Student Advocacy

A repository for students advocating for OER on their campuses. This group contains the Student OER Toolkit developed by student advocates in the CCC and CSU systems. No new members are currently being admitted. The published toolkit is available to all without being a group member.
16 members | 7 affiliated resources

All resources in Student Advocacy

WHCL Open Educational Resources

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Toolkits and eReader Tutorial Of special importance is this video tutorial for students on how to study from OER materials: Reading on Electronic Devices: A Tutorial (Bonilla 2016). There are three toolkits: toolkit 1offers relevant materials and resources on: What is OER? What is an open textbook? A Bibliography of case studies, user stories, and peer-reviewed articles on adopting OER textbooks and materials A list of resources for finding OER textbooks and materials Recommendations on how to advocate for OER adoption to particular audiences (faculty, deans, presidents, and other stakeholders) Toolkit 2:offers relevant materials and resources on: Crafting faculty development workshops Demonstrating faculty use of OER textbooks Tutorials on finding OER materials once faculty have been identified Tutorials on student use of OER textbooks Information on ADA compliance How to peer review OER materials Identifying best practices to facilitate OER textbook adoption, implementation, and use Creating a sustainable OER adoption plan Toolkit 3: offers relevant materials and resources on: Offers videos of user stories by faculty who have adopted, implemented, and used OER textbooks This toolkit also contains ADA compliance reviews of all textbooks that have been reviewed on COOL4Ed

Material Type: Primary Source, Reading

Authors: British Columbia Open Textbook Project, I Elaine Allen Jeff Seaman, John D, This page is an adaption of Lansing Community College (LCC) Library Research Guide on Open Educational Resources (OER) by Regina Gong is licensed under a Creative Commons Attribution 4.0 International License.

CSUB's OER Webpage

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This is how CSUB provides OER support to our students and faculty. Our webpage is designed to support the different academic schools and majors here at csub by providing open journals, websites and free eBooks. There's a faculty showcase link showing the faculty that provide oer in their classes as well as how much their students save.

Material Type: Data Set, Reading

OER Student Advocate Toolkit

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This toolkit was created by OER student leaders in the CCC and CSU systems. The toolkit's purpose is to motivate students to get involved in OER advocacy and the Open Education movement, as well as make it known that students can make a difference in their education. Education costs can be cut to a fraction of the price with OER, which would allow for more students to be able to access knowledge and higher education. While this toolkit contains some examples and suggestions specific to California institutions, it can still be helpful for all college students. Thanks to the Michelson 20MM Foundation's financial support students were paid for their work and contributions in creating this document, as well as presenting at conferences.

Material Type: Full Course, Primary Source, Reading, Student Guide

Authors: Barbara Illowsky, Edwin Hernandez Armenta, Kelsey Smith, Laura Cruz, Carlos Espinoza, Ashley Chavez, Timothy Maldonado, Natalie Miller, Trudi Radtke, Jenifer Vang, Ryan Erickson-Kulas

A multi-institutional study of the impact of open textbook adoption on the learning outcomes of postsecondary students

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Abstract In some educational settings, the cost of textbooks approaches or even exceeds the cost of tuition. Given limited resources, it is important to better understand the impacts of free open educational resources (OER) on student outcomes. Utilizing digital resources such as OER can substantially reduce costs for students. The purpose of this study was to analyze whether the adoption of no-cost open digital textbooks significantly predicted students’ completion of courses, class achievement, and enrollment intensity during and after semesters in which OER were used. This study utilized a quantitative quasi-experimental design with propensity-score matched groups to examine differences in outcomes between students that used OER and those who did not. The demographics of the initial sample of 16,727 included 4909 students in the treatment condition with a pool of 11,818 in the control condition. There were statistically significant differences between groups, with most favoring students utilizing OER

Material Type: Data Set, Reading

Authors: 340-E MCKB, Lane Fischer lane_fischer@byu.edu John Hilton III johnhiltoniii@byu.edu T. Jared Robinson t.jared.robinson@gmail.com David A. Wiley david.wiley@gmail.com 1 Brigham Young University, Lansing, MI, OR, Portland, Provo, USA, USA 2 Michigan State Department of Education, USA 3 Lumen Learning, UT 84602