The presentation discusses the process of selecting and adopting OER, challenges faced, and future plans to continue expanding the use of OER.
Allen Open Textbooks & Open Educational Resources
This presentation was provided by Nicole Allen of SPARC during a NISO Virtual Conference entitled Opening Up Education, held on April 19, 2017
Introduction to Open: Plymouth State CETL Presentation
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.
Open Educational Resources
This presentation advocates for the adoption of open educational resources in higher education. Presented are benefits for students, faculty, and universities, as well as potential drawbacks and areas for development in Canada.
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Literacy charity infographic
Information literacy for health care providers involves 5 key concepts: 1) defining information needs, 2) accessing information efficiently and effectively, 3) critically evaluating information sources, 4) using information individually or collaboratively for specific purposes, and 5) understanding issues relating to ethical and legal information access and use.
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LIBR1101 syllabus spring 2017
This document provides the syllabus for a Fundamentals of Information Literacy course at Georgia Southwestern State University. The syllabus outlines the course description, learning outcomes, assignments, grading scale, and class schedule. The course explores information literacy concepts and teaches students to acquire, evaluate, organize and present information. Assignments include discussion posts, evaluating sources, and a final project. The course utilizes the online learning platform GeorgiaVIEW and aims to help students develop lifelong information literacy skills.
Final project spring 2017
This document outlines the requirements for a final project worth 50% of the grade for a Spring 2017 LIB1101 course. Students must use one or more web 2.0 tools to create a project showing how information impacts their lives as college students, including examples of different types and delivery methods of information. The project must be publicly accessible online without login. A one-page reflection paper on the process is also required. The project is due February 27th at 11:59pm.
Final project spring 2016
1. The final project for the LIB1101 Spring I 2016 course is due on February 29, 2016 at 11:59 pm. It is worth 50% of the student's final grade.
2. For the project, students must use one or more web 2.0 tools to create a final project that shows how information impacts their life as a college student. The project must be available online without needing to log in.
3. Students are asked to use the tool to demonstrate or explain how information affects their daily life as a college student, considering the different ways they receive and use information. Past projects have included blogs, wikis, videos, Pinterest, and YouTube.
Task definition
This document provides guidance on defining a task or problem by asking essential questions. It advises asking questions about the assignment, what needs to be known, and what the problem is. Essential questions probe for deeper meaning and set the stage for further inquiry. They should be open-ended, non-judgmental, meaningful and purposeful. The document also lists techniques for identifying topics like brainstorming, concept maps, and reviewing background materials. It suggests using a graphic organizer to identify the main topic and related ideas.
GaETC
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2.0
Web 2.0 refers to second generation of the World Wide Web that focuses on user-generated content, usability and interoperability for users to interact and collaborate. It involves a movement from static web pages to dynamic and shareable content through social media and networking. Web 2.0 is defined by how people use the internet, not changes in internet technology. Examples of Web 2.0 tools that support collaboration include blogs, wikis, social bookmarking/tagging, YouTube, Facebook and Twitter. Both benefits and challenges of adopting Web 2.0 tools in education are discussed.
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OER and Information Literacy
- 1. OER RESOURCES & INFORMATION LITERACY Ru Story Huffman Professor & Dean of Library Services James E. Carter Library Georgia Southwestern State University ru.story-huffman@gsw.edu Kentucky Library Association Conference September 22, 2017
- 2. James E. Carter Library
- 3. What is OER? ■ Open Educational Resources "Open Educational Resources are teaching and learning materials that you may freely use and reuse, without charge.” OER Commons, 2015
- 5. Types of OER ■ Open Online Courses – MOOCs ■ Textbooks – OpenStax, Saylor, etc ■ OpenCourseWare – MIT ■ Depository – Merlot ■ Content Modules ■ Digital Learning Objectives ■ Digital OER Library Collections ■ Video, PPT, Podcasts ■ LibGuides
- 6. Benefits ■ Free/reduced cost for students ■ Relevancy ■ Engagement ■ Flexibility ■ Availability
- 7. Challenges ■ Quality/legality of resources ■ Sustainability – Here today, gone tomorrow ■ Organizational change ■ Trust factor/willingness to share ■ Time
- 8. OER & Information Literacy ■ Open Source Software ■ Open Access ■ Open Media ■ OpenTextbooks ■ Open Pedagogies ■ Open Activities & Assignments OPEN, nd
- 11. Activities, Assignments, Assessment:The 3 A’s In-Class Assignments https://drive.google.com/drive/folders/0B2aXJ4C6kH6CNUF6eUh3 MldwcTA?tid=0B2aXJ4C6kH6CbE01X1BEQWxJTFE Information as Creation Process Cards http://kevinseeber.com/processcards.pdf Searching as Strategic http://guides.lib.uw.edu/research/UWresearch101/research101se arching ACRL Framework for Information Literacy Sandbox http://sandbox.acrl.org/ ACRL Framework Assessment Resources http://sandbox.acrl.org/resource-types/assessment-material
- 12. LIBR1101 Affordable Learning Georgia TextbookTransformation Grant Develop, Design, Deliver LibGuide delivery platform
- 13. Spring 17 ■ 93 students ■ 3 sections – 1 F2F, 2 online ■ 92.86% of respondents had a “positive” experience with OER
- 14. OER in the IL Classroom ■ Funding for this project was provided by USG Affordable LearningGeorgiaTextbook Transformation Grant (Round 2, Grant #101) Affordable LearningGeorgia http://www.affordablelearninggeorgia.org/
- 16. Information Literacy LibGuide – Including OER http://libguides.gsw.edu/infolit/oeril http://libguides.gsw.edu/infolit
- 17. References Creative Commons. (nd). About the licenses. Retrieved from: http://creativecommons.org/licenses Marcniek,A. (2015). Open education resources meet instructional design. Retrieved from: http://www.edutopia.org/blog/open-educational-resources-instructional-design-andrew-marcinek OER Commons. (2015). What are OER? Retrieved from: https://www.oercommons.org/about OPEN. (nd). What is “open?” Retrieved from: https://open4us.org/about/what-is-open/