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.
Overview of Open Educational Resources (OERs) [faculty presentation] Rick Reo
Audience: [faculty presentation]
Provides a general overview of copyright-copyleft-public domain with respect to media resources and then demonstrates through examples the wealth of open content digital resources available on the web, including some tools to help create, manage, remix and reuse them.
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
Overview of Open Educational Resources (OERs) [faculty presentation] Rick Reo
Audience: [faculty presentation]
Provides a general overview of copyright-copyleft-public domain with respect to media resources and then demonstrates through examples the wealth of open content digital resources available on the web, including some tools to help create, manage, remix and reuse them.
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
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.
Open Education Week 2013 Webinar: March 11, 4:00 pm GMT
The presenters will discuss factors which act as barriers and enablers regarding the creation and reuse of accessible teaching resources focusing on approaches of educators towards accessibility issues in the context of OER. Pedagogical, technical, and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners will be shared.
Website: http://oerconsortium.org
Webinar language: English
Webinar recording: TBA
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr Anna Gruszczynska
Sheffield Hallam University, England
Prof. Jutta Treviranus
Director, Inclusive Design Research Centre, OCAD University, Canada
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 (OER) Basicscerttechpro
The purpose of this presentation is to satisfy part of the requirements for the course “How to Use Open Educational Resources (OER)”, offered in 2015 by Washington Online. The hopes are also that it could serve as a beginning resource.
Introduction to OpenCourseWare Europe for the workshop "Guidelines for the Use of OpenCourseWare for Virtual Mobility" at Online Educa Berlin Conference on 28th of November 2012 by Willem van Valkenburg
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Training to Marketing and Communications members of MICHR and Medical research at the University of Michigan. Topics covered: how we share today, shared interests between African Health OER Network/Open.Michigan and MICHR, how to use Creative Commons licenses and upload content to SlideShare.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
For the past three years, the MELO project has brought together faculty from several gateway courses at U-M. These courses can be huge with hundreds of students per semester in a single class or smaller, more intimate classes. So how can we innovate across these spaces? We can share.
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.
Open Education Week 2013 Webinar: March 11, 4:00 pm GMT
The presenters will discuss factors which act as barriers and enablers regarding the creation and reuse of accessible teaching resources focusing on approaches of educators towards accessibility issues in the context of OER. Pedagogical, technical, and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners will be shared.
Website: http://oerconsortium.org
Webinar language: English
Webinar recording: TBA
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr Anna Gruszczynska
Sheffield Hallam University, England
Prof. Jutta Treviranus
Director, Inclusive Design Research Centre, OCAD University, Canada
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 (OER) Basicscerttechpro
The purpose of this presentation is to satisfy part of the requirements for the course “How to Use Open Educational Resources (OER)”, offered in 2015 by Washington Online. The hopes are also that it could serve as a beginning resource.
Introduction to OpenCourseWare Europe for the workshop "Guidelines for the Use of OpenCourseWare for Virtual Mobility" at Online Educa Berlin Conference on 28th of November 2012 by Willem van Valkenburg
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Training to Marketing and Communications members of MICHR and Medical research at the University of Michigan. Topics covered: how we share today, shared interests between African Health OER Network/Open.Michigan and MICHR, how to use Creative Commons licenses and upload content to SlideShare.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
For the past three years, the MELO project has brought together faculty from several gateway courses at U-M. These courses can be huge with hundreds of students per semester in a single class or smaller, more intimate classes. So how can we innovate across these spaces? We can share.
The OERs: Transforming Education for Sustainable Future by Dr. Sarita AnandDr. Sarita Anand
This ppt is made for M.Ed.,(M.A. Education) and Ph.D. level student's OER related knowledge and course content. The ET & ICT in Teacher Education is highly concerned with lesson plan and content requirement and creation in daily teaching. So, this PPT on OER will help them to know the enormous platforms of OER available to use, reuse, remix for any level of education in general and in higher education particularly. Student will be not only be aware of it but also explore and use for a sustainable future of education system.
This PPT will also be helpful for the Teachers and Teachers Educators for becoming the OER literate and frequent users.
Presented at Concordia University in Montreal, Canada - An Introduction to Educational Computing with Steven Shaw (PhD supervisor) on November 11, 2013.
How Open Textbooks, Resources & MOOC's are Changing EducationPaul_Stacey
Over the past ten years Creative Commons has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation will explore the growth of the global education commons, its current state, and future directions. Particular attention will be given to OER, Open Textbooks and MOOC's.
Opening the Gate: Using OER to Create and Share Coursescccscoetc
Presentation given at the eLearning in Colorado Consortium Annual Conference in Breckenridge, CO; April 16-18, 2014. Open educational resources are changing the landscape of course content into a more transparent and open process that fosters fellowship across departments and educational institutions. In the spirit of the process, Colorado Community College System received a TAACCCT grant with the stipulation of publishing the courses to OER. CCCS has been successful in creating/sharing content between the 13 system colleges, 3 independent colleges and the world .
What if knowledge was free? : Open Educational Resources and their place in o...Heather Seibert-Jenks
Open Education Resources (OERs) are becoming more common throughout educational institutions, however, there is still a need for conversation and to promote the free resources that are available. OERs can be used as an outreach tool for patrons to gain access to works and materials that may only be available through a paid educational institution, school or for profit entities.
Invited talk given to faculty and staff at Kwantlen Polytechnic University 2-Apr-2013. Explores the many ways Creative Commons and open are impacting higher education with a particular focus on OER, Open Textbooks, Open Access and MOOC's.
Creative commons seminar held at the University of Cape Town. Back ground to open education and why it is imprtant. Rethinking why open is so important for university faculty
What is OER and why should I (re)use itIvana Bosnic
Presentation slides about Open Educational Resources, from "ConnEcTEd IO 7-Webinar: Digital Transformation in Foreign Language Teacher Education: OERs and virtual formats in (international) teacher education." as a part of Erasmus+ "Coherence in European Teacher Education: Creating transnational communities of practice through virtual scenarios" project.
Robin DeRosa and Dan Blickensderfer give a talk about OER and Open Pedagogy at at SNHU's Sandbox CoLABorative. We provided definitions and context around OER, introduced Creative Commons and the licenses they provide that make OER possible, and introduced Open as a framing ethos for pedagogy.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. Dr. Indira Koneru
eLearning Department
IBS India
E-mail: indkon@gmail.com
indira.koneru@ibsindia.org
Understanding, Creating & Sharing
This work is licensed under a
Mooc Blending course design by chintuis licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
3. Open Education
• “a collection of practices that utilize online technology to freely share
knowledge“ (University of British Columbia)
14/9/2015
Creating a free and shared teaching-learning culture to improve access to
quality education
4. Open Educational Resources (OER)
• “Open Educational Resources (OER) are teaching, learning, and research
materials in any medium that reside in the public domain or have been released
under an open license that permits their free use and re-purposing by others.”
(Hewlett Foundation)
• Technology-enabled, open provision of educational resources for consultation,
use and adaptation by a community of users for non-commercial purposes
(UNESCO, 2002).
• “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)
• Teaching-learning and research materials released with an open license to permit
reuse and repurpose in whole or in part
• Core of OER is how a resource is licensed for use, rather than the format of the
resource itself
15/11/2017 4
5. Why OER?
• Improve quality and effectiveness of teaching and learning
• Reduce faculty course material development time
• Transform education from knowledge transfer model to collaborative
teaching-learning model
• Depart from rigid publishing models and curricula and develop customized
textbooks
• Increase ‘Academic freedom’ for faculty
• Enhance institution’s and faculty reputation
• Social responsibility (individual or corporate) – “education for all”
• Adaptation and repurposing build technology-enabled teaching-learning
capacity amongst educators
• Save costs for students
14/9/2015 Dr. Indira Koneru 5
6. OpenStax saved students $77 million in 2016
• OpenStax textbooks:
• peer-reviewed
textbooks
• in use in 2,500 courses
• uses philanthropic
grants to produce high-
quality textbooks
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7
6
Source: http://news.rice.edu
7. - Open Textbook Stats
15/11/2017 7
Source: https://open.bccampus.ca/
8. 25 Spanish students saved approximately
$8,440
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Instructor Anita Serrano developed the Spanish I e-book as an Open
Educational Resource (OER) as part of Teaching and Learning with
Technology’s (TLT) faculty engagement initiative
Students were each paying $337.50.
25 Spanish students collectively saved approximately $8,440
9. Savings for Students
Maricopa Community College Students
save $7 Million
TCC students save $2,000 – $3,000 over
the course of the two-year program
15/11/2017 9
Source: https://www.maricopa.edu Source: https://www.tcc.edu
10. 5 Rs of OER
Retain - the right
to make, own,
and control
copies of the
content (e.g.,
download,
duplicate, store,
and manage)
Reuse - the right
to use the
content in a wide
range of ways
(e.g., in a class, in
a study group, on
a website, in a
video)
Revise - the right
to adapt, adjust,
modify, or alter
the content itself
(e.g., translate
the content into
another
language)
Remix - the right
to combine the
original or
revised content
with other open
content to create
something new
(e.g., incorporate
the content into
a mashup)
Redistribute -
the right to share
copies of the
original content,
your revisions, or
your remixes
with others (e.g.,
give a copy of the
content to a
friend)
Creative Commons License grants retain/re-use/revise/remix/redistribute rights
14/9/2015 Dr. Indira Koneru 10
11. Creative Commons (CC) License
• Creative Commons founded by Lary Lessig et al. in 2001
• Provides easy-to-use open licenses for creative works
• Different rights to use the materials licensed under them
• CC licenses help creators retain copyright while permitting others to
copy, distribute, and make some uses of their work
• Ensure licensors get the credit for their work they deserve
• Authors reserve some rights
15/11/2017 11
12. Copyright vs Creative Commons
15/11/2017 12
Some rights
reserved
All rights
reserved
13. CC Licences
Four Basic Components Key Licenses
15/11/2017 13
All CC licenses require that users provide attribution (BY) to the creator
14. Most Open to Least Open CC Licence
15/11/2017
Creative Commons offers a core suite of six open licenses
M
o
s
t
O
p
e
n
L
e
a
s
t
O
p
e
n
14
• CC BY Attribution – reuse, distribute, remix, repurpose even commercially,
provide appropriate credit
• CC BY-SA Attribution-Share Alike - reuse, distribute, remix, repurpose even
commercially, provide appropriate credit, but distribute your creation under the
same license
• CC BY-ND Attribution-NoDerivs - reuse, distribute even commercially, not to
modify material, provide appropriate credit
• CC BY-NC Attribution-NonCommercial - reuse, distribute non-commercially,
provide appropriate credit
• CC BY-NC-SA Attribution-NonCommercial-ShareAlike – reuse, distribute non-
commercially, under the same license, provide appropriate credit
• CC BY-NC-ND Attribution-NonCommercial-NoDerivs - reuse, distribute non-
commercially, not to modify material, provide appropriate credit
16. Sources of OER
• Open Education Consortium
• OER Consortium
• OER Commons
• OpenStax College
• Open Textbooks, BC Campus
• Saylor
• Open Textbook Network
• Open Textbooks SUNY
• Intech
• Open Access Textbooks
• MERLOT
• Open.Michigan
• University of Edinburgh
• Video Lectures
• PhET Interactive Simulations for Science and
Math
• MIT OCW
• John Hopkins OCW
• Tufts OCW
• OER Arcia
• COL DOER
• Open Education Europa
• Open Learn , UK OU
• CMU OLI
• MOOC
• Yale Open Courses
• DOAB
• DOAJ
• Flickr Images
• NPTEL
• NROER
• Spoken Tutorial, IITB
• Skill Commons – Workforce Development
15/11/2017 16
17. Open Textbooks
• OpenStax (Rice University)
• BC Open Textbooks
• University of Minnesota Open Textbooks
• Open SUNY Textbooks: State University of
New York libraries
• Intech Science, Technology & Medicine
• Lyryx with Open Text
• CK-12 FlexBook® textbooks: open source
digital textbooks
• College Open Textbooks for discipline-
wise textbooks: not a content provider,
provides links to open textbooks
• OpenStax
• Math
• Science
• BC Open Textbooks
• Applied Science
• Chemistry
• Math/Stats
• Physics
• University of Minnesota
• Computer Science & Information Systems
• Engineering
• Humanities & Languages
• Mathematics & Statistics
• Intech
• Chemistry (73)
• Computer and Information Science (334)
• Engineering (570)
• CK12
• India CK-12 FlexBooks
• Apps – Flexbook, Physics Simulations, Practice
Math & Science
15/11/2017 17
19. Open Online Courses
• Open Learn , UK OU
• CMU OLI
• Open Course Library
• Saylor Academy
• Yale Open Courses – Chemistry, Physics, YouTube Playlists
• NPTEL Online Courses
• UCI Open Courses
• Open Chemsitry
• Lectures
• YouTube Channel Playlists
• OERu
• Lumen
• MOOC (edX, FutureLearn, Coursera, Canvas, Udacity, NovoEd, Moodle etc.)
28/12/201
6 19
20. Open Education Initiatives in India
• NPTEL National Programme on
Technology Enhanced Learning (7 IITs &
IISc)
• NPTEL Videos Playlists
• Virtual Labs - remote-access to Labs in
Science & Engineering
• IIT Bombay Spoken Tutorial – learn
FOSS (Free and Open Source Software)
CC BY-SA 4.0
• e-PG Pathshala – (MHRD & NME-ICT) e-
content in 71 subjects at PG level)
• Institute of Lifelong Learning,
University of Delhi
• MOOC
• NPTEL - seven IITs and IISc
• IITBombayX
• Partners
• IIMBx
• ISB
• SWAYAM
28/12/201
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21. How can I use OER?
Use OER to:
• enhance an existing course by integrating OER
• improve existing materials by substituting it with OER
• create new part of materials by using or re-purposing OER
• create new courses by using, re-using and repurposing OER
• assign OER-based learning activities to students
14/9/2015 Dr. Indira Koneru 21
22. Finding OER – Text
• Google Advanced Search
• Go to
https://www.google.com/advanced_search
• In the "all these words" box, type what you
want to search
• Scroll down to "Usage rights" section
• Use the drop-down to choose thelicense
you want the content to have
• Free to use or share: Allows you to
copy or redistribute its content if the
content remains unchanged.
• Free to use share or modify: Allows
you to copy, modify, or redistribute in
ways specified in the license.
• Commercially: If you want content for
commercial use, be sure to select an
option that includes the word
"commercially."
14/9/2015 Dr. Indira Koneru 22
23. Finding OER – Images
• Flickr
• Navigate to https://www.flickr.com/creativecommons/.
• Click “See more” under any types of CC collections
• Type your keyword in the search box / browse popular tags
• Click on the image you need
• Check the license setting on the right side. If it says “Some Rights Reserved,” it means it is
Creative Commons licensed and is safe to use.
• Click the Download icon to view different sizes options
• Google Images
• https://www.google.com/advanced_image_search
• In the "all these words" box, type what you want to search
• Scroll down to “Usage rights”
• Choose “free to use or share”
• Or Tools (“Labelled for reuse” )
• Pixabay
• Public domain images
14/9/2015 Dr. Indira Koneru 23
24. Finding OER – Videos
• YouTube
• Navigate to youtube.com
• Type in keyword
• Filter to identify CC licensed videos
• Click on the video
• Click ‘Show More’ to check the license
• Vimeo
• Type in key word. Expand ‘More Filters’ to choose a CC license
• Click on the video to check the license
14/9/2015 Dr. Indira Koneru 24
25. How to attribute a CC Licensed Work?
• Use the acronym TASL
• Title – Copy the title of the work to be adopted
• Author – Copy author’s name and web page link, if available
• Source - Hyperlink the title to the original source
• License – Copy the CC license name and hyperlink to the CC license deed page
• Flickr Image
• Go to https://www.flickr.com/creativecommons/
• Find a CC-Licensed image
• Click the ‘Some rights reserved’
• You will be taken to the Creative Commons license deed
• To cite the license link in your attribution, copy the URL of the deed in the browser
• Copy the title and author name
• Copy the URL of the image and author’s page
• Open textbook
• Go to https://www.openstaxcollege.org/
• Click the ‘Faculty link’
• Click on the textbook
• Copy the License information
14/9/2015 Dr. Indira Koneru 25
27. Creating & Sharing OER
• Share your own content as OER
• Create content on MS Word / PPT
• Apply a Creative Commons license
• CC License Chooser
• Publish content on external platforms
• Images
• Audio
• Video
• Text
15/11/2017 27
28. The Year of Open 2017
• 15 years ago
• the term OER was coined
• the Budapest Open Access
Initiative was launched
• the first Creative Commons
licenses were released
• 10 years ago Cape Town Open
Education Declaration was written
• 5 years ago
• the first Open Education Week took
place
• the first OER World Congress was
held, resulting in the Paris OER
Declaration
15/11/2017 28
• Use and follow the hashtag #yearofopen in
conversations
• Host a webinar or event and share the link on
Facebook page and on Twitter using
#yearofopen.
• Add your events to the Year of Open Events
calendar to share with others
Editor's Notes
https://openpolicynetwork.org/resources/
Increase academic freedom for faculty. http://lumenlearning.com/oer-degree-programs/
Open educational resources give faculty the legal permissions necessary to personalize teaching and learning materials for their students, or have students personalize them for themselves, or for each other – opening the door to a wide array of teaching and learning activities that are simply not possible with commercial curriculum.
Source: @Hewlett_Found
CK12 Flexbook - textbooks deconstructed into bite-sized chunks of information
ILL Courses http://vle.du.ac.in/mod/resource/view.php?id=10509 UG Courses & NMC-ICT Content – Botany, Commerce, Economics, History, Mathematics, Zoology
UG Courses – Commerce and Management Studies, Humanities and Social Science, Mathematical Sciences, Sciences
Sciences – Botany, Chemistry, Physics, Zoology, Microbiology, Home Science, E-Lab, Instrumentation