“This day-long regional forum is targeted to higher education faculty, instructional designers, librarians, and administrators interested in getting an introduction to openly licensed materials, finding resources to support OER adoption, and joining discussions on OER accessibility, quality, and impact on student success. Attendees will have an opportunity to network, learn, and collaborate with colleagues from across Maryland’s 2- and 4-year higher education institutions….”
“This session will focus on discussions of open source publishing platforms and systems. What is the value proposition? What functionalities are commonplace? Where are the pitfalls in adoption and use by publishers or by libraries? What potential is there for scholarly societies who are similarly responsible for publication support and dissemination? Given the rising interest in open access and open educational resources, this session will offer professionals a sense of what is available, a sense of practical concerns and a general sense of their future direction….”
“The University of Virginia Library is joining the Open Textbook Network (OTN), an international alliance of colleges and universities dedicated to enhancing students’ access to free, openly licensed course content.
As an OTN member, the University of Virginia Library will begin working this fall with faculty to promote awareness of a rapidly growing body of open educational resources (OER), developed by colleges and universities in this country and abroad, and to help them use this material in their courses. Future plans for the implementation of an OER program at UVA include supporting new content created by faculty, with the possibility of publication through Aperio, the Library’s new publishing service.
The UVA library has been working closely for the past year with fellow Virginia institutions on OER initiatives through the Virginia Academic Library Consortium(VIVA). Membership in these groups signals our commitment to open education as a way to promote innovations in teaching and learning while also addressing growing concerns about coursework affordability….”
“Just as traditional software has a thriving open source community, textbooks have Open Educational Resources, complete textbooks that typically come free of charge digitally, or for a small fee—enough to cover the printing—in hard copy. And while it’s not an entirely new concept, OER has gained momentum in recent years, particularly as support has picked up at an institutional level, rather than on a course by course basis. According to a 2018 Babson College survey, faculty awareness of OER jumped from 34 percent to 46 percent since 2015.
One of OER’s leading proponents is OpenStax, a nonprofit based out of Rice University that offers a few dozen free textbooks, covering everything from AP Biology to Principles of Accounting. In the 2019–2020 academic year, 2.7 million students across 6,600 institutions used an OpenStax product instead of a for-profit equivalent….”
“All good, it would seem. These strategies suggest lower cost, “fresher” (or constantly improving) curricular content along with better options for Day One access. After all, textbook prices are the low-hanging fruit (and publishers the villains) in one component of the continuing public anger and angst about college costs. So strategies that promise to reduce costs and enhance Day One access are good things.
And yet, going digital or digital first strategies may actually disadvantage large numbers of low-income, full- and part-time undergraduates, primarily enrolled in community colleges or public four-year comprehensives, who are the intended beneficiaries of these initiatives. As shown below, there is consistent and significant concern from faculty, from provosts/Chief Academic Officers, and from CIOs, about digital access as a key issue in the process of going digital….”
“In our podcast interview, which you can listen to above, Karen and I talk about how OERs have gotten really, really good over the last few years, what some new platforms are doing to solve the quality problem, and where teachers can go to find outstanding materials—from single-use resources to full-year curricula—that are 100% free….”
Abstract: Researchers in many disciplines are developing novel interactive smart learning objects like exercises and visualizations. Meanwhile, Learning Management Systems (LMS) and eTextbook systems are also becoming more sophisticated in their ability to use standard protocols to make use of third party smart learning objects. But at this time, educational tool developers do not always make best use of the interoperability standards and need exemplars to guide and motivate their development efforts. In this paper we present a case study where the two large educational ecosystems use the Learning Tools Interoperability (LTI) standard to allow cross-sharing of their educational materials. At the end of our development process, Virginia Tech’s OpenDSA eTextbook system became able to import materials from Aalto University’s ACOS smart learning content server, such as python programming exercises and Parsons problems. Meanwhile, University of Pittsburgh’s Mastery Grids (which already uses the ACOS exercises) was made to support CodeWorkout programming exercises (a system already used within OpenDSA). Thus, four major projects in CS Education became inter-operable.
“The Academic Engagement and Open Education Librarian is a full-time, 12-month, exempt staff position reporting to the Library Director. This position will focus on creating a more equitable, inclusive academic experience for Fort Lewis College students by fostering the use of open education resources in higher education; support faculty research and teaching needs by serving as a resource for scholarly communication and copyright information; and communicate the Library’s services and resources through programs, activities and social media. Minimum qualifications: ALA accredited master’s degree in library or information science or equivalent and requisite skills and experience to perform duties….”