Open Education Strategic Plan

But by changing the license you now enable the book to be remixed and adapted to the needs of the students: an open license enables open pedagogy.

Lowering costs for learning materials via OER: A complicated problem vs what Dave calls complex problems, like open pedagogies.

The Inside Higher ED provides resources on news, adult learning, and technology advances. They provide information on online learning environments. This is deemed useful as online education is becoming popular. One of the articles I found was the alternative to textbooks. Publishers are jumping on board to creating custom textbooks at lower prices. The market is changing and moving to open educational resources. Publishers plan to invest more in their digital courseware. 3/5

Nice list of open education and OER related conferences and communities.

Thanks to @mkcow below for providing a direct link to the CARE Framework.

Quick Chronicle article

Good and necessary questions

Whose money? Important to determine whether the student or the institution is the winner here. Are we increasing access to high quality resources? I think the answer is yes, but I think it also bears thinking about.

Another type of savings to consider: the technical debt that students of all ages incur when they encounter a new technology that may or may not be well supported. If OER is trapped inside proprietary technologies with unique logins, it's worth considering how many of those resources we ask students to grapple with over the course of a degree.

I still wonder to what degree open educational practices are necessarily or always tied to copyright. That is, can OEP be implemented on copyrighted texts?

Ironically this book is licensed "non-commercial." I personally like that license but after years of folks arguing against that license, I would love to hear the rationale behind it.

I think that this is one of the biggest barrier for changing course materials; if our institutions are not supplying incentives to faculty, what are creative ways to effectively promote OER to faculty?

Useful info, which I'm not above using.

I think Hypothes.is plays a very important role in democratising these discussions. The real places where these decisions are made are often closed off to faculty and students. We need to have serious discussions about which sustainability models are appropriate for education not just the businesses. What is sustainable for education may not always be sustainable for business!

oer efficacy

OER course redesign

This is an interesting conclusion as it has oft been stated that OER are a gateway to OEP. While that appears to be the case for 3 of the participants, for the rest it appears that OER was not the starting point to OEP. What bears deeper investigation is whether the second or third step to OEP was OER. Reminds me of a blog post I wrote a few years back wondering if OEP required OER http://clintlalonde.net/2017/02/04/does-open-pedagogy-require-oer/

Among both students AND instructors. Instructors teach what they know, and if they do not feel comfortable themselves working in these environments b/c they lack digital skills, then they will not encourage students to work openly.

Great quote

This is an important change in perception that has occurred in the past 10-15 years of OER. OER's used to be met with much skepticism by faculty. It is nice to see that these are now becoming "less threatening" and, by extension, more accessible.

I have trouble believing many faculty members will be swayed by undergraduate students' perceptions of quality. There's a difference to be explored in "quality of disciplinary content in the abstract" vs. "quality as a study aid for this particular course."

This is of course a broader concern for advocacy for OERs, not a critique of this particular study.

The absence of the teacher here seems like an issue. To what extent may the students have come up with that perception on their own, or might they perceive it because the teacher told them about the work involved in vetting this particular textbook? What, if anything, did the traditional textbook teachers say?

(Further down the paragraph it's made clear that the OERs were adapted to be more relevant, which I agree is part of the attraction of OERs and including that is fair. But I'd still like to know what the teachers said in class about it, if anything.)

Students who have been primed with the knowledge that this course uses a lower-cost OER text are more critical of textbook price vs use in other courses?

To me the vast part of the problem is that students assume a "required" textbook is actually required. It doesn't take much work or thought after even the first semester of Freshman year to realize this fallacy. Students need to learn the fine art of choosing their own textbooks. More on this: https://boffosocko.com/2011/07/30/on-choosing-your-own-textbooks/

The student's description of the course reminds me that conversations about OER go hand-in-hand with conversations about pedagogy. How does adopting and (co)creating OER texts affect the how's and why's of teaching and learning? And for instructors (and students) new to OER, how can they receive support before, during, and after the use/creation of an OER text?

Open Education Resources OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license permitting their free use or re-purposing by others Much of the challenge in identifying ownership is due to the fact that it is hard to differentiate between who is the user and who is the producer when it comes to open learning in the classroom.

requires a open, sharing, collaborative environment. Promotes pedagogical dialogue. OER have potential to transcend "geographic, economic, or language barriers". Also, OER strengthens digital literacy.

As I reflect on how instructors and students might co-create an OER text, I see questions like this, generated by the instructor/author, as an opportunity to establish and explore essential questions together. After brainstorming these questions, a possible next step would challenge students to write their own chapter (or other unit) in response to this question.

I love the way you're thinking about design and pedagogy here. It makes me want to think more about possibilities for such design...I'm wondering what the startup effort would be for many teachers...

This is an interesting idea. I've done similar things with Juxta, but I can see how Github would be a great tool for this...how much effort goes into teaching the tool?

This is an interesting comment. I'm struck by the notion that the site enacts the learning process rather than provides materials. I'm also wondering how this might fit into the "open education" ethos.

Course redesign with OER

OMG YES!!!!!

Intro OER course

Ease tuition hike with free textbooks?

I think the Linux kernel analogy breaks down even more in considering "the other 93%" of educational content, which David has already identified here as more niche, less kernelesque, than content for core courses. Seems to me, the more specialized and rarely used something is — either in digital technology or in content — the less likely it is going to be the focus of widespread, shared activity.

If commercial publishers could rely on OER content for core classes and generate revenue from wrapping them in additional services (as David describes here), what is their incentive to devote any resources to labor-intensive, niche content that would have far lower revenue margins?

This is the part of the argument here I don't find convincing. I'm not sure we can liken content — yes even "traditional textbook content" — to OS kernels or roads as a kind of "boring" infrastructure. Content is an expression of knowledges/understandings right? If anything, content seems more like the "interesting" part that relies on the kernels/roads.

Yet I am interested in the idea of thinking of content as PUBLIC infrastructure, in the sense that like roads, we have common interests in securing public sources for the resources necessary to produce and maintain educational content.

On the Efficacy of Open Educational Resources: Parametric and Nonparametric Analyses of a University Calculus Class

OER course notation

In thinking about the questions I’m raising in my presentation at OLC Innovate 2019, let's start by asking the question whether we think the "access hypothesis" is a significant component in measuring the impact of OER on student learning?

Introduction to OER

OER Survey

And at the same time, OER’s lack of such ancillary materials is often blamed for its slow adoption.

Point taken. Maybe the lesson is not about the price of books, but who should pay for them. A lot of course materials are produced in factory-like conditions by underpaid creators who have no intellectual property rights in the works they produce.

I love the word for these types of anachronisms: skeumorph.

Do open educational resources improve student learning?

Intro to academic writing

I'm in strong support of an HTML-first approach for both humans and OER. Great stuff Greg! Love the offline, non-digital learning activities!

I don't really get this opinion, or how it pertains to Greg's otherwise important point about the format of OER. Seems like it ignores BOTH the great many tangible contributions folks have made in the field of OER AND the very important conversations that also take place around topics as or more important than technical formats, like pedagogy, and the socio-economic ecosystem in which OER participates.

David and Ian talk about the NGDLE in relation to open.

An amazing incentive that drives kickback to departments, not individuals.

I like that most of these focus on process…as opposed to product. I still think they need to be revisited and remixed to capture my earlier note.

Also thinking about issues of ownership, sharing, and IP online. This would call in a need for CC-licensing, open learning, OER, etc.

This paragraph is a core part of the main point I was trying to convey in this post. I was trying to celebrate respect for/comfort with/the value of ambiguity/messiness/"the other" in the term "open pedagogy" that the closed term "OER-enabled pedagogy" wasn't invented to support. As Maha Bali put it differently (better?) in part of a tweet about how truly open discourse might have: "Respect for the 'other' ... that does not reciprocate that respect. Comfort with ambiguity and messiness the 'other' does not have."

Read more about how I wasn't thinking about techno-determinism.

But no hard feelings.

David abandons debates about open practices/pedagogy.

Something everyone in the open education community might agree on.

All knowledge production is a remix.

Open resources for foreign languages...

great collection of reports from babson

Design is key to our collective liberation, but most design processes today reproduce inequalities structured by what Black feminist scholars call the matrix of domination. Intersecting inequalities are manifest at all levels of the design process. This paper builds upon the Design Justice Principles, developed by an emerging network of designers and community organizers, to propose a working definition of design justice: Design justice is a field of theory and practice that is concerned with how the design of objects and systems influences the distribution of risks, harms, and benefits among various groups of people. Design justice focuses on the ways that design reproduces, is reproduced by, and/or challenges the matrix of domination (white supremacy, heteropatriarchy, capitalism, and settler colonialism). Design justice is also a growing social movement that aims to ensure a more equitable distribution of design’s benefits and burdens; fair and meaningful participation in design decisions; and recognition of community based design traditions, knowledge, and practices.

Abstract: At the heart of the open educational resources (OER) movement is the intention to provide affordable access to culturally relevant education to all. This imperative could be described as a desire to provide education in a manner consistent with social justice which, according to Fraser (2005), is understood as “parity of participation”. Drawing on her concept of social justice, we suggest a slight modification of Fraser’s framework for critically analysing ways in which the adoption and impact of OER and their undergirding open educational practices (OEP) might be considered socially just. We then provide illustrative examples from the cross-regional Research on Open Educational Resources for Development (ROER4D) project (2014-2017) to show how this framework can assist in determining in what ways, if at all, the adoption of OER and enactment of OEP have responded to economic inequalities, cultural inequities and political exclusions in education. Furthermore, we employ Fraser’s (2005) concepts to identify whether these social changes are either “affirmative” (i.e., ameliorative) or “transformative” in their economic, cultural and political effects in the Global South education context.

shift from content to services, openwrapping

Consider how changes in publishing impact faculty. Moving from textbooks to courseware and systems changes the customer from faculty to administration.

Analysis and solutions to better convey the economic impact of rising textbook costs.

Campus computing survey

OER research

Well presented, thoughtful look at OER in high ed. Great resource links.

OER: what we dpn't know

I love this framing of OER as public infrastructure to facilitate the transfer of knowledge. I think it is not only generational, but also more broadly to the public. OER use is not limited to just students within our institutions, but are available freely and openly more broadly to the public. To anyone. I think we need to make that point more widely known. Every OER that is made freely available is making knowledge more open to not only students in our institutions, but to anyone, anywhere. It truly is "public" infrastructure.

we found evidence of a slight increase in content knowledge when using an OER text. Importantly, this effect was driven by improvements from both our lowest-performing students and our highest-performing students.

oer survey

search engine

OER and equity

OER in k12

OER Training

Content is a process, not a product.

Creating online learning experiences

I don't see "renewable assignments" mentioned in Wiley's 2013 work.

Definition of "OER-enabled pedagogy".

Defining OER-Enabled Pedagogy

suggests that OERs replace traditional textbooks or purchased resources, thus is there any relationship to any pedagogical change related to the use of OERs?

Cengage Survey

OER and cost perceptions.

What's the relationship between the LMS and OER or perhaps more specifically "open educational practices"?

Two challenges that #OER and #annotation together can provide infrastructure to help solve: the high cost of learning materials and engaging teachers and learners in social reading, discussion and analysis.

Issues to solve: both OER and annotation don't require digital reading, but are both made more powerful through it. Yet technology access and reading preferences don't always support to digital reading.

Solution: Explore online and offline, digital and print experiments in OER and annotation/social reading.

This is certainly true. It reminds me of the early historical growth of the Catholic church. Paul of Tarses came in and relaxed the dietary restrictions and the need for circumcision which effectively lowered the barrier for entry into the church. One needn't be a Jew to be a follower of Jesus; this helped early growth tremendously.

If you hold down the CMD or CTRL key while clicking the video links, the video will open up in a new tab. Otherwise, when you go "back" to the book from the video, you'll be sent back to the beginning of the book. Not great.

ATD sustainability

I wonder how a trend towards OER initiatives will change the landscape of for-profit edtech solutions and how they already have

The other key area of alignment: with learners.

Join other folks annotating the full PDFs of @EDUCAUSELI's other two related posts about content and practices in open education:

1. 7 Things You Should Know About Open Education: Content
2. 7 Things You Should Know About Open Education: Practices

Institutional alignment is absolutely critical so the policies can be shaped for the institution and so leadership can provide aligned support.

See also 7 Things You Should Know About Open Education: Content and 7 Things You Should Know About Open Education: Practices.

Join other folks annotating the full PDFs of @EDUCAUSELI's other two related posts about content and policies in open education:

1. 7 Things You Should Know About Open Education: Content
2. 7 Things You Should Know About Open Education: Policies

While I think this post does a good job of summarizing OEP, I'm disheartened to see the piece shaped so clearly from the perspective that OER is the necessary heart or foundation of OEP. From my POV, OER and open-licensing is a key infrastructural component, but is neither necessary nor sufficient in the larger and more important project to "reconceptualize and improve pedagogy and advance authentic, participatory, engaged learning" that this work rightly champions. Why must OEP always rest so heavily on OER? It's as if we have mistaken tactics for goals.

Join other folks annotating the full PDFs of @EDUCAUSELI's other two related posts about practices and policies in open education:

1. 7 Things You Should Know About Open Education: Practices
2. 7 Things You Should Know About Open Education: Policies

Join other folks annotating the full PDFs of @EDUCAUSELI's three related posts about content, practices and policies in open education:

1. 7 Things You Should Know About Open Education: Content
2. 7 Things You Should Know About Open Education: Practices
3. 7 Things You Should Know About Open Education: Policies

Join other folks annotating the full PDFs of @EDUCAUSELI's three related posts about content, practices and policies in open education:

1. 7 Things You Should Know About Open Education: Content
2. 7 Things You Should Know About Open Education: Practices
3. 7 Things You Should Know About Open Education: Policies

Join other folks annotating the full PDFs of @EDUCAUSELI's three related posts about content, practices and policies in open education:

1. 7 Things You Should Know About Open Education: Content
2. 7 Things You Should Know About Open Education: Practices
3. 7 Things You Should Know About Open Education: Policies

P&T language supporting Open activities

Regina Gong outlines the OER program at Lansing Community College.

FIPSE grants for OER textbooks.

Open Ed mini-conference

Wow. Solve textbook problem and you put a big dent in retention problem

oer and throughput

OER webinar from UCF

OER and DFW, student success, Pell recipients, underserved pops. Equity

Wonderful! I believe this expansive framing is a more useful way to explain the concept of OEP than OER-focused definitions.

Like Nate's comment above, I suggest that OER is just one of the ways of making OEP possible. In practice, there are multiple entry points to, and avenues of, OEP. It may begin with use of social media to open conversations, use of open tools, even the preparatory work of creating digital identities, considering equity on the open web, etc. Use/creation/adaptation of OER is usually part of OEP, but not always, and it is not necessarily the starting point (particularly in contexts without any OER policies/support).

The editorial addition of "[open]" in this quote betrays what seems like an underlying bias in this work: that open educational PRACTICES require and are always based on open educational RESOURCES. Hence the move to changing OEP to "OER-enabled pedagogy" below. I would argue that yes, there is a deep connection between OEP and OER, that OEP benefits from using OER, but that OEP is possible without OER. And unlike, Abruzzi's story, one might just as easily start from an OEP experience and eventually come to use OER as a part of it.

Again, this makes it seem like OEP is solely an outgrowth of OER, when I would argue that "expanding collaborative, inclusive, accessible, and active learning" is a primary goal that may or may not engage OER.

Agreed. And this tenet is far more important that the copyright status of the materials involved.

This imagines that current OEP activities are more focused on OER than may in fact be the case.

withdrawls and open texts

This one is pretty robust at the moment... George Mason Metafinder