- 1 Misc. thoughts about organizing OER article
- 2 Application for WikiSOO Burba badge
- 3 Related Articles
- 4 Elements of an "OER Stack"
- 5 OER Events & Conferences
- 6 Links to OER Related Social Media
- 7 External Links to Sites and Articles Relating to OER
- 8 References
Misc. thoughts about organizing OER article
- OER themselves vs. OER as a movement (see p.9 of Giving Knowledge for Free)
- Gratis vs. Libre
- CommOER research
- International vs. National vs. Regional etc.
- K-12 vs. Secondary vs. Tertiary vs. Higher Ed etc.
- Digital vs. Traditional
Re-structuring per Paul Stacey's comments on the OER article talk page
- History - origin of the term, relationship to open education, relationship to reusable learning objects, relationship to DIYU (iTunesU, P2Pu, Khan Academy, …).
- Principles - underlying principles and similarity to other open initiatives such as open source software and open access, OER declarations, UNESCO OER Guidelines
- Economics - the financial business case for OER. Public funding results in a public good. Private sector OER business models.
- Legal - OER in context of copyright and fair use. Licenses used for OER.
- Policy - international, national, and regional examples of policy that authorize and encourage OER use and development.
- Technology - open file formats, interoperability standards, meta data, repositories
- Content - open content (open licensed text, images, audio, video) used as assets in creation of OER, OER by field of study and grade level - K-12, post secondary, vocational, OER types - open textbooks, open courseware, open assignment banks, ...
- Authoring OER - instructional design considerations, online/hybrid/on campus considerations, licensing strategy, authoring solo vs. authoring collaboratively (authoring hackathons), continuous improvement strategy, students as authors.
- Finding OER - use of search engines, referatories, repositories, and other web sites
- Reusing/Remixing OER - open license terms, derivative works, attribution
- OER Challenges - discoverability, quality, measuring usage and ROI
- Open Practices - instructional design, pedagogy, sharing, reuse, remix, quality
- World Wide Initiatives - OER development/distribution initiatives, OER research initiatives
Application for WikiSOO Burba badge
Open educational resources: back on the radar contributions
One member of the OER team described the English language Wikipedia article on "Open educational resources" as having reached a state of paralysis. My work on this article has kick started discussion and highlighted some of the challenges for work to come. My contributions to this article can be divided into three categories: (i) editorial, (ii) discursive, and (iii) provocative.
My editorial improvements to this article include re-arranging and aggregating various sections so that sections of the article flow in a logical succession. They also include numerous grammatical corrections and additions of appropriate graphics. I have also familiarized myself with some of the major resources available for use as references in this article, and I have added several citations to key claims. And I have also made textual contributions to the section which I re-named "Defining the scope and nature of OER."
I also want to point out what I am calling my discursive contributions, by which I mean my interaction with other editors in the talk space. These contributions have been the most beneficial for me, because as a result of taking this course I have learned the importance of the Bold-Revert-Discuss cycle and have demonstrated facility with each of these three phases. This includes a simple acknowledgement of Paul Stacey's thinking on how the article could be re-structured via a comment on his talk page, and more extensive discussion with Pete Forsyth and with Sage Ross, both of whom are Wikipedia administrators.
Additionally, I have tried to make constructive discursive contributions to the online classes and labs which I have regularly attended.
Following from these contributions, I also feel that I have brought some constructively provocative ideas to the article. These include applying the idea of "essentially contested concepts" to OER and re-framing the article's definition of OER in terms of the tensions found within the definitions it was offering. We have evidence that this approach has stimulated discussion in that it was mentioned to a member of the CommOER team at the 2013 Connexions conference only a day or two after some of these edits were made.
I would also like to invite those considering this project to visit my user page and explore the thinking and documentation I have been doing in learning about OER by clicking on the OER Sandbox tab.
This article still needs a lot of work, but I hope that my contributions to it during this course have demonstrated a respect for Wikipedia process and the ability to think critically about the important and broad subject of open educational resources.
I began this course having participated as an editor for years, but I did not have a rigorous and disciplined appreciation for how Wikipedia works. I come away with a deep appreciation for the many guidelines, policies and practices which enable a project of Wikipedia's magnitude to function. It would of course have been helpful to be better familiar with the many templates, etc. available to me during the course of this work. But finding new tools seems to be one of the more delightful parts of being a Wikipedean and will hopefully be an ongoing experience.
This article needs continued diligent attention. I plan to continue my participation, but in a less directed fashion. In retrospect, what I would have done first is something I only recently did in my sandbox: wikify the many terms and concepts provided by Paul Stacey as a way of familiarizing myself with the concepts at play in the discourse on OER.
I have tried to practice strict discipline in providing descriptive and useful edit summaries regardless of the magnitude of change.
open educational resources, OER, education, learning, teaching, openness
Elements of an "OER Stack"
- Teachers (not "educators")
- Learners (not "students")
- Free access
- Open licensing
OER Events & Conferences
- 10th Annual OpenEd Conference] (Annual Event in Park City, UT; next date is November 6-8, 2013]
- Connexions Conference (Annual event at Rice University, in April)
Links to OER Related Social Media
- "Open educational resources" on Google Plus
- "OER" on Google Plus
- #OER on Twitter
- OER portal on Facebook
External Links to Sites and Articles Relating to OER
- Policies for OER Uptake
- EduCause OER listings
- OER Research Hub
- OER Commons (actual open educational resources found here)
- Institute for the Study of Knowledge Management in Education (builders of OER Commons in 2007)
- Why the future lies in Open Educational Resources (UNESCO/Anonymous/"Media services" release)
- Coursera begins to make money
- The Brave New World of College
- Five Hurdles to OER Adoption by Bridget McCrea: Faculty Ignorance, Distrust of Free Resources, Inflated Expectations, Inflexible Institutional Processes, Missing Discovery/Assessment Tools
- DML Central] D.I.Y.U.: An Experiment by Howard Rheingold
- John Cage’s 10 Rules for Students and Teachers
- Reed, Peter. "Is OER Actually Open? Gratis Vs Libre (republished)". The Reed Diaries. Peter Reed via BlogSpot.de. Retrieved 23 April 2013.
- "Building the Promise of the Common Core Together". OERCommons.org. Retrieved 24 April 2013.