The University of New Hampshire has launched its first significant pilot initiative in Open Educational Resources! As the Pilot Consultant/resident blogger/enthusiastic Tweet-Maven, I thought I would write a bit to introduce the process, some of our participants, and what we focused on during our first training session.
Few things annoy me more than burning time on bureaucratic paperwork. Frankly, as an educator, my time and attention should be centered on students and learning — and that includes modifying and selecting readings and resources. Finding fresh critical pedagogical articles that connect pop culture and critical thinking, for example, is not only more interesting to me professionally than revising course outcomes to match accreditation evaluation rubrics, but such articles are more useful and engaging for my students. Plus, such articles can support critical thinking skills and connecting these skills with media in students’ lives. While some administrators might disagree, few educators would. Making this “idealistic” hope happen is a challenge. One possible path to this solution: reconceive how we as individuals approach Open Educational Resources (OERs) and our use of educational technologies. UNSECO defined OERs in 2002 as “technology-enabled, open provision of educational resources for consultation, use and adaptation by a community of users for non-commercial purposes.”
Open textbooks may be free, but they are not without cost. So what is the cost of developing an open textbook from scratch? Answer: a minimum of $80,000, more likely around $130,000. Here’s how I arrived at the figure, based on my own open textbook, Teaching in a Digital Age.
Creative Commons licenses provide a flexible range of protections and freedoms for authors, artists, and educators.
edX has added the ability for authors to apply a Creative Commons (CC) license to their courses and videos on its platform. More than 50 academic institutions, including MIT and Harvard, use edX to offer free courses that anyone in the world can join. Now, authors at these institutions and elsewhere may license their courses...
“Building inclusive Knowledge Societies through information and communication” is one of the key objectives for UNESCO’s Medium-Term Strategy. By adopting this objective, UNESCO Member States have recognized that knowledge plays a key role in economic growth, social development, cultural enrichment and democratic empowerment. This decision of the Members States has influenced UNESCO‘s Open Access program, through which the organization received a unique mandate to work on OA policy issues; bridge knowledge pools on OA across the world and build capacities to better understand Open Access.
A new breed of academics is emerging in the digital age. They are the researchers and teachers who freely share their knowledge and studies online. They are circumventing traditional approaches and discovering new ways of sharing their work. They are the open scholars.
Addressing the gap between global open educational resource (OER) proliferation and the slow adoption of OER and open educational practices (OEP) in Australian higher education, this paper focuses on a capacity-building project targeting academics, academic support staff and educational developers. The conception, design, development, piloting and evaluation of an open, online professional development micro course are detailed, highlighting key aspects of the open design and considerations for sharing and reuse across higher education institutions. The open micro course introduces five key OEP concepts through five contemporary curriculum design topics, using knowledge co-creation activities which engage learners in iterative shaping of the course, and generate artefacts for demonstration and recognition of learning. Opportunities for short to longer term capacity-building which leverage the micro course are also discussed, in response to significant shifts underway in higher education funding and professional development priorities.
A collection of readings on open education with commentary. Created for IPT 515R Introduction to Open Education, a graduate course at Brigham Young University. An Open Education Reader is published under the Creative Commons Attribution 4.0 License.
Sponsored by the Association of College and Research Libraries (ACRL), this one-of-a-kind book demonstrates the best tools, resources, and techniques for discovering, selecting, and integrating interactive open educational resources (OERs) into the teaching and learning process. The author examines many of the best repositories and digital library websites for finding high quality materials, explaining in depth the best practices for effectively searching these repositories and the various methods for evaluating, selecting, and integrating the resources into the instructor’s curriculum and course assignments, as well as the institution’s learning management system.
The book examines the underlying principles that guide effective teaching in an age when everyone,and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. [Scroll down for list of contents]
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