2. What, Where and Why?
What is OER?—Open Educational Resources are high-
quality, openly licensed, shared educational materials
made freely available online
OER is: Open course ware, Learning objects, tutorials,
open journals, streaming videos, textbooks, modules and
courses
Where is OER?—Many different repositories
Why OER?—Access, Affordability, and Student Success
7. General Benefits of using OER
1. Learning effectiveness
• Better quality or more recent material
2. Access
• Wider variety of learning materials
• There are many complete courses from leading universities
• Enhances opportunities for learning
• Informed decisions as to content and class preparation
3. Scale
• Cost effective
• Adaptability for individual colleges and instructors
8. General Benefits continued….
4. Faculty success
• Avoid “reinventing the wheel”
• More Clarity and/or certainty regarding reuse of materials
• Content is compiled and edited by the instructor
5. Student success
• Better quality and easier access
• Better informed decisions in choosing the right course and
preparing for class
• Digital OER textbooks are condensed
9. What were the “Real” Benefits?
• Decreased development time and maximized
resources
• Quality improvements through collaboration
• Content is compiled and edited by the instructor
• Time and effort were saved through the reuse and remixing of
resources
• Content is adaptable for individual colleges and instructors
• Avoid the cycle of constant textbook updates
• Content sharing “standardized” throughout the
colleges
• New Partnerships Opportunities
10. A Case Study of OER Benefits
Colorado Helps Advanced Manufacturing Programs
Colorado Community College System, Aims Community College
and Metropolitan State University-Denver
• OER Based Advanced Manufacturing Courses—Additive
Manufacturing (3D Printing)
• New Field—collaborative course material development
• Shared content between 2 outside institutions, and 3 system colleges
• Ability to create articulate agreements because of transparency of
OER developed to meet competencies
11. A Case Study of OER Benefits
Northern Virginia Community College
• OER Based Associate Degree Program
• Average cost of Textbooks=$185
• Potential savings of $3700 per student completing full OER AS degree
Track (60 hours)
• Student Success
•Overall success rate is 9% higher than the overall success rate
average for equivalent textbook-based courses
• WHY?—we know that 30% of all students in a course do not by the
required course materials
12. Types of Courses Published to OER
12
EIC130 National Electrical Code I
EIC225 Programmable Controllers
ELT106 Fundamentals of DC/AC
ELT112 Advanced DC/AC
ENY121 Solar Photovoltaic Components
MAT107 Career Math
PRO100 Intro to Process Technology
PRO110 Safety, Health, and Environment
PRO120 Process Tech 1-Equipment 1
PRO130 Instrumentation I
PRO131 Instrumentation II
PRO240 Industrial Troubleshooting
Writing for Process Technology
TAAA Hydraulics I
TAAA Hydraulics II
TAAA Industrial AC/DC and Print Reading
TAAA Industrial Motors and Control
TAAA Introduction and Intermediate PLC's
TAAA MSHA Supplemental-Mine Safety and Health Admin
TAAA Mechanical Components
TAAA Welding
AEC 207 Construction Methods
AEC220 Surveying
AEC233 Construction Safety/Loss Prevention
EIC105 Basics of AC/DC Electricity
ENY101 Introduction to Energy Technologies
GIS101 Introduction to Global Information Systems
MAN102 Business Ethics
NRE214 Environmental Issues & Ethics
PET101 Petroleum Fundamentals
PRO100 Introduction to Process Technology
PRO120 Process Technology I: Equipment
PRO130 Petroleum Fundamentals: Instrumentation
PRO250 Oil and Gas Production I
PSY150 Environmental Psychology
ELT 175 Fundamentals of DC/AC-compressed
IMA 160 Basic Fluid Power
WTG 100 Introduction to Wind Industry
WTG 110 Power & Control Systems
WTG 210 Wind Turbine Airfoils & Composites
www.cccscoetc.weebly.com
https://www.cccs.edu/partnering-for-success/trade-
adjustment-assistance/taa-champ/taa-champ-projects/
WEL103 Basic Shielded Metal Arc Welding I
WEL104 Basic Shielded Metal Arc Welding II
WEL106 Print Reading for Welders-Fitters
WEL121 Structural Welding I
WEL110 Advanced Shielded Metal Arc I
WEL111 Advanced Shielded Metal Arc II
WEL125 Introduction to Gas Metal Arc Welding
WEL124 Introduction to Gas Tungsten Arc Welding
WEL162 Basic Flux Cored ARC Welding
WEL163 Basic Shielded Metal ARC Welding
13. Challenges to Using OER!
Technology
Time
Quality Assessment-Reluctance to “share” and the reluctance
to “accept other instructor’s work”
Policies on academic freedom, open access licenses (CC BY)
Evolving Online/Hybrid Pedagogy
Differing LMS’s
Competency-based courses use industry supplied manuals
for content delivery
15. What Did It Take for “Buy In”
A specific “on message”
Instructional designers or OER savy Media
Specialists
Recognition of impact across college departments
Bookstores
Publisher relationships
15
16. Dealing With OER
What Works?
Detailed Plan
Central URL repository for easy access
to OER sites
Central website for OER index
Multimedia hosted on an institution
channel or institutional account
Allocating enough time to search &
revise content
16
http://www.symbaloo.com/shared/AAAACMSNVS0AA42Agd4JvQ==
17. Tools to Encourage the Use of OER
Videos:
YouTube, Vimeo or the Internet Archive
Audio/Podcasts:
Soundcloud or the Internet Archive
Presentations:
Slideshare, EverySlide
OPEN Content:
Google Drive
Digital Public Library of America PhET P2PU OpenStax
DOL OER or OPEN information
http://open4us.org/faq/
http://open4us.org/resources/cc-by-license-implementation-deep-dive-
resources/
License Chooser tool
http://creativecommons.org/choose/
OPEN Courses:
Merlot, Connexions,
MIT OpenCourseWare,
Open Yale Courses,
Harvard Open Learning Initiative,
Open Culture, Coursera,
OpenCourseWare Consortium,
MOOC List, edX, OpenCourse
Library,
18. ►Open Educational Resources and Practices
►The Adoption of OER by One Community College Math Department
►OER Videos http://www.youtube.com/watch?v=1wgqQdYKjIM
http://www.iskme.org/category/tags/oer-research
►http://oer13.wordpress.com/2013/03/26/the-ecology-of-sharing-synthesizing-oer-
research-rob-farrow/
►http://www.slideshare.net/robertfarrow/the-ecology-of-sharing-synthesizing-oer-research
►http://www.irrodl.org/index.php/irrodl/article/view/1523/2652
►http://www-jime.open.ac.uk/jime/article/viewArticle/2013-04/html
Appendix
19. Creative Commons Attribution
Workforce Development presentation by Brenda M. Perea is licensed under a Creative
Commons Attribution 4.0 International License. Permissions beyond the scope of this license
may be available at https://www.cccs.edu/partnering-for-success/trade-adjustment-
assistance/taa-champ/.
This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s
Employment and Training Administration. The solution was created by the grantee and does
not necessarily reflect the official position of the U.S. Department of Labor. The Department of
Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with
respect to such information, including any information on linked sites, and including, but not
limited to accuracy of the information or its completeness, timeliness, usefulness, adequacy,
continued availability or ownership.
Notas do Editor
Reaping the Benefits of Open Educational Resources
What is OER?—Open Educational Resources are high-quality, openly licensed, shared educational materials made freely available online
OER is: Open course ware, Learning objects, tutorials, open journals, streaming videos, textbooks, modules and courses
Where is OER?—Many different repositories, such as
www.merlot.org
www.skillscommons.org
http://open.umn.edu/opentextbooks/
Why OER?--Access, Affordability, and Student Success
2 Different initiatives:
COETC had 16 colleges and we needed an cost efficient way to develop or revise 270 courses.
CHAMP had 7 colleges and we needed a way to redesign 298 courses to confirm to 20% 3rd party proprietary and 80% created materials
Did this create a sense of discomfort? Yes!
Were instructors reluctant to share? Yes!
Publication to OER had the same “bell curve” of the technology adoption curve:
the early adopters eagerly submitted their courses whether they were “final editions” or rough drafts.
As the early adopters to OER were willing to share their content, more and more faculty/colleges, were peeking and willing to share. Instructors and institutions began to see similarities and differences and began contacting each other/other institutions for resources. That contact started a intrastate collaboration on course development, leading to several exemplary courses that are now being used system wide.
OER Adoption Meets the Innovation Adoption Curve
General Benefits of using OER
Learning effectiveness
Better quality or more recent material
Access
Wider variety of learning materials
There are many complete courses from leading universities
Enhances opportunities for learning
Informed decisions as to content and class preparation
Scale
Cost effective
Adaptability for individual colleges and instructors
If an instructor opens his/her own course materials, and shares them with the public it greatly enhances opportunities for learning for both students who already took the course and the prospective students.
Students often like to check out the course materials before the term begins. If students have that opportunity to take a look at the course materials it will help them make an informed decision in choosing the right course, and preparing themselves for the class.
Students also would like to revisit their course materials after the quarter/semester is over to refresh their memories or to further study the topics. Open course materials will help them reinforce what they have learned and further develop their level of understanding in the area.
General Benefits of using OER
Faculty Success
Avoiding reinventing the wheel
Content is complied and edited by the instructor
Project examples are sometimes included with grading rubrics
Material usually includes multimedia: simulations, slideshow or videos
Student Success
Better Quality and easier access
Digital OER textbooks, text readings are reduced and condensed compared to regular textbooks
Benefits the Consortium Realized
Decreased development time and maximized resources
Quality improvements through collaboration
Content is compiled and edited by the instructor
Time and effort were saved through the reuse and remixing of resources
Content is adaptable for individual colleges and instructors
Content sharing “standardized” throughout the colleges
New Partnerships Opportunities
A Case Study of OER Benefits
Northern Virginia Community College
OER Based Associate Degree Program
Average cost of Textbooks=$185
Potential savings of $3700 per student completing full OER AS degree Track (60 hours)
Student Success
Overall success rate is 9% higher than the overall success rate average for equivalent textbook-based courses
WHY?—we know that 30% of all students in a course do not by the required course materials
A Case Study of OER Benefits
Northern Virginia Community College
OER Based Associate Degree Program
Average cost of Textbooks=$185
Potential savings of $3700 per student completing full OER AS degree Track (60 hours)
Student Success
Overall success rate is 9% higher than the overall success rate average for equivalent textbook-based courses
WHY?—we know that 30% of all students in a course do not by the required course materials
Aims Community College—Oil and Gas Technologies
Pueblo Community College—Workforce Development in Mining and Extractive Technologies
Colorado Mountain College—Solar Technology and Manufacturing Process Technologies
Lamar Community College--Welding
Northeastern Junior College—Wind Energy
Technology
Time
Quality Assessment-Reluctance to “share” and the reluctance to “accept other instructors work”
Policies on academic freedom, open access licenses (CC BY)
Development of a master course with core competencies covered
Evolving Online/Hybrid Pedagogy
Quality
Differing learning management systems
Resistance to being required to publish Online/hybrid courses as OER
Evolving Online/Hybrid Pedagogy
Differing learning management systems
Was OER a “Hard Sell”
Yes
Instructors who taught by the textbook didn’t want to change.
Instructors who were willing to use OER were reluctant to then “share” their courses
Bookstores were unwilling to give up revenue
A specific “on message” regarding use of OER and publishing course content to OER from everyone in the grant admin. to the local college project leads.
Instructional designers to sit with instructors to go over courses to show where OER could be incorporated or how to publish courses to OER without violating copyright permissions.
An acknowledgement from all consortium colleges that use of OER might impact bookstore revenue or 3rd party/publisher online content adoption
Dealing with OER
Why OER Works?
Detailed course mapping first to see when and where OER fits into an existing course
Course mapping new courses to ensure all competencies are list to find appropriate OER
Central URL repository for easy access to OER sites
Central website for OER index
Multimedia hosted on an institution channel or institutional account
Allocating enough time to search & revise content
Tools to Encourage the Use of OER
CHAMP Dashboard
http://www.symbaloo.com/shared/AAAACMSNVS0AA42Agd4JvQ==
OPEN Courses:
Merlot, Connexions, MIT OpenCourseWare, Open Yale Courses, Harvard Open Learning Initiative, Open Culture, Coursera, OpenCourseWare Consortium, MOOC List, edX, OpenCourse Library,
Videos:
YouTube, Vimeo or the Internet Archive
Audio/Podcasts:
Soundcloud or the Internet Archive
Presentations:
Slideshare
OPEN Content:
Google Drive
Digital Public Library of America
PhET
P2PU
OpenStax
DOL OER or OPEN information
http://open4us.org/faq/
http://open4us.org/resources/cc-by-license-implementation-deep-dive-resources/
Open Educational Resources and Practices
The Adoption of OER by One Community College Math Department
OER Video http://www.youtube.com/watch?v=1wgqQdYKjIM http://www.iskme.org/category/tags/oer-research
http://oer13.wordpress.com/2013/03/26/the-ecology-of-sharing-synthesizing-oer-research-rob-farrow/
http://www.slideshare.net/robertfarrow/the-ecology-of-sharing-synthesizing-oer-research
http://www.irrodl.org/index.php/irrodl/article/view/1523/2652
http://www-jime.open.ac.uk/jime/article/viewArticle/2013-04/html
Creative Commons Attribution
Workforce Development presentation by Brenda M. Perea is licensed under a Creative Commons Attribution 4.0 International License. Permissions beyond the scope of this license may be available at https://www.cccs.edu/partnering-for-success/trade-adjustment-assistance/taa-champ/.
This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites, and including, but not limited to accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability or ownership.
