IOPN to launch textbook series with titles by Wong, Wolske

“The Illinois Open Publishing Network is excited to announce the upcoming release of two open access textbooks, Instruction in Libraries and Information Centers: An Introduction by Laura Saunders and iSchool Adjunct Lecturer Melissa A. Wong and A Person-Centered Guide to Demystifying Technology by iSchool Teaching Assistant Professor Martin Wolske. These textbooks represent the first in the Windsor & Downs Press series OPN Textbooks, which seeks to publish high-quality open access textbooks for higher education across the disciplines. …”

Project aims to alleviate textbook costs for university students in Atlantic Canada | CBC News

“The Council of Atlantic University Libraries provided the initial investment with the hopes of creating a free online public domain for hosting and publishing open educational resources, meaning post-secondary students would have access to online textbooks, videos, digital images and supplemental materials. …”

Open Textbook Network to Change Name to ‘Open Education Network’ – Open Education Network

“This summer, the Open Textbook Network (open.umn.edu/oen) is changing its name to the Open Education Network (OEN), a change that better reflects the broad scope of the community.

Looking ahead, the OEN will focus on building open educational practices to support faculty in contributing to their field by sharing and improving open educational resources. This will be accomplished through programmatic support for the work faculty, librarians and others are doing to strengthen their open education programs, including open pedagogy—the engagement of students as creators of open educational resources (OER).

The OEN will also lead the development of faculty disciplinary communities of practice, and partner with organizations to localize and customize OER.

The Open Textbook Library will continue to be a comprehensive global resource for openly licensed textbooks….”

On the Impossibility of the Community-based Production of Learning Content – iterating toward openness

“This means that “we’ve still not really cracked a community based production model for learning content” is likely a dramatic understatement of the problem. There’s a good argument to be made that a community based production model for learning content isn’t actually possible. Yes, it might be possible to set up a system where some people will contribute small pieces of learning content to a repository, but for the reasons described above those small pieces will never see adoption at scale due to problems relating to integration and coherence. And we should consider any production model that results in the creation of learning content that goes unused to be a failed model.”

6/24 Textbook Heroes: Growing an Open Education Initiative Through Recognition and Gratitude – YouTube

“Communication plays a central role in acknowledging and educating communicates about affordability barriers faced by students and the potential of OER. In early 2019, KU Libraries launched an initiative called “Textbook Heroes” to express gratitude for advocacy and innovation in course materials affordability at the University of Kansas. Textbook Heroes are members of the KU community who’ve taken extraordinary initiative to increase access to and affordability of required course materials by implementing and advocating for OER and other low and no cost course materials. Find out how a librarian and a communications manager collaborated to build a low cost, high impact program, and hear from a hero instructor who’s saving KU students a quarter million per year.

Presenters: Josh Bolick, Scholarly Communication Librarian, KU Libraries; LeAnn Meyer, Communications Manager, KU Libraries; Meggie Mapes, Introductory Course Director, KU Communication Studies….”

Open Pedagogy Approaches – Simple Book Publishing

“Many of us who work with Open Pedagogy today have come into the conversations not only through an interest in the historical arc of the scholarship of teaching and learning, but also by way of Open Education, and specifically, by way of Open Educational Resources (OERs). OERs are educational materials that are openly-licensed, usually with Creative Commons licenses, and therefore they are generally characterized by the 5 Rs: they can be reused, retained, redistributed, revised, and remixed. As conversations about teaching and learning developed around the experience of adopting and adapting OERs, the phrase “Open Pedagogy” began to re-emerge, this time crucially inflected with the same “open” that inflects the phrase “open license.”

If we merge OER advocacy with the kinds of pedagogical approaches that focus on collaboration, connection, diversity, democracy, and critical assessments of educational tools and structures, we can begin to understand the breadth and power of Open Pedagogy as a guiding praxis. To do this, we need to link these pedagogical investments with the reality of the educational landscape as it now exists. The United Nations Universal Declaration of Human Rights asserts that “higher education shall be equally accessible to all.” …”

Teaching with OER during pandemics and beyond | Emerald Insight

Abstract:  Purpose

Open Educational Resources (OER) are learning materials openly licensed so that others may retain, reuse, revise, remix or redistribute (the 5Rs) these materials. This paper aims to raise awareness of OER by providing a rationale for using these learning materials and a strategy for educators to get started with OER during the collective crisis and beyond.

Design/methodology/approach

Using a broad research base and anecdotes from personal experience, the authors make the case that OER improves student access to learning materials and improves the learning experience in both PK-12 and higher education contexts.

Findings

The authors define and describe the benefits of OER to provide practical suggestions educators can implement during the pandemic and beyond.

Practical implications

To support educators in finding and using OER, this paper highlights repositories that include a breadth of various learning materials across subject areas and educational contexts. The authors provide specific suggestions for finding, personalizing and contextualizing OER.

Originality/value

This work not only provides an overview of OER with particular considerations for educators during the COVID-19 pandemic but also makes the case that OER should be integrated into classrooms beyond the pandemic.

Teaching with OER during pandemics and beyond | Emerald Insight

Abstract:  Purpose

Open Educational Resources (OER) are learning materials openly licensed so that others may retain, reuse, revise, remix or redistribute (the 5Rs) these materials. This paper aims to raise awareness of OER by providing a rationale for using these learning materials and a strategy for educators to get started with OER during the collective crisis and beyond.

Design/methodology/approach

Using a broad research base and anecdotes from personal experience, the authors make the case that OER improves student access to learning materials and improves the learning experience in both PK-12 and higher education contexts.

Findings

The authors define and describe the benefits of OER to provide practical suggestions educators can implement during the pandemic and beyond.

Practical implications

To support educators in finding and using OER, this paper highlights repositories that include a breadth of various learning materials across subject areas and educational contexts. The authors provide specific suggestions for finding, personalizing and contextualizing OER.

Originality/value

This work not only provides an overview of OER with particular considerations for educators during the COVID-19 pandemic but also makes the case that OER should be integrated into classrooms beyond the pandemic.