The Benefits and Challenges of Using Open Educational Resources (OER)
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This discussed the pros and cons of considering open educational resources. Presentation was prepared during the Washington State Board of Community and Technical Colleges (SBCTC) "How to Use Open Educational Resources (OER) Course.
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The document outlines different types of open educational resources (OER). It discusses OER in terms of the media they use (such as text, images, audio, video), their quality (self-published, peer-reviewed), authorship (individual, collaborative), how they are presented (slides, e-content), licensing (Creative Commons, public domain), and their nature/format (reading materials, course modules). The goal of the document is to provide an overview of the different categories that can be used to classify OER.
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Open educational resources (OER) are teaching and learning materials that are freely available online for anyone to use, adapt and share. OER include full courses, textbooks, modules, videos and other materials. There are several advantages to using OER, such as reducing costs for students, increasing accessibility of educational resources worldwide, and allowing for customization and incorporation of updated content. However, some disadvantages include the effort required to evaluate and validate large volumes of OER materials, lack of funds to support ongoing updates and maintenance, and potential issues with attribution, copyright and access to technology for disadvantaged students.
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Open educational resources (OER) are educational materials that can be freely used and reused without cost. This document discusses the benefits and challenges of OER. The benefits include affordability, accessibility, additional learning resources, engagement, and up-to-date materials. However, challenges include issues of sustainability, quality, gaining faculty and institutional acceptance, and ensuring equal digital access. Overall, OER has potential to improve education but also faces obstacles that must be addressed for broader implementation.
Recommended
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Types of Open Educational Resources (OER)
The document outlines different types of open educational resources (OER). It discusses OER in terms of the media they use (such as text, images, audio, video), their quality (self-published, peer-reviewed), authorship (individual, collaborative), how they are presented (slides, e-content), licensing (Creative Commons, public domain), and their nature/format (reading materials, course modules). The goal of the document is to provide an overview of the different categories that can be used to classify OER.
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This document provides information on open educational resources (OER) projects and where to find course materials. It lists types of OER which include courses, course materials, content modules, learning objects, collections, and journals. It then lists numerous OER initiatives and repositories from countries around the world, including OER Africa, the OpenCourseWare Consortium, initiatives from Indonesia, India, Thailand, Pakistan, Sri Lanka, and more. It encourages joining the OER Foundation and becoming a member of WikiEducator.
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Open educational resources (OER) are teaching and learning materials that are freely available online for anyone to use, adapt and share. OER include full courses, textbooks, modules, videos and other materials. There are several advantages to using OER, such as reducing costs for students, increasing accessibility of educational resources worldwide, and allowing for customization and incorporation of updated content. However, some disadvantages include the effort required to evaluate and validate large volumes of OER materials, lack of funds to support ongoing updates and maintenance, and potential issues with attribution, copyright and access to technology for disadvantaged students.
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What are OER?
What is possible with OER, thatโs different from fully copyrighted materials?
Where can you find OER and how do you assess quality?
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Open educational resources (OER) are educational materials that can be freely used and reused without cost. This document discusses the benefits and challenges of OER. The benefits include affordability, accessibility, additional learning resources, engagement, and up-to-date materials. However, challenges include issues of sustainability, quality, gaining faculty and institutional acceptance, and ensuring equal digital access. Overall, OER has potential to improve education but also faces obstacles that must be addressed for broader implementation.
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The document discusses Open Educational Resources (OERs). It defines OERs as free, openly licensed educational materials that can be used for teaching, learning, research and other purposes. Some examples of OERs provided are textbooks, journals, videos, images and audio. The document also discusses several Indian and international platforms that provide OERs, such as ePathshala, ePG Pathshala, SWAYAM, Khan Academy and Google Scholar. It notes that OERs can help improve access to education and reduce costs while allowing customization of materials.
Openness and higher education
Open educational resources (OER) are educational materials that are freely available online for anyone to use, share, and adapt. OER can help address challenges in higher education by increasing access and reducing costs. There are many potential benefits to using OER, including increasing visibility for departments and institutions, improving pedagogy, and extending the reach of educational materials globally. However, adoption of OER faces constraints such as lack of awareness, technical barriers, and concerns about quality and copyright. Creating a culture of openness along with addressing technical, financial, legal, and individual factors can help increase use of OER.
Oermooc
Open Educational Resources (OER) are teaching and learning materials that can be freely used and adapted. OER include materials like textbooks, videos, tests, software and any other resources used to support education. Some key characteristics of OER include free access, use, adaptation and sharing. OER are typically licensed under open licenses like Creative Commons licenses which allow for free use while requiring attribution. Major repositories of OER include sites like OER Commons, MERLOT and repositories from initiatives in India like NPTEL and NROER. OER are created and shared to achieve goals like expanding access to education and supporting open knowledge.
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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
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Una Daly
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Prof. Jutta Treviranus
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This document discusses copyright, open educational resources (OER), and Creative Commons licensing. It defines copyright as a form of intellectual property law that protects original creative works. OER are defined as educational resources that can be freely used and reused without restrictions. The document outlines several reasons for using OER, including zero cost, less time consumption, and supporting innovative teaching materials. It also discusses different types of Creative Commons licenses that can be applied to OER to indicate how others can use and share the content.
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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.
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The document discusses the history and development of open educational resources (OER). It describes how the concept of OER emerged from earlier open movements like open source software and open access. Key events and organizations that advanced OER include the introduction of learning objects in 1994, MIT's OpenCourseWare project launching in 2001, and the first Global OER Forum held by UNESCO in 2002 where the term OER was adopted. The document provides definitions of OER, examples of OER types, and discusses strategies for finding, creating, licensing, and sharing OER.
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The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
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Updated: 11.5.09 to incorporate more CC and CCLearn stuff (including CC0) and added link to discovered.creativecommons.org.
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Presented at the Excellence in Teaching 2017 conference on February 10, 2017. Abstract: Have you ever considered using an open textbook in your class? How about open courses, quizzes, lab manuals, or other course materials? Open Educational Resources (OERs) are free and free to reuse resources or course materials that you can repurpose in your classes, including both written and multimedia content. There are OERs available for every subject matter and academic level. Tarleton librarians, Margie Maxfield Huth (Systems Librarian) and Amy Castillo (Periodicals & Electronic Resources Librarian) will discuss what OERs are, and how they can be used in the classroom. They will also show resources for identifying OERs that might be appropriate for use in your classes.
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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. Theyโre assignments that add no value to the world โ after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it awayโ (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.
Weโll 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 youโll 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.
Introduction to Open Educational Resources (OER)
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Last updated May 2014
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The Teach Act provides expanded copyright exceptions for distance education. Passed in 2002, it allows accredited nonprofit educational institutions to perform and display copyrighted works under certain limitations, such as using reasonable and limited portions for instructional purposes. It applies to K-12 schools and higher education institutions and requires them to have published copyright policies and provide copyright training to faculty. Under the Teach Act, educators can transmit performances of nondramatic literary and musical works, as well as reasonable displays of other works, comparable to face-to-face teaching. However, the guidelines do not override fair use and educators should seek permission if fair use does not apply.
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Workshop Title:
Designing for Diversity: Creating Learning Experiences that Can Travel the Globe
This highly interactive workshop will introduce and explore 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 globally. Workshop participants will be exposed to a variety of tools while collaboratively creating educational resources that are amenable to translation across cultures, languages, formats, technical platforms, learning approaches, modes of interaction and sensory modalities.
The one consistent and predictable quality of learners is that they are diverse. Among the many differences, they differ in their expectations, language, learning approaches, priorities, culture, background knowledge, age, abilities, motivations, literacy, habits, learning context, available technology and skills. If the goal is to achieve the largest impact and support learners in reaching their optimum then the most important design criteria is to design OCW/OER for diversity.
There are tools, toolkits and guidelines available to support the creation of engaging, flexible and translatable learning experiences. There are also international research and innovation communities that support the advancement of inclusive design. Participants will be familiarized with both so that strategies introduced during the workshop can be further developed and updated after the workshop.
The workshop will address the full OER/OCW delivery chain from learning experience design, authoring, delivery, review, revision and reuse. Participants will explore a variety of content types including video, simulations, interactive forms, animations, games, electronic textbooks, math/science notation, and collaborative applications. Authoring tools and toolkits explored will range from office applications and OER authoring portals to application development environments. A variety of browsers and delivery platforms on desktops and mobile devices will be covered.
The workshop is intended for educators, policy makers, administrators, OER/OCW developers and technical support staff interested in reaching the broadest range of learners globally.
Introduction to Open Educational Resources
This document provides an introduction to Open Educational Resources (OER). It describes OER as freely accessible and openly licensed educational materials such as lesson plans, videos, and assessments. It explains that OER can be modified and shared without violating copyright law. The document guides users through exploring, searching for, and sharing OER on the Illinois Open Educational Resources (IOER) website. It also describes how to create an account on the site and provides definitions of terms related to organizing and evaluating OER.
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Open Educational Resources.pptx
The document discusses Open Educational Resources (OERs). It defines OERs as free, openly licensed educational materials that can be used for teaching, learning, research and other purposes. Some examples of OERs provided are textbooks, journals, videos, images and audio. The document also discusses several Indian and international platforms that provide OERs, such as ePathshala, ePG Pathshala, SWAYAM, Khan Academy and Google Scholar. It notes that OERs can help improve access to education and reduce costs while allowing customization of materials.
Openness and higher education
Open educational resources (OER) are educational materials that are freely available online for anyone to use, share, and adapt. OER can help address challenges in higher education by increasing access and reducing costs. There are many potential benefits to using OER, including increasing visibility for departments and institutions, improving pedagogy, and extending the reach of educational materials globally. However, adoption of OER faces constraints such as lack of awareness, technical barriers, and concerns about quality and copyright. Creating a culture of openness along with addressing technical, financial, legal, and individual factors can help increase use of OER.
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This document provides an overview of Open Educational Resources (OER) from a workshop for BCIT part-time studies. It defines OER as freely accessible teaching, learning and research resources that can be fully used and shared digitally. Examples of OER include open textbooks, videos, course materials and software. Research presented found that student achievement and outcomes were the same or better when using OER compared to commercial textbooks. OER quality was evaluated in studies and found to be about 50% as good, 35% superior, and 15% inferior to traditional resources. The document discusses OER licensing, notably Creative Commons, and provides lists of open education repositories and resources that instructors can use and adapt for their courses.
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Webinar recording: TBA
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr Anna Gruszczynska
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Prof. Jutta Treviranus
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This document discusses copyright, open educational resources (OER), and Creative Commons licensing. It defines copyright as a form of intellectual property law that protects original creative works. OER are defined as educational resources that can be freely used and reused without restrictions. The document outlines several reasons for using OER, including zero cost, less time consumption, and supporting innovative teaching materials. It also discusses different types of Creative Commons licenses that can be applied to OER to indicate how others can use and share the content.
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Overview of Open Educational Resources (OERs) [faculty presentation]
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.
Copy left and OER
This presentation is prepared for Dr. Anamika Ray Memorial Trust on Open Educational Resources (OER) and copyleft policies, Types of OER and concept of OMR.
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The document discusses the history and development of open educational resources (OER). It describes how the concept of OER emerged from earlier open movements like open source software and open access. Key events and organizations that advanced OER include the introduction of learning objects in 1994, MIT's OpenCourseWare project launching in 2001, and the first Global OER Forum held by UNESCO in 2002 where the term OER was adopted. The document provides definitions of OER, examples of OER types, and discusses strategies for finding, creating, licensing, and sharing OER.
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The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
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Open educational resources: What are they and where do i find them?
Presented at the Excellence in Teaching 2017 conference on February 10, 2017. Abstract: Have you ever considered using an open textbook in your class? How about open courses, quizzes, lab manuals, or other course materials? Open Educational Resources (OERs) are free and free to reuse resources or course materials that you can repurpose in your classes, including both written and multimedia content. There are OERs available for every subject matter and academic level. Tarleton librarians, Margie Maxfield Huth (Systems Librarian) and Amy Castillo (Periodicals & Electronic Resources Librarian) will discuss what OERs are, and how they can be used in the classroom. They will also show resources for identifying OERs that might be appropriate for use in your classes.
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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. Theyโre assignments that add no value to the world โ after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it awayโ (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.
Weโll 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 youโll 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.
Introduction to Open Educational Resources (OER)
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
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Workshop Title:
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This highly interactive workshop will introduce and explore 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 globally. Workshop participants will be exposed to a variety of tools while collaboratively creating educational resources that are amenable to translation across cultures, languages, formats, technical platforms, learning approaches, modes of interaction and sensory modalities.
The one consistent and predictable quality of learners is that they are diverse. Among the many differences, they differ in their expectations, language, learning approaches, priorities, culture, background knowledge, age, abilities, motivations, literacy, habits, learning context, available technology and skills. If the goal is to achieve the largest impact and support learners in reaching their optimum then the most important design criteria is to design OCW/OER for diversity.
There are tools, toolkits and guidelines available to support the creation of engaging, flexible and translatable learning experiences. There are also international research and innovation communities that support the advancement of inclusive design. Participants will be familiarized with both so that strategies introduced during the workshop can be further developed and updated after the workshop.
The workshop will address the full OER/OCW delivery chain from learning experience design, authoring, delivery, review, revision and reuse. Participants will explore a variety of content types including video, simulations, interactive forms, animations, games, electronic textbooks, math/science notation, and collaborative applications. Authoring tools and toolkits explored will range from office applications and OER authoring portals to application development environments. A variety of browsers and delivery platforms on desktops and mobile devices will be covered.
The workshop is intended for educators, policy makers, administrators, OER/OCW developers and technical support staff interested in reaching the broadest range of learners globally.
Introduction to Open Educational Resources
This document provides an introduction to Open Educational Resources (OER). It describes OER as freely accessible and openly licensed educational materials such as lesson plans, videos, and assessments. It explains that OER can be modified and shared without violating copyright law. The document guides users through exploring, searching for, and sharing OER on the Illinois Open Educational Resources (IOER) website. It also describes how to create an account on the site and provides definitions of terms related to organizing and evaluating OER.
oer-190126165035.pdf
Open Educational Resources (OER) refer to teaching and learning materials that can be freely used and reused without needing permission. OER have been defined by several organizations and include any type of educational content like courseware, textbooks, videos, and tests. Creative Commons licenses are commonly used to share OER and allow various levels of reuse and modification while requiring attribution. Searching and creating OER involves tools like online repositories and authoring software that facilitate finding and producing open educational content.
Open Educational Resources (OER)
Open Educational Resources (OER) refer to teaching and learning materials that can be freely used and reused without needing permission. OER have few or no restrictions from copyright and are defined by UNESCO and other organizations. Creative Commons licenses are commonly used to share OER by allowing free use, adaptation and distribution with requirements for attribution. OER initiatives aim to foster awareness and use of open resources to help meet education goals like those in the UN's Sustainable Development Agenda. Major OER repositories and initiatives provide open textbooks, courseware, videos and other materials to support open teaching practices.
2019 Understanding Copyright and Creative Commons and slides on Finding OER
This is a comprehensive seminar on understanding copyright and Creative Commons. Useful for those who are new to open education.
Open Educational Resources, OER
The document provides an overview of open educational resources (OER), including their history, definitions, types, advantages, and major initiatives. It discusses what OER are, how they can be found, remixed, licensed, and shared. Key points include: OER being freely available educational content that can be reused, revised, remixed, and redistributed; major initiatives like MIT OpenCourseWare, Khan Academy, and TESSA in Africa promoting OER; and Creative Commons licensing enabling open sharing of content. Major organizations supporting OER include UNESCO, Commonwealth of Learning, and Hewlett Foundation.
Understanding OER and CC Licenses
The document discusses open educational resources (OER) and Creative Commons (CC) licenses. It provides definitions of OER, explains the different types of CC licenses from most open to least open, and how they can be used to license educational content. It also outlines some key benefits of using OER, major sources of OER, and ways that educators can create and share their own OER.
So You Have Been Asked To Use OER Resources!
This presentation will focus on your next steps of evaluating a range of OER resources so that you can enhance the use of OER for your purposes.
Learn how you can efficiently evaluate these resources for:
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content
appropriateness
reputation
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customization & refinement
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Opening the Gate: Using OER to Create and Share Courses
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 .
OPEN EDUCATIONAL RESOURCES: INVOLVEMENT OF LIBRARIES AND LIS PROFESSIONALS
Libraries and librarians can play an important role in supporting open educational resources (OER) initiatives in the following ways:
1. Librarians can help with copyright and licensing issues, evaluating and selecting OER, managing OER repositories, and discovering OER sources.
2. Libraries can provide advice on metadata, information management, digital literacy skills for finding and evaluating OER, and subject guides for finding resources.
3. Some ways librarians can promote OER adoption include collecting, curating, and cataloging OER; educating users; and creating OER in different disciplines.
OER Roadmap (OE Global Pre-conference workshop)
The document outlines the steps to publish open educational resources (OER) which include determining materials to publish openly, choosing an open license, reworking materials, clearing copyrights, adding metadata, and publishing. It provides tips at each step such as looking for expert support, collaborating with colleagues, and using tools from Creative Commons and other sites to decide on licenses and find open resources. The overall goal is to make educational materials more accessible and reusable through opening them with appropriate licenses and metadata.
Oer cc rgukt
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.
Open educational resources and sharing your teaching materials
This document discusses open educational resources (OERs), which are teaching, learning, and research materials that are freely available online. It introduces OERs and their benefits, such as reducing barriers to learning and allowing educators to build on each other's work instead of reinventing the wheel. The document also addresses best practices for finding, sharing, and creating OERs while ensuring proper licensing and attribution. Educators are encouraged to consider openly sharing their work as OERs in order to collaborate with others and enhance their teaching.
CC 2023.pptx
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
Introduction to Open Educational Practice
This document discusses open educational resources (OERs) and things to consider when reusing or creating OERs. It defines OERs as teaching, learning, or research materials that are in the public domain or released with an open license allowing free use, adaptation, and distribution. Advantages of sharing materials as OERs include avoiding duplicating work and building on best practices, while disadvantages can include additional effort needed for formatting or ensuring content fits different educational systems. Key considerations for reusing and creating OERs involve checking licensing, attributing original sources, choosing openly licensed content and hosting platforms, and using compatible software and formats.
OER Faculty Workshop (10 21-17)
This document summarizes an OER faculty workshop that was held on October 21, 2017. The workshop covered definitions of OER, types of OER resources such as textbooks and courses, how to search for OER content using repositories like Merlot and OER Commons, and had participants find OER materials to incorporate into their courses. Participants then shared their findings in small groups and completed a planning activity to identify how they would adopt or adapt OER into their spring 2018 courses and assess student satisfaction. The workshop aimed to educate faculty on open educational resources and help them begin incorporating OER into their teaching.
Concept,Integration and Fair Use of Open Education Resources-OER inCurriculu...
This document discusses the concepts and integration of open educational resources (OER) in curriculum development. It defines OER as teaching, learning and research materials that can be freely used and reused. The document outlines the benefits of OER in reducing costs and improving access and student success. It discusses finding and remixing OER content through various repositories and approaches like mixing copyrighted and open content. The document also addresses legal issues around OER use and integration into curriculum, noting that resources can be adapted and shared under various Creative Commons licenses while ensuring fair use.
Oer for recording arts and music industry
This document discusses open educational resources (OER) and their relevance for educators in the recording arts and music industry. It defines OER as teaching materials that are freely available online for public use. Key points include: OER can be reused, revised, remixed and redistributed under open licenses like Creative Commons; examples of OER include full courses, videos, and textbooks; sources for finding OER include websites like OER Commons and MIT OpenCourseWare; using OER allows education materials to be shared more widely at low cost. Specific music-related OER examples are provided for sounds, music business, and recording techniques.
2014 oct7 cemca-hyd-session-1-introduction to OERs
The document discusses the history and development of open educational resources (OER). It notes that while the term OER was coined in 2002, initiatives sharing openly licensed educational content began earlier, including MIT's OpenCourseWare project launched in 2001. Key developments included the introduction of the term "learning object" in 1994, the coining of "open content" in 1998, and the founding of Creative Commons in 2001 to provide improved open licenses.
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๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
โ โุฅุถุบ ุจูู ุฅูุฏููู
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ุฉ ุชุดุฑูุญ ุงูุฌูุงุฒ ุงูููููู (ูุธุฑู 3)
๐๐๐๐๐๐๐๐๐๐
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ุฉ ุชุฑุฌู
ุฉ ุชููุงุณุจ ุฌู
ูุน ุงูู
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2- ุชุญุชูู ุนูู 78 ุฑุณู
ุชูุถูุญู ููู ููู
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3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
4- ูููุงูู ุจุนุถ ุงูู
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ุฏ ุงูุฐูุจู ๐๐
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง 2)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ ๐ข๐ง ๐๐๐ฎ๐๐๐ญ๐ข๐จ๐ง:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐ซ๐๐ฅ๐ข๐๐๐ฅ๐ ๐ฌ๐จ๐ฎ๐ซ๐๐๐ฌ ๐จ๐ง ๐ญ๐ก๐ ๐ข๐ง๐ญ๐๐ซ๐ง๐๐ญ:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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The Benefits and Challenges of Using Open Educational Resources (OER)
- 1. The Benefits and Challenges of Using Open Educational Resources (OER) Rick Johnson 17 November, 2017
- 2. Overview โข What Are Open Educational Resources (OER)? โข OER Benefits โข OER Sources โข OER Challenges โข Educator Perspectives โ Through an open licensed video
- 3. OER Defined (as per OERCommons.org) โข "Open Educational Resources (OER) are teaching and learning materials that you may freely use and reuse at no cost, and without needing to ask permission. Unlike copyrighted resources, OER have been authored or created by an individual or organization that chooses to retain few, if any, ownership rights.โ (Open Educational Resources) โข โIn some cases, that means you can download a resource and share it with colleagues and students. In other cases, you may be able to download a resource, edit it in some way, and then re-post it as a remixed work.โ (Open Educational Resources)
- 4. OER Benefits โข Free to students and instructors โข Internet enables global reach and access โข Promotes collaboration - Globally โข Sources for augmenting existing course materials โ Instructors can choose what they need โข Few use restrictions
- 5. OER Sources โข OER materials in any medium, can be foundโฆ โ In the public domain, or โ Through an open license โข Open license types โ Attribution (BY) โ Give credit to originator โ No Derivatives (ND) โ Need permission to modify the work โ Share Alike (SA) โ Includes modifications, but share as (SA) โ Non-Commercial (NC) โ Any purpose but commercial use
- 6. OER Challenges โข Lack of understanding about OERโฆ โ coupled with a perception of โWild Westโ accuracy โข Material can be updated, butโฆ โ It can not be recalled from those already in possession โข Accessibility considerations are not prevalent โข Not everyone has technology resources, or savvy โข Searching is time consuming โ At least initially โ Multiple repositories with OER or public domain materials โ It takes time to learn how to search, develop techniques
- 7. Searching for OER Starting Points Public Domain Open License
- 8. Educator Perspectives This short YouTube video shares educator perspectives. (Photo is hyperlinked). Note that The Council of Chief State School Officers has issued a Reuse Allowed License, under the Creative Commons (CC BY 40).
- 9. References and Attributions References How can OER help educators?. (2016, December 13 ). Retrieved November 15, 2017, from https://www.youtube.com/watch?v=byrT3JKKUX4. Open Educational Resources (OER) Support Equity and Flexibility. (n.d.). Retrieved November 15, 2017, from https://www.oercommons.org/about#about-open- educational-resources. The Public Domain Review (n.d.) Retrieved 15 November from https://publicdomainreview.org/. Attributions Original content is from How to Use Open Educational Resources training site by the Washington State Board for Community and Technical Colleges (SBCTC), CC BY 4.0