935,894 research outputs found

    Open Educational Resources: Expanding the Conversation Regarding Adoption and Use on a College Campus

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    As more institutions explore Open Educational Resource (OER) initiatives, librarians should be involved in the campus-wide conversation. Also, OER means more than free online textbooks; a broader conversation needs to be prioritized as institutions step into the OER movement. This article is an adaptation of the author’s presentation at the 2016 Annual Conference of the Association of Christian Librarians, titled “Out of Bounds: Exploring Open Educational Resources.

    Open Educational Resource (OER)Task Force

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    Open Educational Resource (OER)Task Force webpag

    Open Educational Resource 2017 Textbook List

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    This is an updated, discipline specific OER textbook list for departments at Sacred Heart University, compiled by Zach Claybaugh and Chelsea Stone

    SEYS 764 Open Educational Resource Syllabus

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    Capacity-building in open education: an Australian approach

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    Addressing the gap between global open educational resource (OER) proliferation and the slow adoption of OER and open educational practices (OEP) in Australian higher education, this paper focuses on a capacity-building project targeting academics, academic support staff and educational developers. The conception, design, development, piloting and evaluation of an open, online professional development micro course are detailed, highlighting key aspects of the open design and considerations for sharing and reuse across higher education institutions. The open micro course introduces five key OEP concepts through five contemporary curriculum design topics, using knowledge co-creation activities which engage learners in iterative shaping of the course, and generate artefacts for demonstration and recognition of learning. Opportunities for short to longer term capacity-building which leverage the micro course are also discussed, in response to significant shifts underway in higher education funding and professional development priorities

    Creating, Doing, and Sustaining OER: Lessons from Six Open Educational Resource Projects

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    The development of free-to-use open educational resources (OER) has generated a dynamic field of widespread interest and study regarding methods for creating and sustaining OER. To help foster a thriving OER movement with potential for knowledge-sharing across program, organizational and national boundaries, the Institute for Knowledge Management in Education (ISKME), developed and conducted case study research programs in collaboration with six OER projects from around the world. Embodying a range of challenges and opportunities among a diverse set of OER projects, the case studies intended to track, analyze and share key developments in the creation, use and reuse of OER. The specific cases include: CurriculumNet, Curriki, Free High School Science Texts (FHSST), Training Commons, Stanford Encyclopedia of Philosophy (SEP), and Teachers' Domain

    Oregon Estuarine Invertebrates: An Open Educational Resource?

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    Through a partnership of the University Libraries and the Oregon Institute of Marine Biology, we created an in-­house open educational resource from a former government publication. The step-­‐wise process to achieve and brand this resource is described with the hope that it will encourage others to self-­‐publish and create additional open education resources

    Protecting Hampton Harbor Watershed Project, Degnan, T

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    The purpose of this project was to provide significant educational efforts promoting land and water resource protection for two communities within the Hampton Harbor Watershed. The project was to include educational efforts aimed at promoting the NHEP Management Plan’s action items for protecting critical land and water resources, to provide sustained technical assistance that involved resource prioritization, support for public relations campaigns for open space bond campaigns, and the preparation of funding applications for important shoreland protection projects for the communities of Hampton and Hampton Falls. The project focus area was not defined, as much of the open undeveloped acreage in both communities was the main focus for protection efforts, which includes several hundreds of acres. The Protecting Hampton Harbor Watershed Project offered sustained assistance to the two conservation commissions, and was successful in helping to advance the implementation of two significant land and resource protection projects within the Hampton Harbor Watershed. Although no permanent protection project was completed in full during the length of the Protecting Hampton Harbor Watershed Project, significant education and outreach efforts have been achieved and two significant land protection projects are in process. In fact, with the assistance of this shoreland protection project, one landowner with significant holdings in both communities is participating in a permanent protection project currently underway. The educational efforts on land protection, conservation options, resource prioritization, funding opportunities, and the public relations information to support the passage of local open space bonds brought much enthusiasm into both communities. Both communities became very active and successful with their resultant actions, each with somewhat of a different twist. Moreover, the motivation for permanent protection efforts has been securely established in both communities, and both have a renewed sense of the importance of permanent stewardship of natural resources
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