scholarly journals Strengths and Limitations of Open Educational Resources to Advance Copyright Literacy

2019 ◽  
Author(s):  
Julia Guy ◽  
Michael McNally ◽  
Kris Joseph ◽  
Adrian Sheppard ◽  
Amanda Wakaruk
Keyword(s):  
Best Practices ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Content Creation ◽  
Precise Information ◽  
Multiple Audiences ◽  
The Creation ◽  
Open Content ◽  
Complex Subject

The proposed paper explores challenges associated with the creation of open educational resources (OER) for Canadian copyright education. Tensions include modeling best practices for open content licensing in copyright-related material, balancing narrative engagement with precise information on a complex subject, creating content for multiple audiences, and the use of open tools for the creation of accessible, adaptable materials. This case study outlines tactics for addressing these tensions, such as balancing a commitment to openness with a focus on engagement, discovery of easy-to-use multimedia tools for adding interactivity, and embracing perspectives outside legal and academic experts during content creation.

scholarly journals Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices

Open Praxis ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 127 ◽  
Author(s):  
Catherine Cronin ◽  
Iain MacLaren
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Empirical Literature ◽  
Educational Practices ◽  
Entry Points ◽  
Open Educational Practices ◽  
The Creation ◽  
Open Content

Conceptualisations of open educational practices (OEP) vary widely, ranging from those centred primarily on the creation and use of open educational resources (OER) to broader definitions of OEP, inclusive of but not necessarily focused on OER. The latter, referred to in this paper as expansive definitions of OEP, encompass open content but also allow for multiple entry points to, and avenues of, openness. This paper explores the theoretical and empirical literature to outline how the concept of OEP has evolved historically. The paper aims to provide a useful synthesis of OEP literature for education researchers and practitioners.

scholarly journals Education for All Revisited: On Concepts of Sharing in the Open Educational Resources (OER) Movement

Seminar.net ◽  
2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Theo Hug
Keyword(s):  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Education For All ◽  
Content Creation ◽  
Creative Commons ◽  
Communications Technologies ◽  
Private And Public ◽  
Open Content

 Relationships between the private and public sphere in education have been discussed repeatedly and in various ways. However, the role of media and media dynamics is widely underestimated in this context. It is only recently, since the digital turn, that the focus of the debates has changed. In the past few years, manifold initiatives have aimed at opening up education on various levels using digital communications technologies and Creative Commons licenses. Additionally, massive open online courses (moocs) have been developed. Today, OER (Open Educational Resources) is used widely as an umbrella term for free content creation initiatives: OER Commons (http://www.oercommons.org/), Open Courseware (OCW), OER repositories, OCW search facilities, University OCW initiatives, and related activities. Shared resource sites such as Connexions (http://cnx.org), WikiEducator (http://wikieducator.org), and Curriki (www.curriki.org) have an increasing number of visitors and contributors.On one hand, the motif of ‘education for all’ is once again appearing in related debates and practices. On the other hand, notions of sharing play a crucial role in open content and open education strategies. This purpose of this paper isthreefold: It starts with an outline of selected understandings of sharing in educational contexts; it then addresses their relevance for OER development through examining contrasting and relational conceptual dimensions. Lastly, the contribution aims to sketch different forms of sharing related to media forms.

Open educational resources (OERs) in self-directed competency-based education

2018 ◽  
Vol 46 (4) ◽  
pp. 197-203 ◽  
Author(s):  
Eileen A. Horn ◽  
Ryan Anderson ◽  
Kristine Pierick
Keyword(s):  
Best Practices ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Future Research ◽  
Learning Resources ◽  
Content Type ◽  
Starting Point ◽  
Competency Based ◽  
Practical Implications

Purpose This study aims to describe how open educational resources (OERs) were used in a system-wide, competency-based higher education program. It discusses barriers encountered, solutions developed and suggestions for future research on OER-focused curricula for self-directed learners. The case demonstrates practical application of the best practices for OER usage and contributes to discussions among the open education community about what constitutes quality OERs and how quality measures can help instructors select the best available OER. Design/methodology/approach This case study uses a reflective approach to describe what the organization did to facilitate OER use in University of Wisconsin Flexible Option. The authors reflect on tools and processes used and highlight alignment with best practices from OER literature. Findings This case confirms that there are challenges associated with OERs, especially for faculty with limited experience using them. It also offers insights into how to evaluate and curate OERs and confirms that students are generally satisfied when OERs are used as primary learning resources. Research limitations/implications Formal research was not conducted. This case provides a starting point for potential future research about the use of OERs by self-directed, competency-based students. Practical implications Practical implications of this case study include concrete tools and methods faculty and instructional designers can use to locate, evaluate and curate OERs. This case study highlights the role OERs can play in increasing overall satisfaction with learning resources while decreasing students’ costs. Originality/value This case ties unique needs of self-directed, competency-based learners with the use of OERs, addressing two overarching questions about OERs: what constitutes a quality OER? and how is quality measured?

The UNESCO OER Community 2005-2009

2012 ◽  
pp. 16-37 ◽  
Author(s):  
Susan D’Antoni
Keyword(s):  
Educational Planning ◽  
International Community ◽  
Open Educational Resources ◽  
International Organization ◽  
Educational Resources ◽  
The Internet ◽  
International Institute ◽  
Personal Reflection

This is the story of an international community convened to raise awareness of the growing Open Educational Resources (OER) movement. The experience of the international OER Community underlines the potential of the Internet to link people in an inclusive manner to promote collaboration – individuals who would never normally be able to meet and hold focussed discussions over a sustained period. Launched by an international organization, the UNESCO International Institute for Educational Planning (IIEP), and supported the primary champion of the OER movement, the William and Flora Hewlett Foundation, the OER community was exemplary in its interaction, action, and longevity. From 2005, the members of the community have come together from time to time to discuss OER in what can be described as a series of virtual seminars. At two points they put forward their opinion of the priorities to advance the OER movement. Now, with support from the UNESCO Chair in OER at Canada’s Athabasca University, they are about to be invited to make another contribution. This is both the story of a community as a case study, and a personal reflection.

Knowledge Media Tools to Foster Social Learning

2010 ◽  
pp. 357-380 ◽  
Author(s):  
Alexandra Okada ◽  
Simon Buckingham Shum ◽  
Michelle Bachler ◽  
Eleftheria Tomadaki ◽  
Peter Scott ◽  
...  
Keyword(s):  
Social Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Widening Participation ◽  
Open University ◽  
Media Technologies ◽  
Open Content ◽  
Virtual Interactions ◽  
Opening Up

The aim of this chapter is to overview the ways in which knowledge media technologies create opportunities for social learning. The Open Content movement has been growing rapidly, opening up new opportunities for widening participation. One of the Open Educational Resources (OER) initiatives is the OpenLearn project, launched by the Open University, which integrates three knowledge media technologies: Compendium, FM and MSG. In this chapter, the authors analyse some examples, which show how these tools can be used to foster open sensemaking communities by mapping knowledge, location and virtual interactions. At the end, they present some questions and future horizons related to this research.

How to facilitate self-regulated learning? A case study on open educational resources

2019 ◽  
Vol 7 (1) ◽  
pp. 51-77 ◽  
Author(s):  
Tak-Lam Wong ◽  
Haoran Xie ◽  
Di Zou ◽  
Fu Lee Wang ◽  
Jeff Kai Tai Tang ◽  
...  
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Self Regulated Learning ◽  
Regulated Learning
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