the institutional and national levels

(ii) Élaborer des politiques d’accompagnement

Administrators who are charged with the development of open education policy may not fully understand the opportunities inherent in OER and OEP, partic-ularly for learners.

They clearly align the open education policy with the university’s mission statement and strategic goals.

The Hawaii bill, introduced Jan. 19, would have required all faculty members in the university system to teach with OER beginning in the 2020-21 school year. The use of any instructional materials, including textbooks and online tools, that cost students money would be prohibited. Where there were no suitable OER materials existing, the bill said that instructors would have to create their own and offer them to students free.

A convergence of factors is propelling OER. States have started to adopt policies redefining textbook materials and even mandating OER, particularly as the cost of replacing out-of-date textbooks has become more burdensome to America’s nearly 14,000 school districts. It’s hard to overlook the appeal of free, digital alternatives.

OER Policy State-by-State

Salient priority areas that policy-makers and practitioners

OER Policy Development Tool

Why should I adopt an open textbook?

but the students buy the books. It’s not money that comes to us. That’s why it’s that way. That’s the power of institutionality: it’s so invisible you can’t even see it.

Open EducationalResources Policy

Open Education We believe that educational opportunities should be available to all learners. Creating an open education ecosystem involves making learning materials, data, and educational opportunities available without restrictions imposed by copyright laws, access barriers, or exclusive proprietary systems that lack interoperability and limit the free exchange of information.