The University Libraries are particularly happy to support and host Mason English 302 Open Educational Resources, a peer examined repsository of open educational resources for usage in Mason's English 302 classes.
For example, is utilized as a basic initial textbook for Mason's Intro to Public Relations course in the Department of Interaction.
UWMadison has determined the adoption and production of Open Educational Resources (OER) as a concern within the Educational Development (EI) Effort, and in connection with the university's collaboration with the Unizin consortium. The benefits of increased use of OER for instruction consist of boosted achievement of discovering results, higher flexibility and more diverse paths for trainees when accessing learning materials, greater versatility for trainers to personalize training materials, and lower course product costs for trainees.
OER have substantial potential to help school additional embody and enact the Wisconsin Concept through the sharing of our mentor resources across the state, the nation and the world. Check out the full tactical structure document. Support and motivate instructors to create, revise, and adopt OER course materials that increase trainee knowing and student access to high quality, innovative knowing products, at lower expense.
Our primary stakeholders are enrolled undergraduate trainees and trainers. Focus on support for OERs based on: Prospective effect: variety of trainees, expense per book, ability to pay Potential value to neighborhoods that don't have resources to develop the content. Example: less commonly taught languages, niche/specialized academic areas, UW System students Prospective to improve and/or expand chances for discovering Potential benefit to the reputation/brand of the program/discipline Apparent professors capability and interest Establish and encourage adoption of flexible formats that permit trainees to easily download, retain, and re-use product at low- or no-cost As the William and Plants Hewlett Foundation explains, OER are "openly licensed, online educational materials that offer an extraordinary chance for individuals everywhere to share, use, and reuse understanding." More particularly, they are: Mentor, learning, and research study resources that live in the general public domain or have actually been released under an intellectual residential or commercial property license that permits their totally free use and re-purposing by others.
OER are also used by faculty and personnel at universities to boost effectiveness and save resources (e.g., paper), change and improve reputations, boost technological momentum and personalize knowing (see Martin Weller's,, for a thorough discussion of this topic).
Some examples include: Images Videos, video tutorials or lectures Elements naturally Audio podcasts, tutorials or lectures Interactive games and simulations Infographics E-books/open texts Quizzes Entire courses (e.g., MOOCs) Find Out More about the range of Creative Commons accredits that are usually used to OER. UW-Madison Library personnel, in specific, Carrie Nelson, would more than happy to work with faculty and personnel on the implications of various licensing options for the advancement and/or use of OER.
The majority of professors and personnel are familiar with the Open Gain access to phenomenon in relationship to the publication of research findings, whereas the OER are more commonly related to teaching and learning.
OER consist of any type of academic material easily readily available AND that is particularly certified for teachers and students to use, adapt, share, and reuse. Examples of OER include discovering content (such as lesson plans, tasks, books, tests, and videos) as well as tools for knowing (like software for creating videos and sites, course management systems, word processing programs, and training products).
Instructors can adopt high-quality course materials currently prepared by colleagues. This enables more time for customizing lectures, boosting course products, and providing personalized instruction and feedback to trainees. Typically published books are protected by copyright restrictions, which restrict reuse. Conversely, with OER, trainees and trainers can utilize product in new contexts, modifications, or derivations, with unlimited possibilities and iterations in the future.
Trainees keep their products forever, so they will always have access to the course material, if they so select. assess OER quality and functionality utilize OER to reduce the expense obviously product for trainees put OER on course reserve, in the library catalog, and in the bookstore share OER that you produce from your own course materials supporter for OER with your coworkers the University Store in Oakland can include info about an OER you utilize in your course to the book shop brochure and to the bookshelves, along with print physical copies of OER See the library's OER Guide for lots of details and links for you to check out.
Having thought a bit more about what 'open' ways, let's now take a closer look at what is suggested by practices and resources that are 'open'. To start with, let's focus on a particular kind of resource that will help us understand openness in practice: open instructional resources [Idea: hold Ctrl and click a link to open it in a brand-new tab.
A video you have actually utilized in class, a lesson plan, a register, a presentation, a book or chapter from a book or a design that you utilize to illustrate an example the list is endless!You may have looked for resources online or in the library to accompany your lessons or a discussion.
Perhaps you have actually searched TES Resources or BBC Bitesize for inspiration when preparing your lessons. Typically there are copyright restrictions on how you can utilize resources that you find, however within an instructional context you are able to utilize these due to what is described as 'reasonable dealing' or 'reasonable use'.
The permissions offered by means of an open licence state how you can reuse the resource (e.g. whether the author simply needs to be attributed, whether you can not utilize it for commercial functions or whether you can make modifications to the product) and how you ought to associate it. OER are not necessarily constantly digital, but those that are made available online, for instance through repositories, also offer users the ability to remix the resources in situ.
You can discover more about 'what occurred next' in relation to a range of OER in Alan Levine's Real Stories of Open Sharing. However, let's very first check out in a little more depth what is suggested by an OER. Defining OER is very important, as what is implied by 'open' within this context offers a good foundation for thinking of the things that you need to do when creating an OER and how this might alter your own practice.
The nature of these open materials means that anyone can legally and easily copy, use, adjust and re-share them. OER variety from textbooks to curricula, curricula, lecture notes, projects, tests, tasks, audio, video and animation.' Another way of thinking about what makes an educational resource 'open' is to think of what an 'open' resource allows you to do with its content/material.
