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INCORPORATING OPEN EDUCATION RESOURCES INTO YOUR CLASS
Karen H. Morin , PhD, RN, ANEF, FAAN
Professor Emerita, University of Wisconsin-Milwaukee
The Plan• Explain what
constitutes OERs
• Distinguish between
faculty and student
perspectives about
OERs
• Describe the impact of
OERs on student
learning outcomes
WHAT ARE OERS?
WHAT DO YOU THINK THEY
ARE ?
“Free, digital, easily shared learning materials” (Derosa & Robison, 2017, p. 116)
Must carry an open license
Can be reused, remixed, redistributed, retained
Flexible, help faculty & students customize learning materials
This Photo by Unknown Author is licensed under CC BY-SA
OER-Enabled Pedagogy(Wiley & Hilton, 2018)
• “Materials are licensed
with copyright licenses
that provide
permission for
everyone to
participate in the 5R
activities – retain,
reuse, revise, remix,
and redistribute” (p. 134)
Same
• Experts write and review them
• May have support materials
• Quality not an issue
Different
• “Legally shared, copied, and
distributed at little or no cost” (Christensen, Magna20Minute Mentor, 2018)
• Can be legally adapted
Kinds of OERs
• Textbooks
• Videos
• Images
• Tests
• Lessons Plans
• Courseware
• Software
This Photo by Unknown Author is licensed under CC BY
Why OERs?
Decrease cost to students
Increase access to
materials
Provide learning materials
specific to your courses
This Photo by Unknown Author is licensed under CC BY-SA-NC
FACULTY AND STUDENT PERSPECTIVES
WHAT KIND OF EXPERIENCE HAVE YOU HAD WITH OERS?
Think, pair, share
Faculty
Clements & Pawlowski
(2012)
Babson Survey Research
Group (2014)
Thomas, Arshavskay, &
Poole (2018)
Clements and
Pawlowski (2012)
• Barriers to re-use
– Material from own country (35 %)
– Takes too much time (25 %)
– Don’t know where to find
international material ( 24 %)
– Can’t be certain of the quality
file:///C:/Users/morin/Documents/ATI%202019%20Conference/openingthecurriculum2014.pdf
http://www.onlinelearningsurvey.com/reports/openingthecurriculum2014.pdf
RESULTS
file:///C:/Users/morin/Documents/ATI%202019%20Conference/openingthecurriculum2014.pdf
Thoms, Arshavskya,
& Poole (2018)
N=299,
US Educators
• Younger teachers, K-12 settings
more likely to use OERs
• Easier to use and adapt
• Easy to find
• Videos used the most
• Issues: not comprehensive, hard
to find, not high quality, not
certain I have permission
Students
Vojtech & Grissett (2017)
Verkuyl, Lapum, St-Amant,
Tan, & Garcia (2018)
Vojtech & Grissett
(2017)
• Student perceptions of faculty who use OERs
• Read 2 passages
• Rated hypothetical faculty on 6 attributes
• Were more kind, encouraging, and creative
• Were more likely to take a course from a faculty using open textbook
Verkuyl, Lapum,
St-Amant, Tan &
Garcia (2018)
• “Students’ perceptions of being
involved with faculty in the production
of a computer-based OER textbook” (p. 75)
• Vital Sign Measurement Across the
Lifespan
• Student advisory committee
• Collaboration underpinned experience
– Socialization
– Learner-centered pedagogy
– Crystalizing learning
STUDENT OUTCOMES
RETENTION
ACHIEVEMENT
ENGAGEMENT
WHERE TO START
KEY UNDERSTANDING
Creative Commons:
▪ Global nonprofit organization
▪ Enables sharing and reuse of
creativity and knowledge
▪ Through provision of free legal
tools
https://creativecommons.org/faq/#what-is-creative-commons-and-what-do-you-do
CREATIVE COMMONS LICENSING
https://creativecommons.org/licenses/
Attribution [CC BY]
Attribution –Share Alike [CC BY-SA]
Attribution –NoDerivs [CC BY-ND]
Attribution – NonCommercial [CC BY-NC]
Attribution –NonCommerical-ShareAlike[CC BY-NC-SA]
Attribution– NonCommercial-NoDerivs[CC BY NC-ND]
https://creativecommons.org/licenses/
https://www.oercommons.org/curated-collections
Where Can You Find OER?
Websites
https://www.merlot.org/merlot/index.htm
1
https://www.khanacademy.org/
2
https://open.bccampus.ca/
3
https://ocw.mit.edu/index.htm
4
https://teachonline.ca/tools-trends/california-open-online-library-education-cool4ed-california-state-university-california-community
5
https://openstax.org/
6
MERLOT KHANAcademy
BCcampus MIT COOL4Ed OpenStax
Things to Consider
• Human resources
– Librarians
– Colleagues
– Technicians
• Types of activities (DeRosa & Robison, 2017)
– Wikipedia Assignment
– Student video
– Class created textbook
– Crowd-sourced syllabus
Karen H. Morin, PhD, RN,
ANEF, FAAN
Professor Emerita
University of Wisconsin-
Milwaukee
morin@uwm.edu
References for this presentationAllen, I., & Seaman, J. (2017). Opening the textbook: Educational Resources in the U.S. higher education. http://www.onlinelearningsurvey.com/reports/openingthetextbook2017.pdf
Christensen, E. (2017). How will OER benefit the 21st century student?Magna20MinuteMentor.Clements, K. I., & Pawlowski, J. M. (2011). User-oriented quality for OER: Understanding teachers’ views on re-use, quality, and trust. Journal of Computer Assisted Learning, 28, 4-14.
DeRosa, R. & Robison, S. (2017). From OER to open pedagogy: Harnessing the power of open. In: Jhangiani, R. S., and Biswas-Diener, R. (Eds.) Open: The philosophy and practices that are revolutionizing education and science. P. 115-124. London, Eng.: Ubiquity Press Doi:https://doi.org/10.5334/bbc.i.License: CC-BY
Seaman, J. E., & Seaman, J. (2017). Opening the textbook: Educational resources in U. S. higher education. Babson Survey research Group. Accessed February 3, 2019 from https://www.onlinelearningsurvey.com/reports/openingthetextbook2017.pdf
Thoms, J. J., Arshavskaya, E., & Poole, F. J. (2018). Open educational resources and ESL education: Insights from US educators. The Electronic Journal for English as a second language. 22 (2), 1-24.
Verkuyl, M., Lapum, J., St-Amant, O., Tan, A., & Garcia, W. (2018). Engaging nursing students in the production of open educational resources. Nurse Education Today, 71, 75-77. DOI:https://doi.org/10.1016/j.nedt.2018.09.012
Vojtech, G., & Grissett, J. (2017). Student perceptions of college faculty who use OER. International Review of Research in Open and Distributed Learning, 18, 155-171
Wiley, D., & Hilton, J. (2018). Defining OER-enabled pedagogy. International Review of Research in Open and Distributed Learning, 19, 134-147.
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