scholarly journals A Review of Open Educational Resources in the Geosciences: Guidelines and Criteria

2021 ◽  
Author(s):  
Samantha Teplitzky ◽  
Shaun Hardy ◽  
Kay Johnson ◽  
Robert Tolliver ◽  
Lori Tschirhart ◽  
...  
Keyword(s):  
Faculty Perceptions ◽  
Open Science ◽  
Open Educational Resources ◽  
Educational Resources ◽  
College Level ◽  
Starting Point ◽  
Virtual Field ◽  
The Creation ◽  
The Many ◽  
Laboratory Experiences

Open Educational Resources (OER) offer a link between new trends in learning and instruction, and the promise of transparency and inclusion offered by open science practices. Open textbooks, virtual field and laboratory experiences, interactive computational environments, and openly licensed media are among the many types of OER in use today. Adoption of subject-specific OER has the potential to replace expensive textbooks with free alternatives that can be adapted and reused. While globally, instructors in all scientific disciplines are becoming familiar with OER, geoscientists in particular have been slow to utilize these resources.This study examines the creation and adoption of OER in the geosciences with a goal of providing guidance for institutions, libraries and librarians who support and fund OER initiatives. Beginning with a review of student and faculty perceptions and awareness regarding OER, the study expands to consider OER availability in STEM overall. Furthermore, the creation and adoption of OER in geosciences is discussed. An environmental scan, employed to identify and characterize available college-level OER in this discipline, provided a baseline for the study. Analysis of the scan along with a review of OER, textbook and field guide standards informs a new set of proposed guidelines for geoscience OER. This work will describe these guidelines and offer a call for community feedback.Several of the guidelines are applicable to STEM fields in general, but we also propose specific aspirational criteria unique to geoscience instructional settings. The study is a starting point for authors and adopters to create OER that are discoverable, accessible, authoritative, shareable and sustainable. OER also double as research objects, offering an entry point into understanding student engagement and providing a path to welcome and include a diverse set of students into the study of geoscience.

Beyond Textbooks

2019 ◽  
pp. 182-200 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Teaching And Learning ◽  
Online Courses ◽  
Cost Effective ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Academic Needs ◽  
Online Instructors ◽  
Starting Point ◽  
Good Starting Point ◽  
Reference Tool

Textbooks can serve as a good starting point for learning concepts or serve as a reinforcing reference tool for students. However, to address the various academic needs of students, as well as to affirm the richness and depth of the knowledge, skills, and dispositions in online courses, online instructors should complement and supplement textbooks with other resources in various formats. Education has a growing need for digital resources, starting with digital textbooks, and expanding to other kinds of educational resources. Open educational resources, in particular, provide cost-effective and flexible tools for teaching and learning.

Curriculum Content

2019 ◽  
pp. 81-97
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Music Appreciation ◽  
Curriculum Content ◽  
Limit Setting ◽  
Video Lectures ◽  
Online Music ◽  
The Many

This chapter introduces the many resources that come together to create the online music appreciation course curriculum. Because curriculum is the main content of the course, judiciously selecting from among the many options available to determine suitable content is essential. Readers will learn about limit-setting and curriculum components. Additionally, guidance for choosing a textbook and a review of major textbooks in print is provided, as well as a discussion of open educational resources (OERs) and sample resources. Some discussion is included about creating and providing instructor video lectures. The chapter ends with a brief summary of important points and an infographic designed to visually highlight the qualities and benefits of four major types of curriculum content.

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 Offen und vernetzt für alle

2021 ◽  
Keyword(s):  
Open Access ◽  
Open Science ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Predatory Publishing

Das Buch versammelt die Beiträge der ersten Open-Access-Roadshow Schleswig-Holstein, die vom 11. bis 14. November 2019 in Kiel, Flensburg und Lübeck stattgefunden hat. Auf der interdisziplinären Veranstaltung wurden zentrale Themen rund um Open Access und Open Science beleuchtet, angefangen bei den politischen Rahmenbedingungen und notwendigen Weichenstellungen im universitären Publikationsbetrieb über Erfolge und Herausforderungen bei der Open-Access-Transformation in Schleswig-Holstein, Hamburg und Brandenburg bis hin zu digitalen Angeboten im Bereich der Lehre und Bildung, die Open Educational Resources (OER). Was Open Access für Verlage bedeutet, wird ebenso berücksichtigt wie die Themen Predatory Publishing, DEAL, Plan S und vieles mehr. Die Beiträge geben einen Überblick über den aktuellen Stand von Open Access und zeigen auf, wie ein künftiger nachhaltiger Kulturwandel hin zu mehr Offenheit in Wissenschaft und Forschung gelingen könnte.

scholarly journals OER and MOOC: The Need for Openness

10.28945/3478 ◽  
2016 ◽  
Vol 13 ◽  
pp. 209-223 ◽  
Author(s):  
Ismar Frango Silveira
Keyword(s):  
21St Century ◽  
General Principle ◽  
Point Of View ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Basic Principles ◽  
Industry Standard ◽  
Starting Point ◽  
Massive Online Open Courses ◽  
Open Courses

The Open Software movement serves as a landmark and a starting point for many “open-something” initiatives, such as Open Educational Resources (OER) and Massive Online Open Courses (MOOC). However, under a pragmatic point-of-view, many of its basic principles are not considered specially when dealing with the above mentioned initiatives: common, industry-standard OER and MOOC lack a considerable set of really open features in a way that deviate the sense of the “O” letter – for Open – in its acronyms. Considering this, the present paper presents a systematization of these concepts around the general principle of openness. There will be discussed some strengths, challenges, and drawbacks in adopting openness as the key for OER and MOOC for Education in 21st Century.

scholarly journals Ladders in the orchard: What’s next for OER?

2021 ◽  
Vol 82 (3) ◽  
pp. 132
Author(s):  
Chelsea Contrada ◽  
Kathryn Good-Schiff
Keyword(s):  
Higher Education ◽  
Community College ◽  
Open Educational Resources ◽  
Public Colleges ◽  
Educational Resources ◽  
Community College System ◽  
Virginia Community College System ◽  
Early Adopters ◽  
College System ◽  
The Creation

A movement to encourage and increase the creation and use of open educational resources (OER) in U.S. higher education has been growing for about 20 years. In Massachusetts, for example, 71 percent of public colleges are already using OER to some extent, although the total number of courses affected remains relatively small. The most common number of OER courses per school is between 11 and 20. Studies continue to show that the high cost of textbooks is a burden for students, to the point that many states have adopted legislation to reduce textbook costs or promote OER. However, in a study that surveyed faculty from the Virginia Community College System, Dr Braddlee and Amy VanScoy concluded that use of OER is still a “niche phenomenon, the province of innovators and early adopters.” Any change, no matter how potentially beneficial, takes both time and effort.

OPEN EDUCATIONAL RESOURCES OF LATVIAN LANGUAGE AGENCY. PEDAGOGICAL PRECONDITIONS FOR THEIR USE

Via Latgalica ◽  
2014 ◽  
pp. 172
Author(s):  
Vineta Vaivade ◽  
Liene Valdmane
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Process Development ◽  
Learning Technologies ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Modern Education ◽  
Innovative Learning ◽  
Modern Learning ◽  
The Creation

In order to implement the aims of 21st century’s education – personal self- determination and self-realization –, it is necessary to unite the traditional education forms and methods with innovative learning technologies and resources. Besides the traditional learning resources, which usually are used under supervision of teacher in joint learning process, also new and innovative resources appear, for example, open educational resources (OER). Together with other factors, they ensure availability of education and promote the current factors of modern learning process: individualization and differentiation of the learning process, development of learning skills, media competence as one the crucial skills, independence and participation in the learning process. Although it is undeniable, that OER promote the quality of education; however, as polls and researches show, the main attention is paid to the creation and publication of OER, but there is a problem in the assessment of OER quality, purposeful and pedagogically reasoned use (Stacey, 2010). Latvian Language Agency (LLA) created a portal “Teach and learn Latvian” in 2013, where were placed OER for the Latvian language learning, that are structured in two parts: Teach Latvian and Learn Latvian. By analysing the discussion among teachers, the results of polls and observations in the teaching process, LLA is elaborating a concept on creation of OER, as well ensuring the creation of qualitative content and creation of pedagogically reasoned guidelines. The aim of article is to characterise the OER, created by LLA, and pedagogical conditions for its use in the context of modern education. The article: 1) deals with the current situation of modern education, that justifies the importance of OER’s creation and use; 2) defines the notion and essence of the term OER; 3) characterises the OER, created by LLA; 4) deals with the impacts of OER on the learning process, the problems in the use of OER and reveals the pedagogical pre-conditions for its use.

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.

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