THIS PRESENTATION ARE IMPORTANT FOR LIS PROFESSIONAL

1. INVOLVEMENT OF LIBRARIES AND LIS
PROFESSIONALS
Presented by
Presented byArabinda Kumar Seth
Jr. Librarian
The Prameya,
Summa Real Media Pvt. Ltd. &
Bhubaneswar
arbind.seth@gmail
Alekha karadia,
Library Trainee
Biju Patnaik Central Library
National Institute of Technology
Rourkela
alekh98@gmail.com

2. What is an Open Education Resource
(OER)?
The resource is shared under an open license or
resides in the public domain

3. OER: Definition
teaching, learning and research materials in any medium,
digital or otherwise, that reside in the public domain or have
been released under an open license that permits no-cost
access, use, adaptation and redistribution by others with no
or limited restrictions. Open licensing is built within the existing
framework of intellectual property rights as defined by
relevant international conventions and respects the
authorship of the work.

4. “Educational Resources” can include
full courses
curriculum
course materials
learning objects
content modules
textbooks
simulations
labs
collections
journals
tools
and more!

5. “OPEN” means
A resource can be considered “open” if it is licensed in a way that
allows you to…
 Reuse
 Use the work verbatim (unaltered), without having to ask
permission
 Revise
 Alter or transform the work to meet your needs
 Remix
 Combine the (verbatim or altered) work with other works for
enhanced effect
 Redistribute
 Share the verbatim, reworked, or remixed work with others. (Wiley,
2007)

6. What are Open Educational Resources?
Shared content and resources
Full courses
Textbooks
Modules
Lessons/lesson plans
Tests
Videos
Supplemental study materials
Software

7. Why OER?
 Improves access to learning opportunities
 Save time, cut costs
 Alternative to the rising cost of education
 Contributions to a pool of learning resources can circumvent barriers to
access and improve education as a social good
 New way of teaching and learning that is more collaborative and
participatory
 Move from content creation to content co-creation
 Become part of a growing community
 Materials can be adapted and localized to fit the specific audience need

8. OER Process
 OER is not just content, it is also a process of engaging with the materials and
with others.
 This process involves
 sharing materials that you have created, either individually or in groups with other teachers
and/or learners
 using and adapting others’ materials for your own use
 sharing back modifications to or comments about others’ materials so that future users can
benefit.
 OER is much more than a collection of resources. It is more than a thing. It is
also a process that is dependent upon teachers and learners who
continuously improve the resources, and share their use scenarios so that
others can also benefit. It is also about collaborating to create materials.
(From the OER Commons Wiki)

9. Conditions
Attribution
•You let others copy,
distribute, display, and
perform your
copyrighted work —
and derivative works
based upon it — but
only if they give credit
the way you request.
Share Alike
•You allow others to
distribute derivative
works only under a
license identical to the
license that governs
your work.
Noncommercial
•You let others copy,
distribute, display, and
perform your work —
and derivative works
based upon it — but
for noncommercial
purposes only.
No Derivative
Works
•You let others copy,
distribute, display, and
perform only verbatim
copies of your work,
not derivative works
based upon it.
Creators choose a set of conditions they wish to apply to their work…
www.creativecommons.org

10. Different between open access and open educational resources
Different between open access and open educational resources
Open Access Open Educational Resources
Open access publishing is typically
referring to research publications of
some kind released under an open
licence.
Open access is used to refer to any
content that can be access online for free.
Full open access content is
 Easily accessible online
 Available to anyone free of charge
 Available for re-use without
restriction except that attribution be
given to the source.
No one of these alone qualifies content
for an open access label.
OER refers to teaching and learning
materials released under such a licence.
In its simplest form, the concept of Open
Educational Resources (OER) describes any
educational resources (including curriculum
maps, course materials, textbooks,
streaming videos, multimedia applications,
podcasts, and any other materials that have
been designed for use in teaching and
learning) that are openly available for use
by educators and students, without an
accompanying need to pay royalties or
licence fees.

11. How could libraries support OERs?
libraries can offer advice to institutions, academic staff, and
students as they engage with OERs in the following areas:
Metadata and resource description
Information management and resource dissemination
 Digital or Information literacy (finding and evaluating OERs)
 Subject-based guides to finding resources
 Managing Intellectual Property Rights and promoting
appropriate open licensing

12. Role of Librarians in OER Projects
 Copyright and Licensing
 Evaluate and select OER
 Management of OER repositories
 Discovery of OER sources
 Preservation of OER
 Tagging, Description and classification
 Creation of OER
Source: http://publications.cetis.ac.uk/2012/492

13. How Librarians can Promote OER?
 Collect OER for the library users
 Curate OER materials
 Include OER in the OPAC
 Create OER Repositories
 Educate users about OER
 Create OER in different disciplines

14. Open educational initiatives in India

18. BENEFITS OF OER
 Cost savings on Textbooks
 Levels the field for disadvantaged students
 Promotes sustainability
 Resource Rich
 Access to leading experts worldwide
 Experience/incorporate diversity of views
 Flexibility
 Customize curriculum and instructional design
 Quickly incorporate important updates (STEM)

19. BENEFITS OF OER(Cont.)
 Universal Design for Learning (UDL)
 Accommodate disabilities
 Address learning styles
 Foster engagement
 Integrate current, relevant, authentic content

20. ISSUE and CHALLENGES OF OER
 Complications in Curriculum Development
 Volume of material to evaluate/validate
 Lack of funds/compensation
 No responsibility to update original materials
 No process to notify users of updates/changes to foundation materials
 Attribution Issues
 Lack of knowledge on open licensing process
 Materials improperly cited
 Inadvertent copyright violation

21. ISSUE and CHALLENGES OF OER (cont.)
 Slow/limited Conversion to OER Participation
 Resistance to Change
 Fear of loss of right-to-benefit
 No mechanism to revoke permission
 Discomfort with technology
 Student Access to Technology
 Disadvantaged student population
 Digital down-and-out

22. Technology and Platforms
 Wikipedia, WikiEducator, Wikivarsity
 Wikispaces, etc.
 Connexions
 MIT OpenCourseware
 OLI-CMU
 OpenLearn
 OER Commons
 Directory of OER

23. OER Links
 OER Sources, Searches, and Repositories (just a few!)
 www.oercommons.org
 www.wikieducator.org
 www.ocwconsortium.org
 www.cnx.org
 www.curriki.org
 www.merlot.org
 www.wikiversity.org
 OER Handbook
 www.wikieducator.org/OER_Handbook
OER Reports
 www.olcos.org/english/roadmap
 www.oecd.org/dataoecd/35/7/38654317.pdf

24. LEVEL OF EXPERTISE AND NEED OF SKILLS
DEVELOPMENT OF LIBRARIANS IN OER INITIATIVES
Learning content management tools (LMS, LCMS),
 Learning content authoring tools (e.g.: eLearning),
 Learning content vocabularies and classification,
 Learning content metadata (e.g.: IEEE LOM, DC-Ed)
 Learning content package standards (e.g.: IMS CP)
 Introduction to OER concepts, goals, and history
 Communication protocols (any of: RSS/Atom, OAI)
 Repository technology and management
 Licensing options and technologies
 IPR and copyright
 Information literacy
 Préservation techniques, technologies and standards
 SEO (Search Engine Optimization)
 Information retrieval techniques
 Indexing and classification techniques

25. conclusion