Difference between revisions of "Learn The Way I Cured My OER In Education In 2 Days"
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Simply put, OER are similar to coal, sitting there waiting to be loaded. Coal naturally is still a really valuable item. But it needs to be mined, kept, shipped and processed. More attention needs to be paid to those contextual components that turn OER from raw 'material' into a beneficial learning experience.
For a beneficial summary of the research study on OER, see the Evaluation Task from the Open Education Group. Another important research project is ROER4D, which aims to offer evidence-based research on OER adoption throughout a variety of nations in South America, Sub-Saharan Africa and Southeast Asia. Regardless of these restrictions, instructors and instructors are increasingly creating open educational resources, or making resources easily offered for others to use under a Creative Commons license.
As the quantity of OER expands, it is most likely that teachers and trainers will increasingly be able to discover the resources that finest fit their specific teaching context. There are for that reason a number of choices: take OER selectively from elsewhere, and include or adjust them into your own courses; develop your own digital resources for your own mentor, and make them readily available to others (see for example Developing OER and Combining Licenses from Florida State University); construct a course around OER, where students have to find material to solve issues, write reports or research on a topic (see the scenario at the beginning of this chapter); take an entire course from OERu, then construct student activities and evaluation and supply student assistance for the course.
For instance, MIT's OpenCourseWare (OCW) could be utilized simply for interest, or trainees who deal with the subjects in a class lecture for a credit course may well go to OCW to get an alternative approach to the very same topic (see Circumstance B). Despite a few of the present limitations or weaknesses of OER, their usage is most likely to grow, merely due to the fact that it makes no sense to develop everything from scratch when great quality materials are freely and quickly offered.
This will only grow with time. We shall see in Section 11.10 that this is bound to alter the way courses are created and provided. Undoubtedly, OER will prove to be among the necessary features of teaching in a digital age. 1. Have you utilized OER in your own course( s)? Was this a favorable or negative experience? If you're ready to find more info on open educational resources conference look at our site. 2.
Under what situations would you be prepared to produce or transform your own product as OER? Falconer, I. et al. (2013) Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe Seville, Spain: European Commission Institute for Prospective Technological Research Studies Hampson, K. (2013) The next chapter for digital educational media: content as a competitive distinction Vancouver BC: COHERE 2013 conference Hilton, J., Wiley, D., Stein, J., & Johnson, A.
The 4 R's of openness and ALMS Analysis: Frameworks for open instructional resources. Open Knowing: The Journal of Open and Distance Learning, 25( 1 ), 3744 See also: Li, Y, MacNeill, S., and Kraan, W. (undated) Open Educational Resources Opportunities and Challenges for College Bolton UK: JISC_CETIS.
Prior to we start discussing Open Educational Resources (OER), let's briefly discuss the foundational concepts: copyright and licenses, particularly open licenses. Copyright, a kind of intellectual home law, safeguards original works of authorship. The copyright sign most likely looks familiar: But, this is important to keep in mind! Your work-- yes, even the work you develop as trainees for classes!-- is under copyright defense the moment it is produced and in a "tangible form." Virtually any form of expression will certify as a tangible kind, including the scribbled notes on the back of an envelope which contain the basis for an impromptu speech.
Copyright covers both published and unpublished works. So, if you produced your initial work in a tangible kind, like in a paper or a PowerPoint slide, congratulations! You are now a copyright owner. This connects us to another crucial concept: license. Image source: This image on "OER Mythbusting!" is certified under CC BY 4.0.
Initially, a little history about OER for context. OER (or Open Education Resources) is a term that was coined in 2002 by UNESCO to describe an initiative meant to cause universal education resources. OER is referred to as "teaching, finding out and research study products in any medium, digital or otherwise, that reside in the public domain or have actually been released under an open license that permits no-cost access, usage, adaptation and redistribution by others without any or limited constraints." OER can refer to numerous kinds of discovering resources from textbooks, complete courses, and curricula, to videos, tools, software application, and even strategies utilized to support access to understanding.
OER was produced as a recognition of the Universal Statement of Human Rights that "everyone has the right to education." OER was also designed as an effort to cultivate discussion, develop policy, and develop the ways by which education resources can be broadly developed and dispersed to everyone. OER is typically used to make instructional resources more economical and available.
Here are some examples of how OER is utilized, and the advantages it has: Queen Media recently partnered with SkillsCommons.org to re-design OER content that was originally established by the Massachusetts Bay Community College, into an interactive course on Quality Care and System Conversions for nursing assistants. The goal was to develop an expense effective, self-paced training module that might be utilized for correspondence course programs, or mixed together with traditional coursework.
The outcome was a fully-responsive, self-contained lesson on Quality Care and System Conversions. The approach enabled trainees a choice for self-paced, online practice. The responsive design made the lesson also available on mobile phones. Functions of the re-design consisted of genuine world practice examples, relevant videos, in-line practical hints and mini-practice modules, exploratory linear and non-linear navigation and course conclusion tracking.
OER is here, and it's shaping the landscape of education today and tomorrow, benefiting everyone, from material producers to consumers. Now that you know why OER was developed, what it is, and how it's being used, the concern ishow will you use OER to help your organization succeed? For more information about how Emperor Media can help you utilize OER in your next eLearning project, please call, email, or visit our website.
In the BCcampus Open Education Self-Publishing Guide, we've shared our meaning of open educational resources (OER): "teaching, learning, and research resources that, through authorizations granted by their creator, permit others to use, disperse, keep, or make changes to them." OER are teaching resources that have an open-copyright licence (such as one from Innovative Commons), or they are part of the public domain and have no copyright.
Open textbooks are a subset of OER, and while we focus much of our effort on creating, evaluating, sharing, and supporting open books, there are numerous types of OER readily available, such as: Online courses Videos Audio Presentation slides Syllabi Course lays out Extra materials, such as quizzes and assignments Among the driving elements for the adoption of OER, such as open textbooks, is they are totally free.