Simply put, OER are just like coal, sitting there waiting to be packed. Coal naturally is still an extremely valuable product. However it needs to be mined, stored, shipped and processed. More attention requires to be paid to those contextual components that turn OER from raw 'content' into a helpful learning experience.
For a helpful summary of the research study on OER, see the Evaluation Project from the Open Education Group. Another crucial research job is ROER4D, which intends to offer evidence-based research study on OER adoption across a number of countries in South America, Sub-Saharan Africa and Southeast Asia. In spite of these limitations, instructors and instructors are progressively creating open academic resources, or making resources freely available for others to use under an Innovative Commons license.
As the amount of OER expands, it is most likely that instructors and instructors will progressively have the ability to find the resources that best suit their specific teaching context. There are therefore numerous options: take OER selectively from elsewhere, and integrate or adjust them into your own courses; develop your own digital resources for your own teaching, and make them readily available to others (see for example Producing OER and Combining Licenses from Florida State University); build a course around OER, where trainees need to find material to fix issues, compose reports or do research on a topic (see the scenario at the start of this chapter); take an entire course from OERu, then develop student activities and assessment and provide learner support for the course.
For instance, MIT's OpenCourseWare (OCW) might be used just for interest, or students who struggle with the subjects in a classroom lecture for a credit course may well go to OCW to get an alternative approach to the same topic (see Circumstance B). Regardless of some of the present constraints or weaknesses of OER, their use is most likely to grow, simply due to the fact that it makes no sense to produce everything from scratch when excellent quality products are easily and quickly available.
This will just grow over time. We shall see in Section 11.10 that this is bound to change the way courses are developed and used. Indeed, OER will show to be one of the important functions of mentor in a digital age. 1. In case you loved this short article and you would love to receive details relating to Open educational resources Australia kindly visit our website. Have you utilized OER in your own course( s)? Was this a positive or unfavorable experience? 2.
Under what situations would you be prepared to develop or convert your own product as OER? Falconer, I. et al. (2013) Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe Seville, Spain: European Commission Institute for Prospective Technological Studies Hampson, K. (2013) The next chapter for digital instructional media: material as a competitive distinction Vancouver BC: COHERE 2013 conference Hilton, J., Wiley, D., Stein, J., & Johnson, A.
The four R's of openness and ALMS Analysis: Frameworks for open instructional resources. Open Knowing: The Journal of Open and Distance Learning, 25( 1 ), 3744 See also: Li, Y, MacNeill, S., and Kraan, W. (undated) Open Educational Resources Opportunities and Difficulties for Greater Education Bolton UK: JISC_CETIS.
Prior to we start discussing Open Educational Resources (OER), let's briefly talk about the fundamental ideas: copyright and licenses, particularly open licenses. Copyright, a form of intellectual home law, safeguards original works of authorship. The copyright sign probably looks familiar: However, this is essential to remember! Your work-- yes, even the work you create as students for classes!-- is under copyright protection the minute it is produced and in a "tangible form." Practically any form of expression will qualify as a tangible form, including the scribbled notes on the back of an envelope that contain the basis for an impromptu speech.
Copyright covers both published and unpublished works. So, if you produced your initial work in a tangible type, like in a paper or a PowerPoint slide, congratulations! You are now a copyright owner. This connects us to another vital principle: license. Image source: This image on "OER Mythbusting!" is certified under CC BY 4.0.
First, a little history about OER for context. OER (or Open Education Resources) is a term that was created in 2002 by UNESCO to explain an initiative meant to bring about universal education resources. OER is referred to as "mentor, discovering and research study materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, usage, adaptation and redistribution by others without any or limited constraints." OER can refer to many sort of finding out resources from books, complete courses, and curricula, to videos, tools, software, or perhaps methods used to support access to knowledge.
OER was caused as a recognition of the Universal Statement of Human Rights that "everyone has the right to education." OER was likewise designed as an effort to promote conversation, create policy, and develop the methods by which education resources can be broadly developed and distributed to everybody. OER is typically utilized to make educational resources more cost effective and available.
Here are some examples of how OER is utilized, and the advantages it has: Monarch Media recently partnered with SkillsCommons.org to re-design OER material that was originally established by the Massachusetts Bay Neighborhood College, into an interactive course on Quality Care and Unit Conversions for nursing assistants. The goal was to produce a cost efficient, self-paced training module that could be utilized for range education programs, or blended along with standard coursework.
The result was a fully-responsive, self-contained lesson on Quality Care and Unit Conversions. The approach permitted trainees an option for self-paced, online practice. The responsive design made the lesson also accessible on mobile phones. Functions of the re-design included genuine world practice examples, relevant videos, in-line practical tips and mini-practice modules, exploratory linear and non-linear navigation and course conclusion tracking.
OER is here, and it's shaping the landscape of education today and tomorrow, benefiting everybody, from content manufacturers to customers. Now that you know why OER was developed, what it is, and how it's being utilized, the question ishow will you utilize OER to help your company be successful? For more information about how Queen Media can assist you use OER in your next eLearning task, please call, e-mail, or visit our website.
In the BCcampus Open Education Self-Publishing Guide, we've shared our meaning of open academic resources (OER): "mentor, discovering, and research resources that, through authorizations granted by their developer, allow others to use, disperse, keep, or make modifications to them." OER are teaching resources that have an open-copyright licence (such as one from Innovative Commons), or they belong to the public domain and have no copyright.
Open books are a subset of OER, and while we focus much of our effort on developing, assessing, sharing, and supporting open textbooks, there are many kinds of OER readily available, such as: Online courses Videos Audio Presentation slides Syllabi Course outlines Extra products, such as tests and tasks Among the driving elements for the adoption of OER, such as open textbooks, is they are complimentary.
