To put it simply, OER are similar to coal, sitting there waiting to be filled. If you are you looking for more on open educational resources Articles have a look at the site. Coal obviously is still a very valuable item.
However it needs to be mined, kept, delivered and processed. More attention requires to be paid to those contextual elements that turn OER from raw 'content' into an useful learning experience.
For a helpful introduction of the research on OER, see the Review Project from the Open Education Group. Another crucial research project is ROER4D, which intends to supply evidence-based research on OER adoption across a variety of nations in South America, Sub-Saharan Africa and Southeast Asia. In spite of these restrictions, instructors and instructors are significantly developing open instructional resources, or making resources easily offered for others to use under an Imaginative Commons license.
As the quantity of OER expands, it is more most likely that teachers and instructors will progressively be able to find the resources that finest match their particular mentor context. There are for that reason a number of options: take OER selectively from in other places, and integrate or adapt them into your own courses; create your own digital resources for your own teaching, and make them available to others (see for circumstances Creating OER and Integrating Licenses from Florida State University); develop a course around OER, where students need to discover material to fix problems, compose reports or research on a topic (see the scenario at the start of this chapter); take an entire course from OERu, then develop student activities and evaluation and offer learner support for the course.
For example, MIT's OpenCourseWare (OCW) might be utilized just for interest, or students who have problem with the subjects in a classroom lecture for a credit course may well go to OCW to get an alternative approach to the very same subject (see Scenario B). In spite of a few of the current restrictions or weak points of OER, their use is most likely to grow, merely due to the fact that it makes no sense to develop whatever from scratch when good quality materials are easily and quickly available.
This will just grow gradually. We will see in Area 11.10 that this is bound to change the method courses are designed and provided. Undoubtedly, OER will show to be among the vital features of mentor in a digital age. 1. Have you used OER in your own course( s)?
Was this a positive or negative experience? 2.
Under what circumstances would you be prepared to develop or transform your own material as OER? Falconer, I. et al. (2013) Summary 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 educational media: content as a competitive difference Vancouver BC: COHERE 2013 conference Hilton, J., Wiley, D., Stein, J., & Johnson, A.
The four R's of openness and ALMS Analysis: Structures for open educational resources. Open Learning: The Journal of Open and Distance Knowing, 25( 1 ), 3744 See also: Li, Y, MacNeill, S., and Kraan, W. (undated) Open Educational Resources Opportunities and Difficulties for Higher Education Bolton UK: JISC_CETIS.
Before we start talking about Open Educational Resources (oer textbook), let's briefly discuss the foundational concepts: copyright and licenses, especially open licenses. Copyright, a kind of intellectual home law, safeguards initial works of authorship. The copyright symbol most likely looks familiar: However, this is essential to keep in mind! Your work-- yes, even the work you create as trainees for classes!-- is under copyright protection the moment it is produced and in a "tangible form." Virtually any form of expression will qualify as a concrete form, consisting of the scribbled notes on the back of an envelope which contain the basis for an impromptu speech.
Copyright covers both published and unpublished works. So, if you created your initial operate in a tangible kind, like in a paper or a PowerPoint slide, congratulations! You are now a copyright owner. This connects us to another vital concept: license. Image source: This image on "OER Mythbusting!" is licensed under CC BY 4.0.
Initially, a little history about OER for context. OER (or Open Education Resources) is a term that was created in 2002 by UNESCO to describe an effort intended to bring about universal education resources. OER is described as "teaching, finding out and research materials in any medium, digital or otherwise, that live in the public domain or have been launched under an open license that permits no-cost gain access to, usage, adjustment and redistribution by others without any or restricted limitations." OER can refer to many sort of finding out resources from textbooks, complete courses, and curricula, to videos, tools, software application, or even methods used to support access to understanding.
OER was caused as an acknowledgment of the Universal Declaration of Human Rights that "everyone can education." OER was likewise designed as an effort to foster discussion, produce policy, and develop the means by which education resources can be broadly established and dispersed to everybody. OER is often used to make instructional resources more inexpensive and accessible.
Here are some examples of how OER is utilized, and the benefits it has: King Media recently partnered with SkillsCommons.org to re-design OER material that was initially established by the Massachusetts Bay Neighborhood College, into an interactive course on Quality Care and Unit Conversions for nursing assistants. The objective was to produce an expense efficient, self-paced training module that could be used for range education programs, or blended along with standard coursework.
The outcome was a fully-responsive, self-contained lesson on Quality Care and Unit Conversions. The approach enabled trainees an alternative for self-paced, online practice. The responsive style made the lesson also accessible on cellphones. Features of the re-design included genuine world practice examples, relevant videos, in-line helpful hints and mini-practice modules, exploratory linear and non-linear navigation and course completion tracking.
OER is here, and it's forming the landscape of education today and tomorrow, benefiting everyone, from content manufacturers to consumers. 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 assist your organization be successful? To get more information about how Emperor Media can help you use OER in your next eLearning project, please call, e-mail, or visit our site.
In the BCcampus Open Education Self-Publishing Guide, we've shared our definition of open instructional resources (OER): "teaching, discovering, and research study resources that, through authorizations given by their developer, permit others to utilize, disperse, keep, or make changes to them." OER are teaching resources that have an open-copyright licence (such as one from Creative Commons), or they belong to the public domain and have no copyright.
Open textbooks are a subset of OER, and while we focus much of our effort on creating, examining, sharing, and supporting open textbooks, there are lots of types of OER available, such as: Online courses Videos Audio Discussion moves Syllabi Course describes Supplemental materials, such as quizzes and assignments One of the driving aspects for the adoption of OER, such as open textbooks, is they are totally free.
