Home – Open Educational Resources Advocacy Toolkit | LibGuides at CAUL – Council of Australian University Librarians

The OER Advocacy Toolkit was created as part of the CAUL Enabling a Modern Curriculum OER Advocacy Project. It was designed as a reference to support academic librarians in advocating for the creation and re-use of open educational resources (OER) at their institution.

The Toolkit contains:

information
resources
checklists
practice-based ideas

for communicating with and advocating to OER stakeholders such as academics, librarians, teaching and learning committees and university executives.

 

Laughter and Lightbulb Moments: Why I Love OER Project Resources for History | Teacher2Teacher

“In the past, I’d been discouraged by how my history students seemed to consider themselves “answer hunters.” It felt like they just wanted to know which page of a textbook had the “answer,” when I knew they were capable of much more rigorous critical thinking. I wanted to find ways to amplify skills and literacy practices that would make the course more relevant. When I was invited to pilot the OER Project World History Origin Course in its beta year, I thought I might get a new activity or two out of it. But OER Project ended up being so much more for my students and me. …”

 

The Book Costs How Much??? Textbook Cost & OER Awareness in Political Science | Journal of Political Science Education

Shawna M. Brandle (2022) The Book Costs How Much??? Textbook Cost & OER Awareness in Political Science, Journal of Political Science Education, DOI: 10.1080/15512169.2022.2104164

 

Abstract

Introductory level political science courses are a near-universal experience for undergraduate students in the US. Despite the wide occurrence of introductory courses, and the increasing attention paid to student loan debt, the cost of the teaching materials for introductory courses has largely been ignored in political science. This paper brings together several data sources to show how political science has not been attentive to textbook costs and highlight one possible solution, Open Educational Resources (OER), which has the potential to increase access to political science for all students.

 

Open For Antiracism Program | CCCOER

The Open for Antiracism (OFAR) program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources(OER) and open pedagogy could be transformative at institutions seeking to improve.  Although many institutions have published impressive statements decrying racism, calling for change, and putting equity into their strategic plans, these haven’t always been translated into teaching practices that directly affect students.

 

Copyright: for learning, teaching, and research ( A guide) | Library & Cultural Services at University of Essex

Copyright is relevant whenever you are copying or sharing creative work. This includes publishing academic works, creating educational resources, uploading a thesis to the Repository, sharing images online, and more. This guide helps you to understand copyright and its relevance to your work and study at the University of Essex.

How to be FAIR with your data. A teaching and training handbook for higher education institutions

This handbook aims to support higher education institutions with the integration of FAIR-related content in their curricula and teaching. It was written and edited by a group of about 40 collaborators in a series of six book sprint events that took place between 1 and 10 June 2021. The document provides practical material, such as competence profiles, learning outcomes and lesson plans, and supporting information. It incorporates community feedback received during the public consultation which ran from 27 July to 12 September 2021.

Acknowledgements

This handbook underwent a community review from 26 July to 12 September 2021. We are grateful to all contributors for their valuable, much appreciated feedback.

We would like to extend special thanks for their extensive and thorough review and contribution to: Romain David, Hervé L’Hours, Karsten Peters, Esther Plomp, Muriel Swijghuisen Reigersberg, Francesco Varrato, Niklas Zimmer

Furthermore, we would like to thank: Esther Asef, Bill Ayres, Noemi BC, Fay Campbell, Leyla Jael Castro, Julien Colomb, Philipp Conzett, Antica Culina, Stefanie De Bodt, Vilém D?d, Julian Dederke, Mary Donaldson, Christina Elsenga, Jeanine Finn, Vinciane Gaillard, Marjan Grootveld, W H, Simon Kerridge, Ilja Kocken, Ellen Leenarts, Allyson Lister, Lachlan MacLeod, Izaskun Mallona, Paula Martinez Lavanchy, Janice Masud-Paul, Joke Meeus, Gene Melzack, Megan O’Donnell, Lisanna Paladin, Limor Peer, Robin Rice, Jürgen Rohrwild, Susanna-Assunta Sansone, Gabriele Schwiertz, Yasmeen Shorish, Shelley Stall, Alexander Steckel, Liz Stokes, Annette Strauch, Ádám Száldobágyi, Rick Thompson, Christophe Trefois, Enrique Wulff, as well as everyone who contributed anonymously.

OER Capability Toolkit – Simple Book Publishing

“The OER Capability Toolkit aims to provide educators a fundamental understanding in the use and creation of OER. This book provides a higher education Australian perspective and content is broken down into five parts: Defining Open Education and OER; Understanding Open Licensing; Finding and Evaluating OER; Adapting, Creating and Sharing OER; and Open Pedagogy, Principles and Practices. Each part features interactive elements culminating in a final exercise that enables educators to reflect on their own course curriculum to include OER and think about how open pedagogical principles can be introduced in their own teaching practice….”

 

2022 Open Distance and e-Learning Virtual Conference

“One of the most exciting aspects of research on open distance and e-learning (ODeL) is that there is still so much to be discovered. Despite an exponential increase in research on ODeL worldwide and in South Africa over the past decade, researchers are still not only scratching the surface of the possibilities that beckon in this vital field, but are also grappling with the complexities of ensuring effective teaching and supporting student success and retention. There is vast scope for inquiring minds to set a research agenda in ODeL and generate findings that can help shape people’s futures for the better….”

 

» How College Students Are Improving Wikipedia

“Some of that information has been added by college students from New England, written as a class assignment. Wiki Education, a small nonprofit, runs a program called the Wikipedia Student Program, in which we support college and university faculty who want to assign their students to write Wikipedia articles as part of their coursework.

Why do instructors assign their students to edit Wikipedia as a course assignment? Research shows a Wikipedia assignment increases motivation for students, while providing them learning objectives like critical thinking, research, writing for a public audience, evaluating and synthesizing sources and peer review. Especially important in today’s climate of misinformation and disinformation is the critical digital media literacy skills students gain from writing for Wikipedia, where they’re asked to consider and evaluate the reliability of the sources they’re citing. In addition to the benefits to student learning outcomes, instructors are also glad to see Wikipedia’s coverage of their discipline get better. And it does get better; studies such as this and this and this have shown the quality of content students add to Wikipedia is high.

Since 2010, more than 5,100 courses have participated in the program and more than 102,000 student editors have added more than 85 million words to Wikipedia. That’s 292,000 printed pages or the equivalent of 62 volumes of a printed encyclopedia. To put that in context, the last print edition of Encyclopedia Britannica had only 32 volumes. That means Wikipedia Student Program participants have added nearly twice as much content as was in Britannica. …”

New study explores how open educational resources transform teaching & learning | Achieving the Dream

“Open educational resources (OER) are freely available, open-source learning materials that can be downloaded, edited, and shared to serve all students. Using OER in higher education makes college courses not only more affordable for students, but more personalized, dynamic, and responsive to their lived experiences.

Based on promising findings from the multiyear OER Degree Initiative, ATD and SRI Education have conducted a study to examine whether the use of OER can transform teaching and learning and how open content can enable more equitable, culturally responsive teaching practices.

Teaching and Learning with Open Educational Resources presents the findings from this study. It is the first report of its kind to look extensively at how instructors are using OER to advance equity in the classroom….”

Teaching and Learning with Open Educational Resources (OER) | Achieving the Dream

“Based on promising findings from the multiyear Open Educational Resources (OER) Degree Initiative, ATD and SRI Education have conducted a study to examine whether the use of OER can transform teaching and learning and how open content can enable more equitable, culturally responsive teaching practices.

Teaching and Learning with Open Educational Resources is the first report of its kind, presenting findings from this study and examining how instructors are using OER to advance equity in the classroom….”

Goodbye, world! OER World Map Blog

The North-Rhine Westphalian Library Service Centre (hbz) will cease operating the OER World Map on 2022-04-29. We would like to thank all those who have supported and promoted the project in recent years. hbz will provide an appropriate solution for archiving the collected data. The software and data are openly licensed, so it is possible to continue operating the platform. If you are interested in continuing to operate the OER World Map, please do not hesitate to contact us at info@oerworldmap.org.  

UNESCO Recommendation on Open Science | Wikiversity | Week 10: Open Science Infrastructures

“…Week 10: Open Science Infrastructures

Learning Outcomes

Explain the role of infrastructure in making open science possible
Describe gaps in the current infrastructure of open science
Describe challenges in making open science infrastructure, inclusive, collaborative, and sustainable.

Readings

“Whose Infrastructure? Towards Inclusive and Collaborative Knowledge Infrastructures in Open Science” by Angela Okune, Rebecca Hillyer, Denisse Albornoz, Alejandro Posada, Leslie Chan in ELPUB, Toronto, Canada; 2018, Creative Commons Attribution 4.0 International.[24] 20 pages. “Open is Not Forever: A Study of Vanished Open Access Journals” by Laakso, M., Matthias, L., & Jahn, N in Journal of the Association for Information Science and Technology, 2021. Creative Commons Attribution 4.0 International.[25] 14 pages.

Discussion Question

Identify an example of infrastructure relevant to your research context. Describe one strength and one weakness of this infrastructure. Focus on the extent to which your example is inclusive, collaborative, and/ or sustainable.  Conclude your post with a question for others in the class. Alternative discussion question: If you (as discussion leader) can identify one or two examples of open infrastructure familiar to your class and relevant to their research context, have the class apply concepts from the reading to evaluate the specific example(s) on dimensions of inclusivity, collaboration, and sustainability. This week also offers the opportunity for an open data activity using this dataset on open access journals: Vanished Open Access Journals (Version 3) by Laakso, M., Matthias, L., & Jahn, N. available on Zenodo, Meyrin, Switzerland: CERN, 2020….”

Five A’s of Open Pedagogy – McToonish

“Those of us who do work in the area of open educational practices are familiar with the five Rs of OER:

Reuse
Revise
Remix
Redistribute
Retain

We’re also familiar with the inability for us to come to an agreed upon definition for open pedagogy.

Do we have to start the work by using existing open materials?
Does the work the students produce have to be shared openly and with a Creative Commons license?
Is there a particular way it needs to be assessed? …”