It is not safe to assume that people who produce/release OER are also users of other's OER. There is a clear need to clarify which groups (students, signed up trainees, other teachers) are using OER and how (formal, informal, etc.) these resources are being used/re-purposed. One of the crucial questions for those who intend to release OER is whether to consist of pedagogic content (such as contextual info about how and when to utilize the resources) or to enable the user to define/add pedagogic context at the point of usage.
Terminology around OER is not universally meaningful or recognisable and we may often be asking people the wrong questions. Where staff report no engagement with OER they often describe utilizing third party products in their teaching. This demonstrates the 'iceberg of OER usage' explained in OER: The worth of reuse in education, a study commissioned throughout stage 2 of the UKOER Programme, which discovered that a lot of sharing and reuse occurs informally and below the surface area.
Practice listed below the surface area might actually end up being harder to research as awareness of open content spreads, since there is a higher awareness that online material might be 'risky' or inappropriate to utilize. A fascinating contrast for how OER can be utilized, re-used and remixed is that of cows milk production, highlighted in the OER Myths area.
From the University of Massachusetts, this course is created to offer early youth education professionals with the understanding and abilities to evaluate their own level in regards to the eight core proficiencies, throughout the infant-toddler, preschool and out-of-school age range. The 10 modules include video segments including teachers using reliable strategies and techniques in the class on subjects such as phonemic awareness, phonics, speech noises, and text understanding.
Help in getting ready for the CSET topic tests. Likewise used is a "four-part webinar series particularly developed to help individuals better comprehend and more efficiently support gifted trainees both in your home and in the classroom.".
#GoOpenVA is a collective initiative that makes it possible for instructional entities throughout Virginia to develop, share, and gain access to openly-licensed academic resources (OER, also referred to as open education resources). OER are totally free digital materials that can be used or customized to adjust to trainee requirements; they are openly-licensed unhampered by many traditional copyright limitations.
#GoOpenVA motivates all Virginia educators and students to create, share, and utilize digital resources with the end goals of supplying equitable access to great learning products throughout the state, and supporting brand-new techniques to learning and teaching for all Virginians. Through this initiative and in partnership with the Office of Educational Technology's #GoOpen campaign Virginia looks for to become a national example of the power and guarantee of open instructional resources.
We provide a self-paced online course, Intro to OER, through Virtual Virginia. It is complimentary for any educator in Virginia, and will take about 4 hours or two to finish (though you do not require to do it all at when). Please go to Virtual Virginia Professional Learning page to sign up.
You can also access products to develop a local face-to-face or mixed professional knowing chance in your own area by utilizing the Workshop in a Box materials located on the VSTE Google site. Four Modules are planned (Structure, Curation, Modification, and Development) with the Structure Module already posted and the rest set up to be published by the end of May 2020.
Keep up to date by following @goopenva on Twitter, or taking a look at the hashtag #GoOpenVA. Also, a relatively comprehensive Assistance Center lies directly on the #GoOpenVA site. The state's Virginia is for Learners initiative highlights the need for students to have learning experiences that go deeper than superficial content understanding.
Trainees need to be life-ready at the end of their K-12 education journey, able to be effective at whatever course they follow. In order to support the type of education needed for much deeper learning, teachers require access to materials that fit the requirements of various trainees at various times and in different ways.
#GoOpenVA enables instructors to support each other by sharing a wide range of digital materials that they understand will work. The vision of the #GoOpenVA campaign is to empower trainees and educators with engaging and equitable knowing chances. In order to foster and sustain an academic environment to freely exchange and gain access to significant, real-world, customized knowing experiences, the GoOpenVA initiative will: Increase awareness of the advantages and uses of Open Educational Resources (OER).
Understand state and department level use of OER and how to support more execution. Encourage alignment of OER efforts with regional and state strategies. Acknowledge school division efforts to carry out OER. Representatives from around the state satisfy as the #GoOpenVA Advisory Committee to offer guidance to #GoOpenVA.
College education is significantly expensive (Goldrick-Rab, 2016) and this trend negatively impacts the well-being of students. For example, almost half of college trainees report food insecurity (limited/uncertain availability of quality meals), which is a much higher rate than the general U.S. population (14.5%, Cady, 2014), and 1133% of trainees report housing insecurity (Broton and Goldrick-Rab, 2018).
Black trainees borrow more money for their education and leave with financial obligation at greater rates than their White equivalents (Huelsman, 2015). First-generation students (i.e., those who are first in their family to attend college) are both most likely to have trainee loans and to have higher trainee loans than their continuing-generation peers (Furquim et al., 2017).
Overall, high college costs represent a significant problem that has essential implications for social equity. One particular college expenditure that is increasing rapidly, and far-outpacing inflation, is the cost of books. From 2006 to 2016, textbook expenses rose 87.5% (Bureau of Labor Data, 2006) and in 2017, it was reported that trainees spent approximately $1,260 on textbooks and supplies per year (The College Board, 2017).
For example, many students (65%) report not buying a textbook since it was too pricey, with the huge bulk (94%) of those trainees reporting that they had concerns that their course efficiency would suffer as an outcome of this choice (United States Public Interest Research Study Group Student, 2014). A more recent research study found nearly half (47.6%) of students occasionally or often took less courses as an outcome of high book expenses, 20.7% withdrew from a course due to the fact that of high book expenses, and 45.5% did not register for a particular course as a result of text costs (Florida Virtual Campus, 2016).
Considered that the total high costs of college disproportionately impact people of color (e.g., Huelsman, 2015; McCabe and Jackson, 2016), it is most likely that the negative effect of textbook expenses is experienced even more acutely by members of marginalized groups. One proposed option to the issues related to high textbook costs are Open Educational Resources (OER), which are educational materials that are freely readily available and honestly licensed for adjustments. Open educational resources (OER) are any resources offered at little or no charge that can be used for teaching, finding out, or research study. The resources can be virtually any product beneficial for instructional functions, including: Textbooks Course readings Simulations Games Syllabi Quizzes, and other assessment tools Each resource is released under a license that spells out how it can be utilized.
You might wish to start by taking a look at the Center for Education Research and Innovation's publication" Giving Knowledge for Free: The Development of Open Educational Resources." UMass Amherst likewise uses an useful " Quick Guide" to OERs. Other excellent resources include " 7 Things you need to understand about Open Educational Resources"and " Models of Open Educational Resources" by EDUCAUSE.
The OpenCourseWare model has been duplicated by lots of colleges and universities all over the world, which are putting full course products online for anybody to use. Library of Congress Collections (http://www.loc.gov): Library of Congress digital collections are available for usage by the public. The Library offers one of the largest bodies of noncommercial premium material on the Web.
National Science Digital Libraries (NSDL: http://nsdl.org/) for STEM courses: NSDL is the National Science Foundation's online library of resources and collections for science, innovation, engineering, and mathematics education and research study. Resources offered through NSDL consist of images, video, audio, animations, software application, datasets, and text documents such as lesson strategies and journal articles.
Nevertheless, some of the resource companies who make their materials available through NSDL do need a login, or a fee-based subscription or that users acquire the complete version of a resource. National Libraries of Virtual Manipulative (NLVM: http://nlvm.usu.edu) for Mathematics courses: NLVM is an NSF supported project that developed a library of uniquely interactive, web-based virtual manipulatives or idea tutorials, mostly in the form of Java applets, for mathematics guideline (K-12 emphasis).
The site hosts academic videos and enables anybody to freely access directions from the scholars and guest speakers at the leading academic universities. It offers 60 complete courses and 2,395 overall lectures (almost 1,300 hours of video) from Yale, MIT, Harvard, Stanford, UC Berkeley, and Princeton that can be searched by subject, university, or instructor through an easy to use interface.
Michael Sandel, Harvard University Justice. College Open Textbooks (COT): public domain or under a Creative Commons license http://www.collegeopentextbooks.org/. The COT is a project on the objective of driving awareness, adoptions, and price of open textbooks. The focus is on community colleges and lower division of four-year organizations. An open textbook is an integrated course-associated knowing tool that remains in the public domain or has been open-licensed by the copyright holder to allow re-use without the necessity of asking consent of the copyright holder.
Every Flat World book is totally free to check out onlineall students have access to the textbook that you appoint. Flickr: http://www.flickr.com/Flickr is the online image management and sharing application on the planet. Most images could be utilized under the Creative Commons licenses. Khan Academy: http://www.khanacademy.org offers over 3,000 complimentary education video resources for anybody, they cover mathematics, science topics such as biology, chemistry, and physics, and financing and history. RED WINE: http://www.merlot.org deals over 30,000 open multimedia resources designed for faculty and trainees of higher education for discovering and online mentor. MIT OpenCourseWare( http://ocw.mit.edu): 2,000 MIT courses are open to public. TED: http://ted.com brings the motivating talks offered to the world, for complimentary. More than 900 TEDTalks are now readily available, with more added weekly. These videos are launched under an Innovative Commons BY-NC-ND license, so they can be easily shared and.
reposted. WGBH Online forum Network: http://forum-network.org is a public media service of WGBH. The online library includes thousands of video and audio lectures from the world's primary scholars, authors, artists, researchers, policymakers, and community leaders, available to the general public for complimentary. It is an educational hub and is aggregating videos from lots of colleges and universities( such as MIT and Stanford), ranging from lectures to student films.
to athletic occasions. Creative Commons: http://creativecommons.org/ enables the sharing and use of creativity and knowledge through totally free legal tools, and makes the most of digital creativity, sharing, and development. The only requirement is that you mention an Imaginative Commons on the product if you utilize it. The Connexions," About Us" page provides a fantastic explanation of the concept of academic modularity.
What are OER course materials? Educational material or products that are readily available at no charge or low expense to the reader , trainee, or instructor which are typically openly accredited. OERs can be utilized for teaching, finding out, research, and other functions. OERs include courses, course products, content modules or finding out things, collections, and journals. The expenses related to the creation and upkeep of OERs are often covered by grants or other funds, which make it possible for the content to be free of charge for readers and users.
Where can I discover OER products that are prepared to utilize? The following is a list of OER platforms that are presently readily available for adoption. If you are utilizing OER in your course (s ), we will indicate it in our textbook listings and can assist trainees find the material. Can the University Shop assist if my students want print copies of OER materials? Yes. You can request that we investigate the option of offering a print version for your students. In some situations, it may be possible for the University Shop to create a printed course reader from OER products. As OER products are copyright totally free, this can be an economical alternative. Invite to GoOpen CT, a motion of teachers, professors, trainees,.
leaders, and policy makers backed by the Commission and accepting making use of open educational resources( OER) throughout Connecticut. Think about OER to imply" Free and honestly certified instructional materials that can be used for mentor, discovering, research study, and other functions"( Creative Commons definition). Are you simply finding out about, acquainted with, or even masterful at producing OER? We wish to hear from you. Share your ideas and resources utilizing the hashtag #GoOpenCT. Based upon the feedback of numerous education leaders, administrators, professors, and educators, the report".
Open Education Resources in Connecticut: Survey Outcomes and Opportunities for Connecticut Schools and Universities" supplies insights into the usage and promise of OER in our state. Doing so needs professional development, innovation, and perhaps most notably leadership assistance. If you have just about any issues relating to wherever in addition to how you can work with open educational resources textbooks, you can email us with our website. Gain insights from the executive summary, detailed study outcomes, and locations of opportunity to see how OER can benefit Connecticut's students, teachers, and organizations. We encourage you to explore dozens of OER planning and content resources for teachers, administrators, and policy makers. The Commission for Educational Technology has made Connecticut one of 20 "GoOpen" states, backing the OER movement to offer the following benefits educators, students, and institutions: Equity of Gain Access To: Use of OER broadens the schedule of mentor and discovering materials, despite budget plan restrictions. Access to 10s of countless open textbooks, courses.
, and other finding out resources levels the field for educators and students everywhere.
