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"Its purpose is to provide readers with a quick and user-friendly introduction to Open Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively." [Synopsis excerpt from the publisher, Commonwealth of Learning]
"Open educational resources (OER) are materials used to support education that may be freely accessed, reused, modified, and shared. These Guidelines outline key issues and make suggestions for integrating OER into higher education." [Synopsis excerpt from UNESCOCOL]
" [The 2012] OER Paris Declaration: a statement that urged governments around the world to release, as OER, all teaching, learning and research materials developed with public funds. This book, drawing on 15 case studies contributed by 29 OER researchers and policy-makers from 15 countries across six continents, examines the implementation of the pivotal declaration through the thematic lenses of policy, costs and transformation." [Synopsis excerpt from the publisher, UNESCOCOL]
"Sponsored by the Association of College and Research Libraries (ACRL), this one-of-a-kind book demonstrates the best tools, resources, and techniques for discovering, selecting, and integrating interactive open educational resources (OERs) into the teaching and learning process. The author examines many of the best repositories and digital library websites for finding high quality materials, explaining in depth the best practices for effectively searching these repositories and the various methods for evaluating, selecting, and integrating the resources into the instructor's curriculum and course assignments, as well as the institution's learning management system." [Summary excerpt from the publisher]
"In this paper, 218 U.S. faculty responses regarding Open Educational Resources (OER) were qualitatively analyzed. Ten categories emerged in the coding process. The top three categories that indicated barriers to the adoption of OER were "need more information" (faculty wanted more information before they would be willing to adopt OER), "lack of discoverability" (faculty wanted to be able to easily find repositories of OER), and "confusing OER with digital resources" (faculty were unaware of the difference between digital resources and OER)." [Abstract excerpt from the authors]
"Despite increased development and dissemination, there has been very little empirical research on Open Educational Resources (OER). Teachers and students involved in a large-scale OER initiative at eight community colleges across the United States were given a detailed questionnaire aimed at uncovering their perceptions of the cost, outcomes, uses and perceptions of quality of the OER used in their courses."[Abstract excerpt from the authors]
"The implementation of open educational resources (OER) at the course level in higher education poses numerous challenges to education practitioners--ranging from discoverability challenges to the lack of knowledge on how to best localize and utilize OER as courseware. Drawing on case studies of OER initiatives globally, the article discusses field-tested solutions to addressing those challenges at the faculty level, the programmatic level, and institutional level." [Abstract excerpt from the authors]
"Canada's important areas of expertise in open educational resources (OER) are beginning to be built upon or replicated more broadly in all education and training sectors. This paper provides an overview of the state of the art in OER initiatives and open higher education in general in Canada, providing insights into what is happening nationally and provincially." [Abstract excerpt from the authors]
Videos (not strictly literature, but interesting nonetheless!)
David White & Marion Manton - Academic IT, Oxford University IT Services - Open Educational Resources: The Value of Use: https://youtu.be/Fp8ZLPvMUQI
This video gives an overview of the findings of the JISC OER Impact project which analysed the link between the value of use and its impact in teaching and learning. There is a full research report (Liz Masterman and Joanna Wild, LTG) and a shorter 'accessible' report (Dave White and Marion Manton, TALL) available for download from JISC: http://www.jisc.ac.uk/whatwedo/programmes/elearning/oer2/oerimpact.aspx . (14:34)
In 2006, open-learning visionary Richard Baraniuk explains the vision behind Connexions (now called OpenStax), an open-source, online education system. It cuts out the textbook, allowing teachers to share and modify course materials freely, anywhere in the world. (18:30)
"The Community College Consortium for Open Educational Resources (CCCOER) promotes the awareness and adoption of open educational policies, practices, and resources. We believe that these practices will expand student access to education while supporting academic freedom and faculty choice of openly licensed curriculum materials. Our membership includes over 250 colleges in 21 US states and Canadian provinces." [From "About CCCOER"]
"We are a global network of educational institutions, individuals and organizations that support an approach to education based on openness, including collaboration, innovation and collective development and use of open educational materials. The Open Education Consortium is a non-profit, social benefit organization registered in the United States and operating worldwide ... Our Mission: We promote, support and advance openness in education around the world." [from About OEC]
VCC's Copyright expert, Virginia Adams, provides valuable information about Copyright issues as the pertain to curricula and instruction at the College. Her libguide tab "Open Access" lists links to important OER websites.
"Our Open Education team produces open educational resources (OER) – textbooks, toolkits, and other learning materials – in collaboration with the B.C. post-secondary system. We also develop and deliver workshops to increase awareness, adoption, and adaptation of OER by instructors throughout the province and around the world."