key_elements.md

Learning Objectives:

LO9a: Understand the driving forces and motivation behind the OER movement (knowledge).

LO9b: Be able to openly license your research to enable educational re-use, or create your own educational resources (task).

Key components:

• Definition and scope of Open Educational Resources (OER), including aspects of resource licensing and re-use.

• The ‘five Rs’ of OER: Retain, Re-use, Revise, Remix, Redistribute.

• Motivations behind OER movement, including lower costs and increasing accessibility to education, and the role of institutional/organizational support.

• OER repositories (national and others), and some of the major OER initiatives.

• Principles of open pedagogy/andragogy.

• The impact of OER on sustainable development, economic growth, social inclusion, and environmental conservation.

• How OER can influence policy development at national and institutional levels through capacity building and social mobility.

Who to involve:

• Individuals: Rajiv Jhangiani, Beck Pitt, Nicole Allen, Dawn Bazely.

• Organisations: United Nations Educational, Scientific and Cultural Organization (UNESCO), OER Commons, Organization for Economic Co-operation and Development (OECD), Commonwealth of Learning, SPARC, Wikimedia Deutschland, Núcleo REA (Recursos Educativos Abiertos, Uruguay); Go_GN (Global OER Graduate Network); Opening Up Slovenia; OER Info (Germany); the Open Education Working Group (OKI), Polish Coalition for Open Education (KOED).

• Other: Lots and lots of librarians.

Key resources:

Tools

• Open Education Handbook (CC BY 4.0).

• Open Education Handsheet, SPARC.

• OER World Map.

• OER Commons, a public digital library of Open Educational Resources.

• OER Hub, researching the impact of Open Educational Resources.

• Temoa, Open Educational Resources Portal.

• Open education course directories:

  • NovoEd, Class Central, OpenLearn, OpenHPI, OpenMed, Open2Study, OpenClassrooms.

Research Articles and Reports

• Open Educational Resources: Opportunities and challenges (Hylén, 2005).

• Models for sustainable Open Educational Resources (Downes, 2007).

• Giving knowledge for free: The emergence of Open Educational Resources (OECD, 2007).

• Open content and Open Educational Resources: Enabling universal education (Caswell et al., 2008).

• Linking open course wares and open education resources: creating an effective search and recommendation system (Shelton et al., 2010).

• Evaluating Open Educational Resources: Lessons learned (DeVries, 2013).

• Open Educational Resources (Marcus-Quinn and Diggins, 2013).

• State of the art review of quality issues related to Open Educational Resources (OER) (Camilleri et al., 2014).

• Open Data as Open Educational Resources: Case studies of emerging practice (Atenas and Havemann, 2015).

• Open data as Open Educational Resources: Towards transversal skills and global citizenship (Atenas et al., 2015).

• Multimedia resources as examples of polymorphic educational hypertexts in the post-literacy era (Goodova et al., 2015).

• The Power of the Three Words and One Acronym: OER vs OER: Subtitle: I’m not an Ogre of the Enchanted Realm (of cyberspace). I’m an Omnipresent Educational Rescuer (because I use the OER!), (Holotescu et al., 2015).

• Open Educational Resources development model for an inquiring cultural skill of Higher Education students (Kaosaiyaporn et al., 2015).

• The use of Open Educational Resources in online learning: A study of students’ perception (Meirani, 2015).

• The global information educational resources: Methodological issues (Nail et al., 2015).

• From vision to action - A strategic planning process model for Open Educational Resources (Shu-Hsiang et al., 2015).

• Open Educational Resources: American ideals, global questions (Weiland, 2015).

• Not all rubrics are equal: A review of rubrics for evaluating the quality of Open Educational Resources (Yuan and Recker, 2015).

• A Basic Guide to Open Educational Resources (Commonwealth of Learning, 2015).

• MOOCs as disruptive technologies: Strategies for enhancing the learner experience and quality of MOOCs (Conole, 2016).

• Use of Open Educational Resources: How, why and why not? (Islim et al., 2016).

• Open Educational Resources: Policy, costs and transformation (Miao et al., 2016).

• OER in and as MOOCs (Czerniewicz et al., 2017).

• Policy Approaches to Open Education - Case Studies from 28 EU Member States (OpenEdu Policies), (European Commission, 2017).

• Open Educational Resources as a diver for manufacturing-related education for learning of sustainable development (Roeder et al., 2017).

• Open pathways to student success: Academic library partnerships for Open Educational Resource and affordable content creation adoption (Salem Jr., 2017).

• Barriers, incentives, and benefits of the open educational resources (OER) movements: An exploration into instructor perspectives (Henderson and Ostashewski, 2018).

Key posts

• Foundations for OER Strategy Development (Allen et al., 2015).

• What are Open Educational Resources (OERs)?, UNESCO.

• Open Educational Resources and Creative Commons, Eliademy.

Other

• Introduction to OER, University of Pittsburgh.

• BC Campus OpenEd.

• Wikimedia, a global movements whose mission is to bring free educational content to the world.

• Discovering Open Educational Resources (OER): Home, Temple University.

• The Cape Town Open Education Declaration: Unlocking the promise of Open Educational Resources.

• The 2012 Paris OER Declaration.

• Open Educational Resources, Hewlett Foundation.

• Open Educational Resources, Commonwealth of Learning.

  • Global Report 2017.

• Definition of OER, OpenContent.

• MERLOT, Multimedia Educational Resource for Learning and Online Teaching.

• Open textbook initiatives:

  • Unglue it, FreeBooks4Doctors, InTech Open, Bookboon, BC Campus OpenEd, E-books Directory, Directory of Open Access Books, Wikibooks, UCL Press books, Saylor Academy Open Textbooks, Potto Project, Open Library (Internet Archive), Openstax, Open Textbooks (SUNY), Open Textbook Library.

  • LibreTexts.

    • Biology.

    • Chemistry.

    • Geosciences.

    • Mathematics.

Tasks:

• Create a Wikipedia account.

  • Integrate one or more of your research articles (or someone else’s) into Wikipedia.

  • Make sure to link to an Open Access version if possible.

• Make some of your research outputs or teaching materials openly available.

  • Remember to choose an appropriate repository.

  • Make sure the content is openly licensed and granted a DOI.