“Open Educational Resources (OER) provide promising opportunities to share and create learning materials without violating copyright law. Until now, the use and creation of OER were mainly discussed with regard to faculty and instructors. Less attention has been paid to students, so this paper is focused on their perspective on OER and argues that students can and should play an important part in the context of OER. A brief introduction to the concept of OER and their advantages is followed by an overview of the principles of Service-Dominant Logic (SDL), a theoretical framework that we consider to be a useful instrument for a better understanding of the student’s role in the use and production of OER. Focusing on the creation of value in service exchanges, this theoretical approach supports the notion that students who are using OER do in fact play an active role in the value creation of OER. We also present results from a recent empirical survey conducted in Austria, which was also focused on the students’ perspective on OER. Based on the available evidence, we conclude that an OER-friendly environment for students enhances the use and production of OER at Higher Education Institutions (HEI), which benefits all involved parties in the long term. Consequently, we propose a set of recommendations that should effect positive changes, and suggest some practical means of implementing them. “
“Open scholarship, which encompasses open access, open data, open educational resources, and all other forms of openness in the scholarly and research environment, is changing how knowledge is created and shared. For research libraries, open scholarship offers opportunities for campus collaborations and new service roles.
SHARE is a higher education initiative whose mission is to maximize research impact by making research widely accessible, discoverable, and reusable. To fulfill this mission SHARE is building a free, open, data set about research and scholarly activities across their life cycle.
Below are links to information and resources on other key topics in open scholarship….”
“Driven by student government advocacy, one university’s change to its promotion and tenure guide highlights an important way institutions can incentivize open practices and provide a model for others to follow. Last year, the University of British Columbia (UBC) made a giant leap in the support of open education: the inclusion of language recognizing open educational resources (OER) in the institution’s “Guide to Reappointment, Promotion and Tenure Procedures at UBC.” Driven by effective student government advocacy, this change highlights the importance of tenure and promotion as a way for institutions to incentivize open practices and will hopefully provide a model for others to follow….”
“The purpose of this post is to tease apart the Open Education Resources movement (OER, globally available knowledge in free form) for its own sake from the improved education and personalized learning models movement (structured education and structured personal learning). While the former is assured by now, the latter has not really begun. New and better teaching and learning models are desperately needed in K12 and higher ed, and OER can be and should be playing a major role. But to do so, the field of learning design, content management and personal analytics needs to embrace better processes for OER creation, use, tracking and re-use. This transformation will need to start with the application of data science to learning content, personal use and education outcomes….”
“The “Texas Toolkit for OER Course Markings (a living guide)” is a living document that can help colleges and universities develop and implement processes to share information with students about courses that use open education resources (OER). This project expands the toolkit to include case studies representing a variety of approaches to OER course markings, brief stories from the perspectives of various stakeholders, and a more robust analysis of stakeholders, options, and barriers. Items slated for further exploration include platform specs, talking points for stakeholder groups, graphic illustrations and flow charts, communication opportunities and roadblocks, branding considerations, and impact….”
“The Educopia Institute and the Library Publishing Coalition (LPC), in partnership with the Public Knowledge Project (PKP), NASIG, and BlueSky to BluePrint, are engaged in a two-year
IMLS-LB21 research grant to design and implement a competency-based curriculum for library publishing.
This project will develop and pilot a suite of synchronous and asynchronous professional development offerings for librarians that will be open and free for anyone to offer or adapt. The resulting dynamic, extensible, multimedia curriculum will empower librarians to meet local demands to launch and/or enhance scholarly publishing activities. The project is poised to have an impact on the quality and quantity of library publishing services offered to scholars and students? ultimately it will result in a healthier, more equitable publishing ecosystem….”
“There are multiple indicators which suggest that completion, quality, and affordability are the three greatest challenges for higher education today in terms of students, student learning, and student success. Many colleges, universities, and state systems are seeking to adopt a portfolio of solutions that address these challenges. This article reports the results of a large-scale study (21,822 students) regarding the impact of course-level faculty adoption of Open Educational Resources (OER). Results indicate that OER adoption does much more than simply save students money and address student debt concerns. OER improve end-of-course grades and decrease DFW (D, F, and Withdrawal letter grades) rates for all students. They also improve course grades at greater rates and decrease DFW rates at greater rates for Pell recipient students, part-time students, and populations historically underserved by higher education. OER address affordability, completion, attainment gap concerns, and learning. These findings contribute to a broadening perception of the value of OERs and their relevance to the great challenges facing higher education today.”
This is a new web site for the Open Science MOOC (previously tagged for OATP at its previous site).
“This website is aimed to provide information about our MOOC on Open Science principles and practices, its rationale, the current state of the project, and the people behind it.
This project was started in early 2017 after a barcamp at the Open Science Conference in Berlin. Soon, more than 30 people contributed and a first draft was made. Now in late summer 2017, already more than 100 volunteers have agreed to share their knowledge about Open Science and to contribute to what they see as an extremely important issue in nowadays and future science. Concomitantly, the European Commission published its report “Providing researchers with the skills and competencies they need to practise Open Science”, supporting the importance of the topic and thereby the necessity to explain, teach and support researchers to gain the necessary skills.”
“On 28 June 2018, the first meeting of the European Open Education Librarian Network convened. Participants from Germany, Greece, Italy, Poland, Spain, the Netherlands and the UK met to discuss a number of key goals, primary among them, how libraries can partner with educators to open up more education for all in Europe.
The network will apply the policy, action and lessons learned from Open Access and Open Science to Open Education while also working on OE policy, advocacy and implementation.”