Guest lecture given to LIS 458 at the University of Illinois at Urbana-Champaign

1. Sarah Crissinger,
Information Literacy
Graduate Assistant
crissin2@illinois.edu
OPEN EDUCATIONAL
RESOURCES (OER) IN
INSTRUCTION
CC BY-NC-SA 3.0 US

2.  OER for equitable
access
 Increase retention
 Education’s goal of
sharing knowledge
 Intersection of OA
and instructional
design
In essence, academic
MORE ABOUT MY INTEREST IN OER
ACRLog
Open Education Week 2015: A
Reflection on IP, Infrastructure,
and Interest
http://acrlog.org/2015/03/23/op
en-education-week/

3. Use what you know!
OER beyond the academic library: public
outreach and international uses
Finding & evaluating OER
Buy-in from stakeholders/ infrastructure
Moving beyond consumption…
TODAY

4. WHY LIBRARIES?

5. Big Idea
• What are the desired results?
• What do you want students to learn?
Assessment
• What evidence would exhibit
student transfer beyond
knowledge & skills?
Learning
Plan
• How do
OER fit
within this
plan?
UBD, LEARNING OUTCOMES, & MORE
http://jaymctighe.com/wordpress
/wp-
content/uploads/2011/04/UbD-
in-a-Nutshell.pdf

6. Traditional/ Academic
 Integrating/ revising
learning objects
 More multi-media
activities
 Syllabus planning and
design sharing
 MOOC/ online course
design
New & Exciting
 Unaffiliated/ distance
patrons
 International audiences
 Staff training
 Basic informational
resources at reference
desk
USES

7. MORE?

8. General
Disciplinary
Institutional
Format
(multi-
media,
textbook)
FIND OER
HTTP://UIUC.LIBGUIDES.COM/OER

9. USE WHAT YOU KNOW ABOUT SEARCH
1) Use the advanced searching feature if there is one. This will
save you some time and limit your search.
2) Start with broad terms (ex. disease instead of cancer) and
then narrow.
3) As you narrow, think about disciplinary language. Is there
something else this topic might be referred to as?
4) If you still aren't getting good results, try to start with the
browsing feature (even if it's very broad). Sometimes the term
your searching isn't used but you still know it would be under a
broad subject like "humanities" or "writing".

10. PICK A
SCENARIO

11. Once you find an OER, how do you evaluate it?
How does this look different for each
purpose?
EVALUATION

12. Once you find an OER, how do you evaluate it?
How does this look different for each
purpose?
Content
Accessibility
Appropriateness
Documentation
Derivatives
Time considerations!
EVALUATION

13. EVALUATE

15. Place to store OER?
Copyright/ CC consultation?
Outreach and educational resources
Internal education and communication
Collaboration for disciplinary knowledge
INFRASTRUCTURE

16. Place to store OER?
Copyright/ CC consultation?
Outreach and educational resources
Internal education and communication
Collaboration for disciplinary knowledge
= $ AND BUY IN
INFRASTRUCTURE

18. Sample programs
Be inclusive: the
bookstore and the
dean
Constant thorough
assessment to prove
if it’s working or not
working
GETTING BUY IN
Needs assessment
survey
Policy models
The numbers:
retention, higher
satisfaction, higher
common core
compliance
Toolkits of resources

19. BEYOND CONSUMPTION
INFORMATION CREATION AS PROCESS

20. Thanks for your interest in this topic!
Please contact me with questions:
crissin2@illinois.edu
THANK YOU!