The document discusses effective strategies for communicating about open educational resources (OER). It recommends knowing your audience, having a clear and repeated message focused on why OER are useful rather than just what they are, avoiding jargon, and showing examples of OER in action. The document also provides tips for responding to criticisms of OER, such as addressing errors constructively and emphasizing that OER allow for quick improvements. It stresses that communicating openly and factually about OER is important to counter misconceptions.
Connecting the Dots: Open Education, Open Access and Open in Order To…Nicole Allen
This document discusses open education and open access. It notes that open education resources (OER) are educational materials that can be freely downloaded, edited, and shared. OER are licensed to allow reuse, revision, remixing, and redistribution. Adopting, adapting, and creating OER can help lower costs for students while maintaining or improving educational outcomes. Open education is a means to make knowledge more accessible and affordable for all.
OER: Reducing Costs, Expanding Access, Improving QualityNicole Allen
The document discusses open educational resources (OER) and their benefits. It notes that traditional textbook prices have risen much faster than inflation, placing a large financial burden on students. OER offer free and openly licensed alternatives that can be retained, reused, revised, remixed, and redistributed. The document provides examples of OER repositories and initiatives that have helped increase access and affordability while maintaining quality. It outlines roles for academic libraries in supporting the adoption and creation of OER to further reduce costs and improve student outcomes.
OER: Reducing Costs, Expanding Access, Improving PedagogyNicole Allen
This document discusses open educational resources (OER) and their benefits. It notes that OER can help reduce costs for students by providing free or low-cost textbooks and course materials. Adopting OER can also expand access to education by making resources available to any student with an internet connection. The document also argues that OER can improve pedagogy by allowing for more hands-on and collaborative learning experiences for students. Examples of open education projects and initiatives are provided to support these points.
Back to the Features: Questioning the Impact of Ancillary Resources on Open T...BCcampus
Arthur Gill Green,Teaching and Learning Fellow, Postdoctoral Teaching Fellow University of British Columbia and College Professor, Okanagan College
Jennifer Kirkey, Instructor of Physics and Astronomy, Douglas College
Rod Lidstone, Instructor, Plumbing, Pipe and Refrigeration Trades, Camosun College
Festival of Learning: Celebrating Teaching and Learning in Higher Education in Burnaby, B.C. from June 6 -9, 2016
Back to the Features: questioning the impact of ancillary resources on open t...Arthur Green
In this session, we present several case studies of ancillary resource development for open textbooks in British Columbia. Through these case studies we explore an emerging framework for best practices and the often unrecognized challenges that ancillary resource development poses for open educational resources (OER).
There is increasing evidence that lack of ancillary resources impact OER adoption. Over 40% of the respondents to a 2016 survey of 2,902 faculty members at 29 higher education institutions ranked instructor supplements and student supplements (ancillary resources) as important or very important factors in textbook adoption (Green 2016).
Indeed, the lack of ancillary resources for open textbooks negatively impacts faculty perceptions and adoption rates (Jhangiani et al. 2016). While ancillary resources are often expected by overworked instructors in need of teaching aids, the development of ancillary resources for open textbooks poses several challenges that can be both logistic and fundamental to open education.
For example, ancillary resources may not be shared in the same locations as the associated open textbook, may not be adequately updated with new textbook versions, may not be openly licensed, and may actually undermine the opportunity that open textbooks provide to improve pedagogical approaches.
Moreover, the types of ancillary resources required and the way ancillary resources are developed in different disciplinary settings may require different strategic approaches. In this presentation, we overview these challenges, introduce some applied examples of ancillary resource development, and provide the first steps towards best practices for ancillary resource development.
#OER17: OER & Politics in the United StatesNicole Allen
Full description: https://oer17.oerconf.org/sessions/oer-politics-in-the-united-states-1583/
This session will provide an overview and assessment of OER and the political environment in the United States: what kind of OER policies have been adopted, what kind of impacts they have had, what the current outlook is, and what kind of political lessons can be learned.
Zx23 Project | Wm & Flora Hewlett Foundation Annual Meeting | 2015Achieving the Dream
This document summarizes a project to scale zero-textbook-cost degree programs across Virginia's Community Colleges. It outlines that the project aims to:
1) Have 50,000 students complete zero-textbook-cost courses at 15 community colleges.
2) Establish a sustainable model for supporting open educational resources (OER) infrastructure.
3) Create a roadmap for other institutions to scale and sustain OER on a statewide level.
It discusses challenges with low faculty adoption rates and a need for a centralized OER commons. The goal is to create sustainable infrastructure to effectively scale OER use across colleges in Virginia.
The document discusses effective strategies for communicating about open educational resources (OER). It recommends knowing your audience, having a clear and repeated message focused on why OER are useful rather than just what they are, avoiding jargon, and showing examples of OER in action. The document also provides tips for responding to criticisms of OER, such as addressing errors constructively and emphasizing that OER allow for quick improvements. It stresses that communicating openly and factually about OER is important to counter misconceptions.
Connecting the Dots: Open Education, Open Access and Open in Order To…Nicole Allen
This document discusses open education and open access. It notes that open education resources (OER) are educational materials that can be freely downloaded, edited, and shared. OER are licensed to allow reuse, revision, remixing, and redistribution. Adopting, adapting, and creating OER can help lower costs for students while maintaining or improving educational outcomes. Open education is a means to make knowledge more accessible and affordable for all.
OER: Reducing Costs, Expanding Access, Improving QualityNicole Allen
The document discusses open educational resources (OER) and their benefits. It notes that traditional textbook prices have risen much faster than inflation, placing a large financial burden on students. OER offer free and openly licensed alternatives that can be retained, reused, revised, remixed, and redistributed. The document provides examples of OER repositories and initiatives that have helped increase access and affordability while maintaining quality. It outlines roles for academic libraries in supporting the adoption and creation of OER to further reduce costs and improve student outcomes.
OER: Reducing Costs, Expanding Access, Improving PedagogyNicole Allen
This document discusses open educational resources (OER) and their benefits. It notes that OER can help reduce costs for students by providing free or low-cost textbooks and course materials. Adopting OER can also expand access to education by making resources available to any student with an internet connection. The document also argues that OER can improve pedagogy by allowing for more hands-on and collaborative learning experiences for students. Examples of open education projects and initiatives are provided to support these points.
Back to the Features: Questioning the Impact of Ancillary Resources on Open T...BCcampus
Arthur Gill Green,Teaching and Learning Fellow, Postdoctoral Teaching Fellow University of British Columbia and College Professor, Okanagan College
Jennifer Kirkey, Instructor of Physics and Astronomy, Douglas College
Rod Lidstone, Instructor, Plumbing, Pipe and Refrigeration Trades, Camosun College
Festival of Learning: Celebrating Teaching and Learning in Higher Education in Burnaby, B.C. from June 6 -9, 2016
Back to the Features: questioning the impact of ancillary resources on open t...Arthur Green
In this session, we present several case studies of ancillary resource development for open textbooks in British Columbia. Through these case studies we explore an emerging framework for best practices and the often unrecognized challenges that ancillary resource development poses for open educational resources (OER).
There is increasing evidence that lack of ancillary resources impact OER adoption. Over 40% of the respondents to a 2016 survey of 2,902 faculty members at 29 higher education institutions ranked instructor supplements and student supplements (ancillary resources) as important or very important factors in textbook adoption (Green 2016).
Indeed, the lack of ancillary resources for open textbooks negatively impacts faculty perceptions and adoption rates (Jhangiani et al. 2016). While ancillary resources are often expected by overworked instructors in need of teaching aids, the development of ancillary resources for open textbooks poses several challenges that can be both logistic and fundamental to open education.
For example, ancillary resources may not be shared in the same locations as the associated open textbook, may not be adequately updated with new textbook versions, may not be openly licensed, and may actually undermine the opportunity that open textbooks provide to improve pedagogical approaches.
Moreover, the types of ancillary resources required and the way ancillary resources are developed in different disciplinary settings may require different strategic approaches. In this presentation, we overview these challenges, introduce some applied examples of ancillary resource development, and provide the first steps towards best practices for ancillary resource development.
#OER17: OER & Politics in the United StatesNicole Allen
Full description: https://oer17.oerconf.org/sessions/oer-politics-in-the-united-states-1583/
This session will provide an overview and assessment of OER and the political environment in the United States: what kind of OER policies have been adopted, what kind of impacts they have had, what the current outlook is, and what kind of political lessons can be learned.
Zx23 Project | Wm & Flora Hewlett Foundation Annual Meeting | 2015Achieving the Dream
This document summarizes a project to scale zero-textbook-cost degree programs across Virginia's Community Colleges. It outlines that the project aims to:
1) Have 50,000 students complete zero-textbook-cost courses at 15 community colleges.
2) Establish a sustainable model for supporting open educational resources (OER) infrastructure.
3) Create a roadmap for other institutions to scale and sustain OER on a statewide level.
It discusses challenges with low faculty adoption rates and a need for a centralized OER commons. The goal is to create sustainable infrastructure to effectively scale OER use across colleges in Virginia.
This document discusses the high cost of textbooks and argues for the adoption of open educational resources (OER) as an alternative. It notes that the traditional textbook market is a near-monopoly dominated by five major publishers, and that high prices are preventing many students from purchasing required books. In contrast, OER are freely available teaching materials that can be downloaded, edited, and shared under open licensing. The document cites examples of colleges that have successfully implemented full OER degree programs, reducing costs for students while maintaining or increasing academic outcomes. It positions open as a means to make education more affordable and accessible for all students.
The document discusses MOOCs (Massive Open Online Courses) and their potential impact on higher education. It notes that rising education costs combined with online learning technologies present a long-term challenge for universities. While MOOCs have been viewed with both enthusiasm and skepticism, their underlying transformative potential cannot be ignored. The document then examines how MOOCs could be used to attract students, engage alumni, conduct research, and advance modular approaches to curriculum.
The document summarizes the transformation of a college library from a traditional library to an advanced learning commons over a 3 year period. Key changes included: 1) renovating the physical space to create a learning commons with integrated resources and support; 2) expanding virtual services like mobile apps and social media based on surveys; and 3) developing an information literacy plan integrated with academic programs. The library also transitioned from a shared integrated library system across multiple colleges to an individual system, improving cataloging and other processes. Assessment found students and faculty embraced the new resources and services.
The document summarizes a library program at the University of Pittsburgh's Health Science Library System. It includes visits to the University of Pittsburgh library and Carnegie-Mellon University library, as well as workshops on topics like PubMed, systematic reviews, and student orientations. The student orientation demonstration workshop describes an engaging "Cephalonian Method" that uses questions from students' perspectives, humor, and music to maximize learner engagement.
The document summarizes the Further Education Digital Student Project (FEDS Project) which examines how further education learners experience and use digital technologies. It outlines the project team members and describes the literature review conducted, which explored what technology learners own, expect colleges to provide, and how they use technology. The review found few published papers on further education. The project will involve focus groups at various colleges and consultation events to understand learner experiences and needs.
This document discusses the development of the "10 Days of RefWorks" tool, which was created by a librarian and academic at York St. John University to help students learn the basics of referencing in RefWorks. They found students were worrying too much about mechanics of citations and wanted them to focus more on finding quality sources. The librarian designed a blog-based package covering RefWorks essentials and why referencing is important. It was introduced across programs and has been well-received, helping students feel confident producing references.
This document summarizes key points about effective open educational resource (OER) policy. It provides examples of OER policies implemented by governments and institutions that require openly licensing educational resources created with public funds. The document emphasizes that policies should be developed collaboratively, make processes transparent, allow feedback, include evaluation plans, and have enforcement mechanisms. Challenges to OER adoption and policy changes that could help are discussed, along with actions individuals can take to enact change.
How can students and staff work together to develop a shared understanding of academic integrity, encourage ethical values and to help students to take a leadership role in the academic integrity space. This presentation, delivered as the keynote address for Ireland's National Academic Integrity Week in October 2021, explores the progress being made across the sector to allow students and staff to work in partnership together.
This document summarizes a presentation given at the 2010 Massachusetts Colleges Online Conference on E-Learning. The presentation discussed how librarians at Framingham State University have collaborated with faculty since 1998 to provide online library services for students in distance education courses. It describes how the collaboration has evolved over time, with more librarians and classes participating each year. Examples of the collaboration across departments and implementations of new technologies were provided. The presentation concluded with advice for other institutions on how to form collaborative relationships.
This document provides details on a project aimed at lowering the cost of higher education in Michigan. The project team includes students from Western Michigan University who are working with Golden Consulting Group. The goals are to lower college costs for Michigan students through initiatives like a scholarship search engine, improving transfer credit acceptance between schools, and providing tax breaks for businesses that offer internships. The project scope, benefits, risks, schedule, and budget are outlined. The success criteria include saving students an average of $1,000 each while completing the project on time and within the $2.11 million budget.
The document summarizes a breakfast meeting about the Global Text Project and the Community College Open Textbook Project. It discusses the goals of increasing access to open educational resources and reducing textbook costs for community college students. It outlines the process for vetting open textbooks, including determining quality standards, technical standards, and reviewing samples to test the proposed standards.
Kenneth Fah responds to a request from Julia Teahen about including his PowerPoint presentation from a 2013 conference in an online database. He apologizes for the delayed response and attaches the requested presentation file. Teahen had originally emailed Fah asking him to submit his presentation to be published on the North American Management Society website in PDF format.
The document discusses creating active learning environments in higher education. It summarizes research showing active learning improves student performance and outcomes compared to traditional lecturing. It explores dimensions of learning space design like transmission vs interaction, flexibility, aesthetics, and technology. It provides examples of innovative learning space designs and discusses how instructors can adapt spaces to promote active learning. It also addresses challenges colleges face in designing learning environments and how to advance spaces given infrastructure constraints.
This document summarizes conclusions from a workshop on predicting the future and discusses several reports on emerging trends. It finds that technological change will continue rapidly, requiring organizations to respond flexibly. It advocates evidence-based monitoring of developments and open interpretation of implications. Several reports are highlighted, including from NMC, IFLA and ETAG, identifying trends like increased mobility, openness and challenges to traditional models of education. Scenario planning is proposed to help organizations prepare for potential futures.
Dr Li Yuan - MOOCs: Game changer or fringe benefit? sconul
Presentation from Dr Li Yuan, Jisc CETIS, Senior Researcher and Learning Technology Advisor, Institute for Educational Cybernetics, University of Bolton, to the SCONUL Conference 20-21 June 2013, Dublin
Talis Insight Europe 2017 - Digital Exploration: challenging & rethinking the...Talis
This document discusses the library services and resources provided by The Open University to its students. It notes that The Open University has over 170,000 students, most of whom work full or part-time and are on average 29 years old. It highlights the online library resources available to students and findings that students who access more online library resources tend to get better results. The document also discusses the library's efforts to engage with students, ensure accessibility, and work with students to design new services through a Library Student Panel. It raises some challenges ahead regarding digital capabilities and the value of physical library spaces.
This document discusses the challenges faced by a small academic library in adopting the ACRL Framework. It describes how the librarians had to transition from being teachers to students as they learned about the Framework. They worked to teach other librarians and court faculty support. The library aims to fully integrate the Framework into its instructional practices.