​A critical part of sustaining Open Educational Resources (OER) in higher education is recognizing the contributions by instructors who create and improve them as part of their professional work. In order to aid this effort, Driving OER Sustainability for Student Success (DOERS3) has developed an adaptable advisory model to help guide faculty as they attempt to include their OER work in their tenure and promotion portfolios. This model is in no way exhaustive and will likely be most useful as either a way for faculty to start thinking about how to best fit their OER work into their local T&P guidelines or as an OER adapted to those local concerns. Although this document in its current form was created with individual faculty in mind, DOERS3 encourage T&P committees themselves to adapt and edit this document to use as guidance for their faculty.

This report was developed by the Midwestern Higher Education Compact (MHEC), as part of the National Consortium for OER (NCOER), and by a workgroup of institutional, state, and national leaders to offer common principles and frameworks to improve consistency and reliability for measuring cost savings and the return on investment (ROI) of OER. This paper and the recommended practices in it were developed for those who engage in OER efforts at the campus and university system levels. The principles and practices outlined in this report will enable OER stakeholders and practitioners to calculate and communicate with more clarity and consistency the ROI of OER implementation.

One of the greatest areas of potential for open educational resources (OER) is the opportunity for improved representation and coverage of identities that often go erased or poorly addressed in educational materials. Information about, by, and for trans and gender diverse people is one such topic. With knowledge and intention, those involved in the creation, adaptation, and use of OER can find and incorporate materials that center trans and gender diverse people. Doing this is essential for supporting trans and gender diverse students and educating everyone about these identities. This resource is a guide on how to make OER more inclusive and representative of trans and gender diverse people. It is intended to be easily incorporated into a scholarly communications course, while also being valuable to faculty and others interested in learning about the topic and how to make changes to their own course materials.

In this book, we offer an introduction to OER publishing, examples of Open Pedagogy, OER-Enabled Pedagogy, and working with learners; and guidelines, best practices, and suggestions for how to plan, create, publish, and distribute your OER textbook and materials.

This book is divided into four chapters:
Teaching with OER, Open Pedagogy, and Working with Learners offers information about teaching with Open Educational Resources (OER), the ideas, practices, and principles behind Open Pedagogy, and working with students using OER and Open Pedagogy. We also provide resources to help orient students to OER, Open Pedagogy, and best practices for digital and online learning.

Planning an OER Project provides guidelines on planning, workflow, and development of Open Educational Resource (OER) Textbooks; guidelines and suggestions on outlining, compiling, and writing your OER textbook and materials; a chapter prototype, and a quick guide to Pressbooks.

Pre-Publication takes you through the steps necessary before you publish your OER textbook or materials. Sections include editing and formatting; assessment, evaluation, and rubrics; accessibility and usability, including localization, culturally appropriate materials, and student-centered pedagogy; and platform decisions.

Post-Publication gives an overview of steps to take after you publish your OER textbook or materials. Topics include formatting output files, post-release considerations, user evaluation, including instructor and student evaluation, as well as peer-review; and updates, sustaining your OER textbook or materials, and considerations around new versions and new editions.

Ultrasound has a wide range of medical applications. Some of these include obstetrics (monitoring the progress of pregnancy), oncology (monitoring the growth of tumors), cardiology (visualizing the heart function and physiology), biopsy (guiding needles in various procedures), and physiotherapy. For example, today, an estimated 60-70% of pregnant women in the United States undergo ultrasound examination during pregnancy. An estimated 250 million fetal ultrasound examinations are performed every year in the USA. In the last few decades, ultrasound technology has expanded to medical imaging in various other specialties: Anesthesiology, Critical Care, Emergency Medicine, General Pediatrics, Internal Medicine, Obstetrics and Gynecology (OB-GYN), Pediatric Emergency Medicine, Physiatry, Sports Medicine, and Surgery. The increasing demand in the use of ultrasound technology in various biomedical fields points to a future in which medical professionals will be required to possess a general knowledge of ultrasound technology. While currently most medical professionals rely on technicians to perform the imaging studies, there can be a high degree of operator dependent results. Therefore, a solid foundation of the technological properties of ultrasound would give health care providers a competitive advantage in the future. This is one of the first goals of this textbook. This textbook also covers general aspects of diagnostic ultrasound providing an excellent reference for both beginners and professionals. In addition, this textbook has end-of-the-chapter experiments that will help educators conduct labs for students and any other learners to enhance their learning and solidify the practical skills.

Learn about OER and Creative Commons Licenses and how to find, create and share OER with proper attribution.

Brief video describing licensing and permissions associated with Open Educational Resources (OER), including various Creative Commons licenses. These licenses give content creators a standardized way to share their resources with other educators around the world.

In a third and final webinar in its series on exploring aspects of Open Pedagogy, the New England Board of Higher Education is honored to welcome Jasmine Roberts as she leads us in a discussion on the importance of centering social justice in this work.

Open education frameworks address high-cost course materials, but with an increase in the adoption of open educational materials, conversations about inclusive teaching, social justice, and anti-racism pedagogical practices need to be at the center of open practices. Roberts’ talk will address the urgency of adopting social justice practices in open education and strategies on how to do this.

Fun, animated video about open educational resources. Winner of Creative Commons’ Why Open Education Matters video competition.