Introduction to Open Educational Resources
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This document introduces open educational resources (OER), which are educational materials that can be freely shared, used, remixed, and redistributed with an open license. OER are discoverable online and support learning in various contexts. They are part of the open education movement alongside open data, open source software, and open access. OER enable educators to adapt and improve existing resources rather than starting from scratch. When shared under open licenses, OER allow perpetual engagement and improvement as others can build upon and redistribute the modified resources. The document provides examples of universities and organizations that aggregate and share OER.
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Introduction to Open Educational Resources
- 1. Introduction to Open Educational Resources (OER) Michael Paskevicius March 31, 2011 Presentation to: EDN6099F: ICT in Education - Issues & Debates
- 2. Question How many of us have shared some form of media online? How many of us have put some form of educational media online? How many have heard the term open educational resources?
- 3. What are open educational resources? Open Content / Open educational resources (OER) / Open Courseware are educational materials (usually digital) that can be: Shared freely and openly to be… Shared … redistribute and share again. Used Redistributed … used byanyone to … … adapt / repurpose/ improve under some type of license in order to … Improved
- 4. Open Educational Resources Discoverable online andopenly licensed tools, media, materials, documented ideas, practices, activities or techniques used to support the process of education The value of an OER is its potential to support learning in many ways and in many contexts (Anderson, 2011) Anderson, T. (2011). Quality of Open Educational Resources. Virtual Canuck blog March 15, 2011. Available online: http://terrya.edublogs.org/2011/03/15/quality-of-open-educational-resources
- 8. Used to support students learning intersection represents open, electronic, instructional resources Adapted from: Fons, G. (2009). Beyond Open Access: Creating Open Educational Resources. Enriching Scholarship, May 2009. Available online: https://open.umich.edu/wiki/Open_Content_How-to
- 9. Open educational resources part of the “Open Movement” Open Data Open Source Software The Open Movement Open Society Open Access Open Science Open Educational Resources Open Licences
- 10. Traditionally… Resources for teaching All images sourced from www.clker.comlicensed in the public domain
- 11. This textbook does not quite work for me! I wish this had x…maybe I will adapt it?
- 12. Copyright in a digital age The problem with using the internet as a resource is that while most of the material online is easily accessible they are not necessarily openly licensed All images sourced from www.clker.comlicensed in the public domain
- 13. Creative Commons licenses See Open Educational Resources and Creative Commons Licensing.pdf from CC Learn
- 14. Towards open educational practices…
- 15. Open education practices enable a culture of reuse Repurposed material goes back online as OER Creates Learning activity Or resource Publishes as OER on web Other educators can now discover then use or repurpose Adapted from Conole, G., McAndrew, P. & Dimitriadis, Y. (2010). The role of CSCL pedagogical patterns as mediating artefacts for repurposing Open Educational Resources. In: Pozzi, Francesca and Persico, Donatella eds. Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives. Hershey, USA: IGI Global.
- 16. I’m proud of what I created and I want to share it online!! You may be breaching copyright law in doing so! Obey the terms of the open license and you are good to go!
- 17. What do you mean by share online? OER
- 18. Example of OER development Original diagram in a PhD thesis … Improved and adapted for the Portuguese context … Translated into Greek … Adapted and translated to Spanish … Adapted at the University of Cape Town
- 19. Bruns, A. (2008). Blogs, Wikipedia, Second Life, and Beyond: From Production to Produsage. Peter Lang, New York. Produsage Goods are PROD-uced by the people who USE them “The collaborative and continuous building and extending of existing content in pursuit of further improvement” (Bruns, 2008) Not produced for capitalist sale, nor by governments for public good, but rather goods produced by and for the people who consume them
- 20. MIT
- 21. Open University
- 22. The Khan Academy
- 23. Tecnológico de Monterrey, Mexico
- 24. Aggregating content: OER Commons
- 25. Collecting OER in Africa: OER Africa
- 26. UCT OpenContent
- 27. What we have learned Sharing OER requires more than simply a facility for sharing Requires change in academic practices Shift question from ‘why should I share my educational content?’ to ‘how can I stay in control of the process of my educational content being shared?’ (Butcher, 2010) Butcher, N (2010) Open Educational Resources and Higher Education. http://oerworkshop.weebly.com/documents‐and‐papers.html
- 28. OER engagement and open practices Adapted from Ehlers, U. (2010). Open Educational Practices: A position paper from the Open Educational Quality Initiative. Open Educational Quality Initiative. Available online: http://opal.innovationpros.net/publications/guide/
- 29. "When you learn transparently (and openly) you become a teacher“ Siemens, 2010 Siemens, G. & Matheos, K. (2010). Open Social Learning in Higher Education: An African Context. VI International Seminar of the UNESCO chair in e-learning; open social learning. Available online: http://www.youtube.com/watch?v=Oexie4cwpf8
- 30. Prepared by: Michael Paskevicius Contact me: mike.vicious@gmail.com OpenContent Directory: http://opencontent.uct.ac.za OER UCT project blog:http://blogs.uct.ac.za/blog/oer-uct Follow us:http://twitter.com/openuct Follow me:http://twitter.com/mpaskevi Presentations:http://www.slideshare.net/mpaskevi This work is licensed under the Creative Commons Attribution-Share Alike 2.5 South Africa License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/2.5/za/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
Notas do Editor
- Open Content / Open educational resources (OER) / Open Courseware these are generally interchangeable names for digital educational materials that can be shared freely and openly online, discovered and used by anyone else, to adapt/repurpose or improve, and then redistribute and share again. A very common example of an open educational resources would be a Wikipedia page. A Wikipedia page can be legally copied and used in the classroom, it can be edited, and those edits can be placed back into Wikipedia.
- The key aspect of an OER is that it is both discoverable online – so that people can find it AND openly licensed - so that people can legally make use of it. OER includes texts, different forms of media, ideas, as well as documented teaching strategies/techniques or practices. Advocates of openness would suggest that the value in OER is in its potential to support learning in many ways and in many contexts.
- I would like to draw your attention to the relationship between eLearning materials, which you are all probably familiar with, and OER’s. eLearning materials can be designated as OER’s if they are openly licensed and made available openly.
- So open educational resources are part of a larger open movement, which harnesses the affordances provided by the internet, and aims to increase access to information. Open access to research, open availability of data, open science for global collaboration, open source software are all part of this movement.
- So lets see how this works in practice. Traditionally a teacher may have had access to only limited proximal resources.
- A teacher may find a resource that they can use, but often it might have needed some contextualization or customization to best suit the learners.
- Educators today have a whole new set of resources from which to draw on via the internet. The internet affords us the opportunity to query on nearly any topic. The problem with using the internet as a resource is that while most of the material online is easily accessible they are not necessarily openly licensed. This causes tensions for educators when sharing resources more widely.
- A growing body of online content is now available under Creative Commons which means teachers anywhere in the world can discover, adapt, mix it with other resources, improve it and use it for teaching their students. Open educational resources are materials which can be discovered online by teachers, and legally downloaded and used for teaching. This is because of the open license, typically Creative Commons, which enables the creators of content to designate it for reuse. Open educational practices (OEP) is defined as use of openly licensed OER and online resources to raise the quality of education and training and innovate educational practices on institutional, professional and individual level (Conole, 2011)Conole, G. (2011). Towards Open Educational Practices. e4innovation Blog posted Friday, January 7th, 2011. Accessed online: http://e4innovation.com/?p=406
- So what is meant to happen is a cycle of teaching material evermore being improved and shared. Plus it is all legal under the terms of the open license.
- One must also be careful about combining open materials with materials protected under copyright.
- If we are working at a university, it is quite likely that we have a learning management or content management system in place where teachers and students share resources. This is often a closed system not open to the world at large or visible through search. This is very different than putting resources on the internet where they can be discovered and used. We often find that issues around copyright go largely ignored in the learning management system, as these materials are used under “fair use” clauses in copyright law. I would encourage you to use Creative Commons licensed materials in constructing your own digital artefacts as well as when you share something that you have created yourself – this is becoming good practice in our digital world. As educational technologists I believe we have the responsibility of leading the way in demonstrating how academics can use digital resources legally drawing from openly licensed content.
- Image 1: http://www.flickr.com/photos/courosa/2922421696/ Image 2: http://veja.abril.com.br/imagem/professorantenado.jpgImage 3: http://www.flickr.com/photos/stylianosm/3706684606/Image 4: http://www.flickr.com/photos/langwitches/3460307056/
- Goods are PROD-uced by the people who USE them Popular examples of produsageinclude wikipedia, croudsourcing, and open source software
- http://khub.itesm.mx/es/
- Sharing OER requires more than simply a facility for sharing – there are plenty of options for people wanting to share these days. It seems more important to focus on a change in academic practices, to ensure academics know the risks of sharing, use content they have the rights to share, and maximize exposure – if that is what they desire. Shift question from ‘why should I share my educational content?’ to ‘how can I stay in control of the process of my educational content being shared?’ (Butcher, 2010)
- Ehlers (2010) presented this useful framework for defining openness in academic practice. Here we compare pedagogic openness from the low end of the spectrum - a knowledge transmission understanding of learning, to the high – emphasis on social and collaborative learning. Across the bottom we explore OER usage by academics from none, to high use and creation. What we hope to find is academics operating in the C quadrant, using open, social and collaborative pedagogic practices – combined with high use and sharing of OER.
- So often we are apprehensive about sharing our works in progress, our thoughts, our notes, our ideas. Technology today provides us many opportunities to share the process of our learning, rather than just the final product. We can share our reflections and ideas on blogs, our thoughts on Twitter or Facebook, and people can instantly comment and contribute to our own ideas. This goes for teaching materials as well, which are sometimes imperfect or not highly refined. In sharing digital media, we may become teachers to someone who is interested in our work. As they follow our thought process, connect to our ideas and references, they may benefit tremendously from us openly sharing the process of our own learning.