Supporting Practice With Emerging Technologies, by Sandra Schamroth Abrams (2015) As we incorporate new technologies in the class, we should keep the learning pertinent and meaningful. Here are some considerations and resources to help you pick. Transitioning to Open Educational Resources, by Andrew Marcinek (2013) Marcinek discusses why and how Burlington Public Schools transitioned to Open Educational Resources and goes over 4 OER options to get begun.
What can teachers utilize? How can they use it? In this compilation, extremely pertinent to the discussion around OER, VideoAmy has collected some enjoyable, engaging videos to help instructors and trainees comprehend the confusing topic. A Primer on Curriculum-Sharing Websites, by Vanessa Vega (2011) Though ideas are from 2011, this overview of helpful curriculum-sharing websites is still pertinent today.
5-Minute Movie Festival: 10 Sources free of charge Lesson Plans, by Amy Erin Borovoy (2013) Exploring complimentary lesson planning resources can be frustrating. Some are exceptionally helpful, and others not so much. Here, VideoAmy shares a list of 10 of her preferred lesson planning tools available, as well as a playlist of videos to help teachers use them.
Levinson looks at what's missing out on from MOOCs and the significance of the student-teacher relationship in successful knowing. For more on MOOCs, you might also wish to check out Andrew Miller's post, "4 Lessons We Can Gain From the 'Failure' of MOOCs." 5-Minute Film Festival: 8 Podcasts for Learning, by Amy Erin Borovoy (2015) Captivated by the world of podcasting? Check out videos, resources, and articles to assist any educator begin utilizing podcasts in the class as a knowing tool.
Open Educational Resources for Educators, by Matt Davis (2013) Davis has actually authored a variety of resource collections, organized around calendar-based topics and other styles. Take a look at some other Edutopia-curated lists, much of that include open products, by Davis, VideoAmy, and others: Teaching With Web-Based Resources, by Edwige Simon (2015) Web-based mentor starts with identifying and vetting your resources, producing a lesson strategy, and developing online handouts that offer info and encourage trainee involvement.
6 Open Educational Resources, by Andrew Marcinek (2013) Marcinek presents his 6 preferred open educational resources, presenting a wide world of curriculum products as options to books, resources for motivating your trainees toward imaginative exploration and inquiry. Structure Your Own Book, by Audrey Watters (2011) Watters takes a look at the digital possibilities for customizing and upgrading texts-- at a fraction of what the difficult copy would cost.
Open Learning Goals (Next Generation Knowing Challenges, 2016) Power Up! Open Educational Resources: On The Internet and Complimentary (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 Materials, 2014) Tips for Sharing Fantastic Open Educational Material (KQED's MindShift, 2013) The Obstacles to OER (Hack Education, 2012) Developing and Utilizing Open Content (The Regents of the University of Michigan, 2011) Open Educational Resources: Benefits And Drawbacks of OERs (University of Maryland University College) 200 Free Children Educational Resources: Video Lessons, Apps, Books, Websites (Open Culture) Twitter: #OER and #GoOpen.
#GoOpen is a project led by the U.S. Department of Education that encourages states, school districts, and educators to use OER to transform mentor and knowing. The very first cohort of #GoOpen individuals consisted of 14 states across the U.S. To find out more about the first mate and its development on the #GoOpen dedications here.
OER include any kind of instructional material easily available AND that is specifically certified for instructors and students to utilize, adapt, share, and reuse. Examples of OER consist of learning material (such as lesson strategies, projects, books, tests, and videos) in addition to tools for learning (like software for producing videos and sites, course management systems, word processing programs, and training materials).
Trainers can adopt premium course products currently prepared by coworkers. This permits more time for personalizing lectures, enhancing course materials, and providing individualized guideline and feedback to students. Typically published books are safeguarded by copyright restrictions, which restrict reuse. Alternatively, with OER, trainees and trainers can use product in brand-new contexts, modifications, or derivations, with unlimited possibilities and versions in the future.
Students keep their materials indefinitely, so they will constantly have access to the course product, if they so select. If you have any type of inquiries concerning where and how you can use open educational resources research, you can contact us at our own web-page. evaluate OER quality and functionality make use of OER to minimize the expense obviously product for trainees put OER on course reserve, in the library brochure, and in the book shop share OER that you produce from your own course products supporter for OER with your coworkers the University Shop in Oakland can add info about an OER you use 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 info and links for you to check out.
Open Learn offers courses on education and advancement such as "Looking worldwide: the future of education", "Assisting in seminar", "Play, discovering and the brain", "Enhancing student learning on museum sees", and "Utilizing visualisation in mathematics teaching.".
Directory of open resources, includes anatomy, audiology, drugs, evidence & standards, first help, health education, psychological health, nursing, nutrition, pediatric health, specialty locations, and more. Utilizes a board of advisers of physicians, scientists, and pharmacists to make sure quality of resources.
Open academic resources (OER) are revealing indications of settling in initial courses, yet overall awareness of alternatives to conventional textbooks continues to lag, a new study discovered. Over half (58.1 percent) of the professors members surveyed for "Opening the Textbook: Educational Resources in U.S. College, 2015-16," a report released this morning by the Babson Survey Research Group, stated they were not knowledgeable about OER or how instructors can use free or low-cost options to traditional textbooks in their courses.
Almost half of all respondents (48 percent) stated open materials are too tough to find, which they don't have access to a catalog showing the open resources available to them (45 percent) or a practical colleague who can mentor them (30 percent). And while nearly 9 out of 10 respondents (87 percent) said cost to trainees is an important or really crucial element when considering which course materials to designate, many professor said there aren't adequate top quality totally free or economical course materials (28 percent) or merely enough open resources in their fields in basic (49 percent) to make the switch from traditional books.
Alternatively, he included, professor are "reluctant to explore the lower-cost or free choices, or they're uninformed of them." This is the first of three planned yearly reports that will explore how open academic resources are making their mark on greater education. The research is supported by the William and Plants Hewlett Foundation.
