This guide is for faculty authors, librarians, project managers and others who are involved in the production of open textbooks in higher education and K-12. Content includes a checklist for getting started, publishing program case studies, textbook organization and elements, writing resources and an overview of useful tools.
Faculty who are new to OER may experience difficulty finding an open textbook or other openly licensed materials to adopt for their courses. Searching on your own is time consuming and the choices can be overwhelming. We will hear from a college librarian who helps faculty find and adopt high quality OER to match their course outcomes and the creators of the award winning OER Commons, a freely accessible online library that allows teachers and others to search and discover open educational resources (OER) and other freely available instructional materials.
- Material Type:
- Community College Consortium for Open Educational Resources (CCCOER)
- Heather Blicher
- Mindy Boland
- Date Added:
This module includes information to help find, evaluate, adapt and share open educational resources to meet learning outcomes and objectives. The module also offers information on how to describe and organize OER to enable its discovery by future users.
Collection development, a foundational component of the library program, is the formal, professional process of selecting, with the aid of appropriate evaluation tools and knowledge of the school, comprehensive and balanced materials to meet the diverse needs of the community.Rather than using a comprehensive and balanced acquisitions procedure, curriculum curation is a tightly targeted selection process to meet the knowledge and/or cognitive goals of instruction in service of student learning. Rather than generalized pointers to resources, curation will identify a specific section or element within each resource. Therefore, curriculum curation requires co-planning with faculty and using professional discernment, adding value to the chosen resources. Dialogue between librarian and instructor must be part of the curation process In order to surface student learning goals. Such negotiated curation shines a light on the expertise that each educator brings to the conversation about the thinking tasks and relevant experiences that will augment student learning. This module scaffolds and models curating an interdependent set of OER sources and tools to support the instructional core of a unit.Granite State Learning Outcomes3. Demonstrate the ability to facilitate developmentally appropriate and challenging learning experiences based on the unique needs of each learner (and) make the discipline(s) accessible and meaningful for learners;6. Design and implement instructional strategies that engage students’ interests and develop their ability to: inquire; think both critically and creatively; and ethically gain and share knowledge;15. Complete a narrative reflection on the course and personal growth.AASL CompetenciesAASL Standard 1.2 a: Implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning.AASL Standard 1.2 b: Make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators.AASL Standard 1.3 a: Model, share, and promote effective principles of teaching and learning as collaborative partners with other educators.AASL Standard 1.4 c: Integrate the use of technologies as a means for effective and creative teaching and to support P-12 students' conceptual understanding, critical thinking and creative processes.PSEL Standard 4 a: Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, embody high expectations for student learning, align with academic standards, and are culturally responsive.PSEL Standard 4 e: Promote the effective use of technology in the service of teaching and learning.
If you haven’t discovered already, there are myriad open resources that exist. Often the trouble lies in locating those that fit precisely what you need. We’ve broken down these resources with the intent of making the search process more efficient and effective. For each you’ll find a list of unique traits, licensing information, and an example of how to attribute the source. Click one of the media sources in the Find Resources sub-menu for the details.
- Material Type:
- Washington State Board for Community & Technical Colleges
- Provider Set:
- Open Washington
- Date Added:
The objective of this module is to show the many ways you can quickly and easily find OER materials in OER Commons. This module, “Finding OER Materials,” is activity-based; you'll be guided through the process of finding OER materials you can start using in your teaching and learning.
The growing body of online educational resources is helping to create universal access to language education. This is a good thing. Use this introductory guide to find open resources for your classroom. The OER ecosystem works best when everybody contributes content. Consider sharing your own. Educators often supplement foreign language textbooks. Perhaps your students need more grammar, authentic L2 materials, or listening practice exercises. Go to an open content search page. For example, Creative Commons offers a system of open licensing which enables resource sharing. Their CC search page is a great place to start. However, finding openly licensed educational resources (OER)—which can be edited, built upon, and shared without copyright restrictions—isnʼt always easy.
This is a five-step guide for faculty, and those who support faculty, who want to modify an open textbook. Step-by-step instructions for importing and editing common open textbook file and platform types are included.
We intend this book to act as a guide writ large for would-be champions of OER, that anyone—called to action by the example set by our chapter authors—might serve as guides themselves. The following chapters tap into the deep experience of practitioners who represent a meaningful cross section of higher education institutions in North America. It is our hope that the examples and discussions presented by our authors will facilitate connections among practitioners, foster the development of best practices for OER adoption and creation, and more importantly, lay a foundation for novel, educational excellence.
OER Passport is a professional development program that takes educators through the process of understanding, finding, developing and sharing Open Educational Resources.
This course trains teachers and students on OER use, reuse, licensing, creation, and sharing by completing the following tasks. The first three tasks lay a solid foundation and provide teachers with the tools to complete the last three tasks which focus on the use, reuse, production, and innovative teaching practices.
Participants can complete the tasks online. There are also files to print/create physical copies of OER Passports that can be used in an offline environment.
The OER Toolkit aims to improve equitable access to open learning resources and services to college students by providing a province-wide academic support platform for faculty to use while designing courses and assignments. The Toolkit is a one-stop guide to open educational resources, providing faculty and library staff with tools and information to understand, engage with, create, and sustain OER in their work and practice.
The Toolkit is designed to be used by anyone involved with OER at an academic institution, whether you are part of a team that is collaborating to create OER, a library staff member who is supporting OER development and use, an advocate for OER at your institution, or an instructor seeking to incorporate OER and open pedagogy in the classroom. The primary purpose of this Toolkit is to support faculty and library staff at Ontario colleges; however, it is openly available for use beyond the Ontario college community.
This document is an evidence-based guide that outlines the practical and policy supports needed to enable K-12 school librarians to take on leadership roles around OER, and to support OER curation efforts by librarians and all educators.
This guide is based on a study led by ISKME (iskme.org) in collaboration with Florida State University's School of Information. The study is titled “Exploring OER Curation and the Role of School Librarians". ISKME designs guides and toolkits that help educators navigate and implement new teaching and learning practices. Grounded in research, our evidence-based guides and toolkits help articulate what actually works in real education settings—and are tailored to the unique professional learning needs of our clients and their stakeholders.
The study was made possible in part by the Institute of Museum and Library Services (www.imls.gov), under grant number LG-86-17-0035-17. The findings and recommendations expressed in this document do not necessarily represent those of the Institute of Museum and Library Services.
This book is a practical guide to adapting or creating open textbooks using the Pressbooks platform. It is continually evolving as new information, practices and processes are developed. The primary audience for this book is community members at Ryerson University, Ontario who are interested in creating Open Educational Resources; however, there may be content within this book that is useful to others working on similar Open Educational Resource initiatives.
This book is a practical guide to adapting or creating open textbooks using the PressBooks platform. It is continually evolving as new information, practices and processes are developed. The primary audience for this book are faculty and post-secondary instructors in Saskatchewan, Canada who are developing, adapting or adopting open textbooks at the University of Saskatchewan. However, there may be content within this book that is useful to others working on similar Open Educational Resource initiatives.