Open Educational Resources: Access and Implementation (original) (raw)
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NITYA PUBLICATIONS, 2024
Open Educational Resources (OER) are teaching, learning, and research materials that areeither in the public domain or released under licenses that permit free use and repurposingbyothers. These resources include entire courses, course materials, modules, textbooks, streamingvideos, assessments, software, and various other tools, materials, or methods designedtofacilitate access to knowledge. Teachers can influence OER in the classroomto access a diversearray of course materials created by experts in their subject areas. OER offer the flexibilitytoretain, reuse, revise, remix, and redistribute content without needing permission, enablingeducators to customize materials to suit their students' needs. Moreover, using OER, instructorscan promote self-directed learning among students. Many organizations have developedwell- organized resource centers for both instructors and students. By integrating OER, educators canprovide students with high-quality course materials and guide them toward the best availableresources in their field. This study provides an overview of open educational resources (OER) and their significance in teaching and learning, as well as an exploration of various OERplatforms.
Open Educational Resources: A Literature Review
2018
The open educational resources (OER) movement is an emerging trend in higher education contexts, primarily due to the ubiquitous use of technology and access to the internet. This literature review focuses on the concept of OER, its essential definitions, its potential benefits, its open nature, and various aspects of adoption. The research findings indicate that the OER movement has not expanded fully into educational sectors, and the level of faculty and student awareness is quite low. The research also reveals that the current status of OER adoption in educational sectors is minimal. Additionally, OER adoption has encountered several obstacles; potential users have difficulty finding the proper OER materials, and there are quality control issues with resources. However, students saved a significant amount of money when OER replaced traditional textbooks. Many critical issues related to OER adoption must be resolved, and others may arise as more faculty and students begin to use t...
An Introduction to Open Educational Resources and Their Implementation in Higher Education Worldwide
Weizenbaum Journal of the Digital Society, 2024
The digitization of (higher) education has exposed copyright infringement issues, as the unauthorized use of copyrighted materials has become more visible. This article explores the importance of open educational resources (OER) in higher education, focusing on their development, how they are understood, and the opportunities they offer. OER are defined as learning materials released under open licenses, allowing no-cost access, reuse, adaptation, and redistribution. The article discusses the OER movement, its milestones, and its integration into educational practice. It also presents arguments for OER: they enable free access to education, improve teaching practice, diminish legal issues, and foster open science. In addition, it highlights criticisms, including resistance from traditional publishers and concerns about marketing influence. The article concludes by examining current OER implementation in higher education and its promise of innovation. While OER are increasingly adopted, proprietary resources still dominate. The article emphasizes the need for educators to use open licenses meaningfully and innovatively and presents research on OER acceptance and usage. The monitoring of OER development in higher education is essential, but approaches may vary across countries.
Barriers and Benefits of Open Educational Resources
2018
Most OER libraries have not yet been as successful as initially predicted. This is not a new story. The same patterns of adoption and resistance have been played out in the diffusions of other educational technologies, where expectations have frequently exceeded reality due to overlooked barriers (Jamison & Klees, 1973). These include costs and logistics, but also pedagogical and cultural barriers. Parrish (2004) predicted issues for learning object adoption, many of which are born out in recent research on OER implementations. For this study, we reviewed 14 papers on the implementation of OER initiatives in a variety of contexts, as well as surveys on the use of OERs. A resulting set of potential barriers and benefits were identified, as well as recommendations for overcoming barriers and promoting benefits. Because most OER repositories have not been as successful as initially imagined, we suggest these would be useful to consider in any implementation of a new OER library.
Open Education Resources (OERs): What, Why, Where and How?
North Central Sociological Association, 2019
Open Educational Resources (OERS) are increasing in popularity across college campuses in part from student demand and in part from administrative pressures. Yet, many faculty members have questions about these resources. This workshop provides practical tips on how to identify and effectively implement OERS into your courses. This workshop will start by defining OERs and discussing the OER movement across campuses. Next, we will present practical suggestions for identifying, evaluating and creating OERs for sociology courses. Participants will receive a OER guide that includes a list of general and specialized OER websites.
Panel Discussion: Challenges of Open Educational Resources
Proceedings of the 2007 InSITE Conference, 2007
Open Education Resources (OERs) are defined as “technology-enabled, open provision of educational resources for consultation, use and adaptation by a community of users for noncommercial purposes. They are typically made freely available over the Web or the Internet. Their principal use is by teachers and educational institutions to support course development, but they can also be used directly by students. Open Educational Resources include learning objects such as lecture material, references and readings, simulations, experiments and demonstrations, as well as syllabi, curricula and teachers' guides.” UNESCO (2002, paragraph 3)
Towards the development of open educational resources: challenges and issues
2012
The fast evolution of the Internet and the Information and Communication Technologies has leveraged and multiplied the possibilities of learning. Additionally, the advent of free and open software has also motivated research and development in the education area. As a result, there has been a change in the way that educational resources are designed, developed and delivered to learners. The term Open Educational Resources (OERs) has emerged as an attempt to standardize the educational content available in a free and open way through the Internet. The establishment and adoption of innovative processes, methods and tools for creating well-designed and highly flexible OERs are challenging for the scientific community in general and, especially, for software engineers. Indeed, Software Engineering practices and principles should be reviewed, updated and adapted for adequately deal with the developmental aspects and needs in this emerging scenario. Having this goal in mind, in this paper we identify some challenges and issues to be considered by software engineers in order to provide an adequate and efficient infrastructure to the development and adoption of OERs.
The usage of Open Educational Resources in higher education
InterConf, 2023
Online educational resources, also known as Open Educational Resources (OER), have been developed to provide free and open access to educational materials for students and educators. The objective of OER is to make education more accessible and affordable for all, by providing high-quality educational materials that are free to use and distribute. In higher education, OER has the potential to revolutionise the way in which students learn. By making educational materials freely available, students can access high-quality materials without the need to purchase expensive textbooks. This can help to reduce the cost of education and make it more accessible to all students. Additionally, OER can be customised and adapted to fit the specific needs of individual students and educators, which can improve the overall learning experience. This article contains information on how online educational resources were developed and their objective. History and development of these materials with a showcase of examples and positive impact reached by usage of OER.
Open educational resources in computer science teaching
Proceedings of the 43rd ACM technical symposium on Computer Science Education - SIGCSE '12, 2012
Open content and open access to resources are important factors in the innovation of Computer Science education. This paper presents a study aimed at gaining an understanding of the needs of Computer Science educators in terms of Open Educational Resources (OER): what kind of resources they need, when they need them, how they use them, and what are the barriers and the enablers for using OER The results of the study are compared and analyzed in the context of the popular OER sites. The work contributes to the research on OER utilization and discovery.
The Open Educational Resources (OER) Movement: Free Learning for All Students
2012
Abstract In recent years, the term Open Educational Resources (OER) has emerged, aiming to promote open access to digital educational resources that are available online for everyone at a global level. This panel presents views from different countries on the development of open educational resource initiatives.