Fall Update: Meeting Student Basic Needs During COVID-19 | U.S. PIRG

“While universities moved many or all of their classes online this past spring, publishers and ed tech companies offered temporary free access codes for students to submit homework. Now, those free passes are gone – and beyond their high price, commercial products like these pose numerous problems for students, such as their lack of instructor flexibility, reliance on a strong wifi connection, and student data privacy. Faculty should consider free open educational resources that are more adaptable to their teaching style and this learning environment. The University of Minnesota’s Open Textbook Library, UC Davis’ LibreTexts, and Rice University’s OpenStax are great sources for high quality open materials, with links to free homework solutions. 

This fall, Rutgers University has expanded its Open and Affordable Textbook Program  directly in response to faculty demands to cut student costs because of COVID-19. The program is projected to save over two million dollars for more than 16,000 students over the next few terms. In addition to open textbooks, college and university faculty should consider assigning materials the library already owns, or sharing chapters or select pages from copyrighted books. Stony Brook University has a good guide to fair use of copyrighted materials for educational purposes. …”

Tamarind Tree

“Tamarind Tree is offering free and open online courses to children in the age group of 6 to 14 years – guided by but not limited to the curriculum. With our multilingual live classes we hope to keep our vision of a school without walls alive for millions of children, in these difficult times. We are also signing up volunteer teachers to lead classes of their choice.

Tamarind Tree is part of the global Open Education movement that believes that learning is a right, not a privilege. Knowledge must be free, like the air we breathe.”

 

OER Course Marking Book Models Best Practices – SPARC

“Marking Open and Affordable Courses: Best Practices and Case Studies was released in May on a free, online platform. Edited by Michelle Reed, Jessica Kirchner, and Sara Hare, the book offers an analysis of the technology, legislation, and cultural change needed—and case studies to illustrate the process. It is designed for administrators, librarians, campus store managers, instructors, registrars, and others interested in affordable resource markings….”

U of A leads project to open access to digital learning across Alberta

“A new collaboration between University of Alberta Libraries and other post-secondary institutions across Alberta is providing students and instructors with the ability to access and create digital learning materials for free.

The service, Open Education Alberta, is a platform that enables the adaptation, creation and use of open education resources (OERs) in post-secondary courses.

OERs are digital learning materials that are openly licenced, said Michelle Brailey, digital initiatives projects librarian and project lead. They are either in the public domain or have been released under a licence that permits their use and repurposing by others, so anyone can use the work without obtaining permission or paying a publisher.

Open Education Alberta provides the platform for instructors across Alberta to take existing OERs and customize them, or create their own….”

Open Online Education Project

“The Open Online Education Project (OOEP) aims to improve online education by:

Developing open-source online educational tools.
Advocating for the publishing of free online education materials
Creating collaborations between institutions to address problems in online education.
Collecting and distributing resources for online education

We are a group of students, faculty, and technologists, growing out of Harvard and MIT, working on online education at the university level. We believe online education naturally lends itself to collaboration and needs further development. OOEP consists of a coalition of projects and partners….”

Mathematics | Free Full-Text | Analysis of Factors Influencing Students’ Access to Mathematics Education in the Form of MOOC

Abstract:  Restricting the movement of students because of COVID-19 requires expanding the offer of online education. Online education should reflect the principles of pedagogical constructivism to ensure the development of students’ cognitive and social competencies. The paper describes the preparatory course of mathematics, realized in the form of MOOC. This course was created and implemented based on the principles of pedagogical constructivism. The analysis of the respondents’ approach to MOOC revealed a difference between bachelor and master students in the use of MOOC. Bachelors found a strong correlation between their approach to MOOCs and the way they are educated in secondary schools. The results of the research point to the need of more emphasis should be placed on advancing the learner’s skills in navigating and analysing information. The questionnaire filled in by the participants also monitored the students’ access to learning. The results of the experiment confirmed the connection between the preferred approach to learning and students’ activities within the MOOC. 

 

Mathematics | Free Full-Text | Analysis of Factors Influencing Students’ Access to Mathematics Education in the Form of MOOC

Abstract:  Restricting the movement of students because of COVID-19 requires expanding the offer of online education. Online education should reflect the principles of pedagogical constructivism to ensure the development of students’ cognitive and social competencies. The paper describes the preparatory course of mathematics, realized in the form of MOOC. This course was created and implemented based on the principles of pedagogical constructivism. The analysis of the respondents’ approach to MOOC revealed a difference between bachelor and master students in the use of MOOC. Bachelors found a strong correlation between their approach to MOOCs and the way they are educated in secondary schools. The results of the research point to the need of more emphasis should be placed on advancing the learner’s skills in navigating and analysing information. The questionnaire filled in by the participants also monitored the students’ access to learning. The results of the experiment confirmed the connection between the preferred approach to learning and students’ activities within the MOOC.