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Presentations and Resources about OER

To support the work of the community working with open education and open educational resources, this collections includes presentations and other materials that may be used to educate on the topic of OER.
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  1. Open Enough? Choices and Consequences When Transitioning from Closed to Open Resources and Courses [Download]

    Title: Open Enough? Choices and Consequences When Transitioning from Closed to Open Resources and Courses
    Creator: Erik G. Christiansen
    Description: This paper examines the continuum from "closed" to "open" for both open educational resources (OER) and open courses. The primary focus is to evaluate what instructional choices are needed to increase the openness of courses and how such openness impacts the student experience. The majority of OER literature is concerned with cost savings to students and are presented as institutional case studies. This conceptual paper provides an analysis of the critical academic literature and summarizes the common obstacles instructors face when working on their own OER projects - namely instructional design, technical support, and institutional tenure. Through this analysis, the authors propose a six step scale for conceptualizing openness - outlining the work and support required as one moves from a closed to open course design model. The preliminary findings reveal that creating open courses requires considerably more work on the part of the instructor. In addition to being a content expert, truly open courses require a greater percentage of open access readings, design for a variety of audiences, knowledge of open licensing and copyright, knowledge of dissemination platforms and venues for open educational resources, and an understanding of usability and accessibility. Significantly, the scale also illustrates that each successive step towards openness requires ever greater time and expertise on the part of the instructor. For instructors to develop fully open courses knowledge of pedagogy and design principles may supercede the required content expertise. While fully open courses have inherent value to the public, there can be pedagogical consequences such as self-assessment limitations and a lack of foundational literature and sophistication. Without sufficient incentives and institutional support it is unreasonable to assume that instructors will transition traditional closed resources and classes to open variants. The authors conclude by offering recommendations to instructors for striking the right balance between content and access as well as identifying key means through which institutions can support instructors to facilitate the development of open courses and resources.
    Subjects: Open educational resources, OER, Instructional design, Scholarship of Teaching and Learning, SoTL
    Date Created: 2017/10/12
  2. Open Enough? Choices and Consequences When Transitioning from Closed to Open Resources and Courses [Download]

    Title: Open Enough? Choices and Consequences When Transitioning from Closed to Open Resources and Courses
    Creator: Erik G. Christiansen
    Description: This paper examines the continuum from "closed" to "open" for both open educational resources (OER) and open courses. The primary focus is to evaluate what instructional choices are needed to increase the openness of courses and how such openness impacts the student experience. The majority of OER literature is concerned with cost savings to students and are presented as institutional case studies. This conceptual paper provides an analysis of the critical academic literature and summarizes the common obstacles instructors face when working on their own OER projects - namely instructional design, technical support, and institutional tenure. Through this analysis, the authors propose a six step scale for conceptualizing openness - outlining the work and support required as one moves from a closed to open course design model. The preliminary findings reveal that creating open courses requires considerably more work on the part of the instructor. In addition to being a content expert, truly open courses require a greater percentage of open access readings, design for a variety of audiences, knowledge of open licensing and copyright, knowledge of dissemination platforms and venues for open educational resources, and an understanding of usability and accessibility. Significantly, the scale also illustrates that each successive step towards openness requires ever greater time and expertise on the part of the instructor. For instructors to develop fully open courses knowledge of pedagogy and design principles may supercede the required content expertise. While fully open courses have inherent value to the public, there can be pedagogical consequences such as self-assessment limitations and a lack of foundational literature and sophistication. Without sufficient incentives and institutional support it is unreasonable to assume that instructors will transition traditional closed resources and classes to open variants. The authors conclude by offering recommendations to instructors for striking the right balance between content and access as well as identifying key means through which institutions can support instructors to facilitate the development of open courses and resources.
    Subjects: Open educational resources, OER, Instructional design, Scholarship of Teaching and Learning, SoTL
    Date Created: 2017/10/12
  3. ABOERChampionsToolkitv2.0.pdf [Download]

    Title: ABOERChampionsToolkitv2.0.pdf
    Creator: krystam@ualberta.ca
    Subjects: open education, open educational resources, OER, change management, ocm, organizational change, ADKAR
  4. Alberta OER Starter Kit v2.0 [Download]

    Title: Alberta OER Starter Kit v2.0
    Creator: McNutt, Krysta
    Subjects: OER, open education, open educational resources
    Date Created: Nov 2016
  5. Presentation, OER Championship, Nov 2016 [Download]

    Title: Presentation, OER Championship, Nov 2016
    Creator: McNutt, Krysta
    Subjects: OER, open education, open educational resources
    Date Created: Nov 2016
  6. Everything is Shareable: Why Open Educational Resources are Critical to Lifelong Learning and the Sharing Economy [Download]

    Title: Everything is Shareable: Why Open Educational Resources are Critical to Lifelong Learning and the Sharing Economy
    Creator: Erik G. Christiansen
    Description: This presentation is from a workshop on open educational resources (OER). This workshop was part of the Code4Lib Alberta Conference, on November 24, 2016. It provides an overview of OER in the context of the open education movement while emphasizing practical considerations when using/creating OER. The audience participated in an OER search activity and added their findings to the live slide deck.
    Subjects: OER, open educational resources, open education
    Date Created: 2016/11/24