Supporting Practice With Emerging Technologies, by Sandra Schamroth Abrams (2015) As we include brand-new technologies in the class, we should keep the learning pertinent and meaningful. Here are some factors to consider and resources to help you choose. When you loved this information and you would want to receive more info with regards to Https://List.Ly kindly visit the site. Transitioning to Open Educational Resources, by Andrew Marcinek (2013) Marcinek describes why and how Burlington Public Schools transitioned to Open Educational Resources and talks about 4 OER choices to get begun.
What can educators utilize? How can they use it?
In this collection, very pertinent to the discussion around OER, VideoAmy has collected some enjoyable, engaging videos to assist instructors and students comprehend the complicated subject. A Guide on Curriculum-Sharing Sites, by Vanessa Vega (2011) Though tips are from 2011, this summary of helpful curriculum-sharing websites is still relevant today.
5-Minute Movie Festival: 10 Sources free of charge Lesson Plans, by Amy Erin Borovoy (2013) Checking out free lesson planning resources can be frustrating. Some are very helpful, and others not a lot. Here, VideoAmy shares a list of 10 of her favorite lesson planning tools available, along with a playlist of videos to help teachers utilize them.
Levinson takes a look at what's missing from MOOCs and the significance of the student-teacher relationship in effective knowing. For more on MOOCs, you may also wish to check out Andrew Miller's post, "4 Lessons We Can Gain From the 'Failure' of MOOCs." 5-Minute Movie Festival: 8 Podcasts for Knowing, by Amy Erin Borovoy (2015) Fascinated by the world of podcasting? Check out videos, resources, and posts to help any educator begin utilizing podcasts in the classroom as a learning tool.
Open Educational Resources for Educators, by Matt Davis (2013) Davis has authored a range of resource collections, organized around calendar-based subjects and other styles. Take an appearance at some other Edutopia-curated lists, a number of that include open materials, by Davis, VideoAmy, and others: Teaching With Web-Based Resources, by Edwige Simon (2015) Web-based teaching begins with identifying and vetting your resources, creating a lesson plan, and establishing online handouts that provide info and motivate student participation.
6 Open Educational Resources, by Andrew Marcinek (2013) Marcinek presents his 6 favorite open instructional resources, introducing a wide world of curriculum products as alternatives to textbooks, resources for inspiring your students towards imaginative expedition and inquiry. Building Your Own Book, by Audrey Watters (2011) Watters looks at the digital possibilities for personalizing and upgrading texts-- at a fraction of what the paper copy would cost.
Open Knowing Objectives (Next Generation Learning Obstacles, 2016) Power Up! Open Educational Resources: Online and Totally free (ASCD's Educational Management, 2014) A 7-Step Guide to Creating Your Own Open Educational Resources (EdSurge, 2014) Open Educational Resources (National Center on Accessible Educational Products, 2014) Tips for Sharing Terrific Open Educational Material (KQED's MindShift, 2013) The Obstacles to OER (Hack Education, 2012) Creating and Using Open Material (The Regents of the University of Michigan, 2011) Open Educational Resources: Pros and Cons of OERs (University of Maryland University College) 200 Free Kids Educational Resources: Video Lessons, Apps, Books, Sites (Open Culture) Twitter: #OER and #GoOpen.
#GoOpen is a campaign led by the U.S. Department of Education that encourages states, school districts, and teachers to utilize OER to transform teaching and knowing. The very first cohort of #GoOpen participants included 14 states across the U.S.
To learn more about the first associate and its progress on the #GoOpen commitments here.
OER include any kind of academic product freely readily available AND that is particularly licensed for teachers and students to use, adjust, share, and reuse. Examples of OER include discovering material (such as lesson plans, assignments, textbooks, tests, and videos) as well as tools for knowing (like software application for developing videos and sites, course management systems, word processing programs, and training products).
Instructors can embrace premium course materials already prepared by colleagues. This enables more time for personalizing lectures, improving course materials, and providing individualized instruction and feedback to students. Typically published textbooks are safeguarded by copyright constraints, which restrict reuse. Conversely, with OER, students and instructors can utilize product in new contexts, modifications, or derivations, with limitless possibilities and iterations in the future.
Students keep their products indefinitely, so they will constantly have access to the course material, if they so select. examine OER quality and use use OER to decrease the cost of course product for trainees place OER on course reserve, in the library catalog, and in the bookstore share OER that you create from your own course materials advocate for OER with your associates the University Shop in Oakland can add info about an OER you use in your course to the bookstore brochure and to the bookshelves, in addition to print physical copies of OER See the library's OER Guide for lots of information and links for you to check out.
Open Learn offers courses on education and development such as "Looking globally: the future of education", "Facilitating seminar", "Play, finding out and the brain", "Enhancing student discovering on museum check outs", and "Using visualisation in mathematics mentor.".
Directory of open resources, consists of anatomy, audiology, drugs, proof & guidelines, emergency treatment, health education, psychological health, nursing, nutrition, pediatric health, specialty locations, and more. Utilizes a board of advisers of doctors, researchers, and pharmacists to ensure quality of resources.
Open educational resources (OER) are revealing indications of taking root in introductory courses, yet general awareness of options to conventional books continues to lag, a new study discovered. Over half (58.1 percent) of the professors members surveyed for "Opening the Book: Educational Resources in U.S. Greater Education, 2015-16," a report launched this early morning by the Babson Survey Research Group, stated they were not conscious of OER or how instructors can use totally free or affordable alternatives to conventional books in their courses.
Almost half of all participants (48 percent) stated open products are too difficult to find, and that they do not have access to a catalog showing the open resources offered to them (45 percent) or a handy coworker who can mentor them (30 percent). And while almost 9 out of 10 respondents (87 percent) said cost to trainees is an essential or extremely essential element when thinking about which course materials to appoint, many professor said there aren't sufficient high-quality free or inexpensive course products (28 percent) or merely enough open resources in their fields in basic (49 percent) to make the switch from conventional books.
Alternatively, he added, faculty members are "reluctant to check out the lower-cost or totally free options, or they're unaware of them." This is the very first of 3 prepared yearly reports that will check out how open educational resources are making their mark on college. The research is supported by the William and Plants Hewlett Structure.
