This is particularly important if your work also includes other individuals's materials licensed through the Creative Commons; CC BY-ND: allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to you; CC BY-NC: lets others remix, tweak, and build on your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they do not need to certify their derivative works on the very same terms; CC BY-NC-SA: lets others remix, tweak, and construct upon your work non-commercially, as long as they credit you and accredit their new developments under the similar terms; CC BY-NC-ND: the most restrictive of the six primary licenses, only allowing others to download your works and share them with others as long as they credit you, however they can't change them in any way or use them commercially.
If in doubt, check with a curator. There are many 'repositories' of open educational resources (see for example, for post-secondary education, RED WINE, OER Commons, and for k-12, Edutopia). The Open Professionals Education Network has an excellent guide to finding and utilizing OER. Nevertheless, when looking for possible open educational resources on the internet, check to see whether the resource has a Creative Commons license or a statement allowing for re-use.
For example, many sites, such as OpenLearn, enable only private, personal usage for non-commercial purposes, which means offering a link to the site for students instead of integrating the materials straight into your own mentor. If in any doubt about the right to re-use, contact your library or copyright department.
The main criticism is of the poor quality of numerous of the OER available at the minute reams of text with no interaction, typically offered in PDFs that can not quickly be changed or adjusted, unrefined simulation, poorly produced graphics, and styles that fail to explain what academic principles they are implied to illustrate.
Industrial providers/publishers who produce trust through advertising, market coverage and glossy production, might exploit this skepticism of the complimentary. Belief in quality is a significant chauffeur for OER efforts, but the issue of scale-able methods of guaranteeing quality in a context where all (in principle) can contribute has not been resolved, and the concern of whether quality transfers unambiguously from one context to another is hardly ever [resolved].
If OER are to be taken up by others than the developers of the OER, they will need to be well developed. It is possibly not unexpected then that the most pre-owned OER on iTunes University were the Open University's, up until the OU established its own OER website, OpenLearn, which uses as OER generally textual products from its courses designed particularly for online, independent research study.
Hampson (2013) has actually suggested another factor for the sluggish adoption of OER, generally to do with the professional self-image of numerous faculty. Hampson argues that faculty don't see themselves as 'just' instructors, however creators and disseminators of new or initial understanding. Therefore their teaching needs to have their own stamp on it, that makes them reluctant to freely include or 'copy' other individuals's work.
It can be argued that this reason is ridiculous all of us stand on the shoulders of giants but it is the self-perception that is necessary, and for research professors, there is a grain of truth in the argument. It makes sense for them to focus their mentor on their own research.
For example, Coursera MOOCs are totally free, but not 'open': it is a breach of copyright to re-use the product in a lot of Coursera MOOCs within your own teaching without permission. The edX MOOC platform is open source, which implies other institutions can adopt or adapt the portal software application, however organizations even on edX tend to keep copyright.
There is likewise the problem of the context-free nature of OER. Research into discovering shows that content is best discovered within context (placed knowing), when the learner is active, which above all, when the learner can actively build understanding by developing significance and 'layered' understanding. Content is not fixed, nor a commodity like coal.
Learning is a vibrant procedure that requires questioning, change of prior discovering to incorporate new concepts, testing of understanding, and feedback. These 'transactional' processes require a combination of individual reflection, feedback from a professional (the teacher or trainer) and even more importantly, feedback from and interaction with friends, household and fellow students.
Simply put, OER are similar to coal, sitting there waiting to be packed. Coal obviously is still a very valuable item. But it needs to be mined, kept, delivered and processed. More attention requires to be paid to those contextual aspects that turn OER from raw 'material' into an useful knowing experience.
For a helpful summary of the research on OER, see the Evaluation Job from the Open Education Group. If you have any inquiries concerning wherever and how to use click through the following document, you can make contact with us at the site. Another essential research study task is ROER4D, which intends to offer evidence-based research study on OER adoption throughout a number of nations in South America, Sub-Saharan Africa and Southeast Asia. Regardless of these restrictions, teachers and trainers are significantly creating open instructional resources, or making resources easily available for others to utilize under an Innovative Commons license.
As the quantity of OER expands, it is more most likely that instructors and instructors will increasingly be able to discover the resources that finest fit their particular teaching context. There are therefore several options: take OER selectively from in other places, and incorporate or adjust them into your own courses; create your own digital resources for your own teaching, and make them available to others (see for instance Creating OER and Integrating Licenses from Florida State University); build a course around OER, where students need to discover content to resolve issues, write reports or research on a topic (see the scenario at the beginning of this chapter); take an entire course from OERu, then develop trainee activities and assessment and supply learner assistance for the course.
For example, MIT's OpenCourseWare (OCW) might be used just for interest, or trainees who deal with the topics in a class lecture for a credit course might well go to OCW to get an alternative approach to the exact same topic (see Situation B). In spite of a few of the present limitations or weak points of OER, their usage is likely to grow, simply because it makes no sense to create whatever from scratch when good quality products are easily and quickly available.
This will only grow with time. We will see in Area 11.10 that this is bound to change the method courses are designed and offered. Undoubtedly, OER will prove to be among the important features of teaching in a digital age. 1. Have you utilized OER in your own course( s)? Was this a favorable or negative experience? 2.
Under what scenarios would you be prepared to develop or transform your own material as OER? Falconer, I. et al. (2013) Introduction and Analysis of Practices with Open Educational Resources in Adult Education in Europe Seville, Spain: European Commission Institute for Potential Technological Studies Hampson, K. (2013) The next chapter for digital training media: content as a competitive difference Vancouver BC: COHERE 2013 conference Hilton, J., Wiley, D., Stein, J., & Johnson, A.
