“Adding multimedia files to Wikipedia articles has never become a common practice as adding images, although there are topics that would clearly benefit more from having video and audio files. Many articles on scientific phenomena involving physical and chemical changes can not be properly explained through the staticity of images and require dynamicity that can be provided with videos. Furthermore, digital learning in education is increasing and it has especially gained momentum during the COVID-19 pandemic when many educational systems switched to online learning. The latter underlines the importance of educational resources in digital form.
In order to address the foregoing issues, Shared Knowledge in collaboration with Ss. Cyril and Methodius University of Skopje started a project known as Wikiexperiments with the goal of recording and uploading free high-definition videos of scientific experiments for the purposes of illustrating important scientific concepts and phenomena across the Wikimedia projects. After a year-long break, the project that began in September 2015 continued with new recordings produced throughout 2020 that brought the total number of physics and chemistry experiments recorded so far up to 90….”
“The SPARC Libraries & OER Forum (LibOER) is a vibrant community of practice for academic library professionals and allied stakeholders interested in open education. Established in 2013, this network connects more than 1,600 subscribers primarily in the U.S. and Canada through a public email discussion list and a monthly community call. The goals of this forum are:
Enable library professionals and community members to share ideas, resources and best practices pertaining to open education.
Support coordination on librarian-focused events and educational programming about open education.
Disseminate important updates about policy, research, projects and other news from the broader open education movement….”
“Four LSU librarians have been selected by LOUIS: The Louisiana Library Network to join a cohort of 25 librarians from across the state to work alongside instructional designers in order to foster the creation of the Interactive Open Education Resources (OER) for Dual Enrollment program, which will aim to improve the quality of the dual-enrollment program and expand its availability for more high school students. This program was made viable by a two-million-dollar grant from the U.S. Department of Education’s Open Textbooks Pilot program….”
LibraryGuides on Open Access, Open Data, Open Educational Resources, and Open Scholarship by the Galway-Mayo Institute of Technology.
“We’re absolutely thrilled to be joining forces with Wiki Education to offer GO-GN’ers training in Wikipedia editing and the chance to collaboratively improve the depth and coverage of open education topics on Wikipedia….”
“Our industry must create an equal handshake between paid and open content if our platform is to solve the problem that brings a user to the platform. If I am seeking the best aligned and most comprehensive set of resources to design a course, I must have equal access to open and paid content. To achieve this handshake, I propose three key principles:
Platforms need full-text, complete video files, audiobooks, etc. of the relevant content, paid and open, to improve the metadata searched for discovery and the user experience once an item is selected as appropriate.
The search results pages and content entity pages must clearly display the open access/OER symbol, and the Creative Commons license applied to the content for future uses. In addition, an explanation of the license will often be required to reduce faculty uncertainty about reuse. For example, CC BY-NC 2.0 allows for remixing and re-use but not for commercial gain. A patron may struggle to understand this rights limitation without clear guidance from the platform.
Content providers, publishers, distributors, etc. are the lifeblood of the platform. Platforms invest heavily in services and functionality, but without content there is no user experience. To this end, and especially for providers of open content, we need to deliver robust data and insight into usage, engagement, and impact. Publishers need to see open and paid content usage by account, to include time viewed/pages turned, etc. Publishers need to see how the content is engaged with and when (time of day, device used) and publishers need to see how the content has impacted the recipient, e.g., student performance metrics….”
“Please join a 6-session Learning Community series entitled Educating our Next Generation of Scientists: Open Educational Practices, Open Science and Social Justice Learning Community led by Dr. Karen Cangialosi in which participants will engage in discussions, short readings and mini-workshops to explore basic tools for OEP. This learning community is designed for project and organizational leaders who are working with instructors who develop and/or implement STEM curriculum as well as policy makers and funders who want to learn more about the connections between open science and open education….”
“UW-Eau Claire is attempting to transform the cost of higher education by offering textbooks and other teaching materials for free.
Materials required for college courses often run students hundreds of dollars per semester. The university hopes to help students with the cost of a degree using open educational resources, or OER….”
“According to UNESCO, Open Educational Resources (OER) are didactic learning or research materials published with intellectual property licenses that facilitate their use and adaptation free of charge. The Observatory of Educational Innovation of Tecnologico de Monterrey transmitted a webinar where we spoke with a professor specialized in this subject. The speaker, Antonio Canchola, answered questions from the audience wanting to learn more about OER.
Open educational resources vaulted to relevance in a UNESCO debate in 2002, where a committee met to promote their use in educational institutions worldwide. The advantages of OER are innumerable, starting with the visibility it gives to teachers who share their teaching work; they do not need a diploma or specialization to publish them. They can be informal contributions related to home cooking, carpentry, or even scientific studies. Professor Canchola describes OER as “the spirit of sharing” because they are created with a genuine intention to help other people. Some of the most famous OER that anyone can find on the internet are Frida Kahlo’s voice and Stephen Hawking’s thesis. The modern era of digitalization helps make these historical treasures accessible.
OER can be found in both institutional or non-institutional repositories. For example, in Tec’s repository of open educational resources, RITEC can find work by students and other community members. The YouTube platform is one of the most famous repositories. Thanks to these resources, anyone can become a global partner. Professor Canchola emphasizes the need to license our contribution with a Creative Commons license to protect us as authors and establish what can be done with the resources we create: using, adapting, or marketing them or using them for other works and applications.
OER are the best examples of the push for social equity, the democratization of knowledge, and accessibility to free online resources. Our responsibility as teachers is to educate about this subject because there is an infinite library at our students’ disposal that many do not know exists….”
It is difficult for people new to open scholarship ideas and practices to find and apply existing materials.
It is difficult for educators to bring open scholarship concepts and exercises into their courses.
The open scholarship landscape changes quickly, so materials can become outdated.
Our Project Roadmap outlines our approach: Build a knowledge base platform and a community of contributors to organize information on the what, why, and how of open scholarship so it is easy to find and apply. Contributors keep the information up-to-date and curate modules for self-learning or teaching….”