This study conducted a meta-analysis of studies examining OER efficacy in terms of learning performance and course withdrawal. The authors found no differences in learning efficacy between open textbooks and commercial textbooks, but did find that the withdrawal rate for postsecondary courses with open textbooks was significantly lower than that for commercial textbooks.
"The Research on Open Educational Resources for Development (ROER4D) project aims to provide evidence-based research from a number of countries in South America, Sub-Saharan Africa and Southeast Asia."
"In this chapter, authors Robin DeRosa and Scott Robison draw on a variety of examples to illustrate the empowering potential of open pedagogy [...]. The chapter concludes with a reflection on some of the challenges and lessons learned from engaging students in public scholarship."
This study finds that American government textbooks include little coverage of any historically marginalized groups, and that OER textbooks are average in this respect, doing neither better nor worse than their traditionally published counterparts.
The transition from for-pay textbooks does not end with the adaptation, adoption, or creation of open-access resources; it must also provide broad-ranging support provided for multiple campus stakeholders.
At the core of the financial mindful evaluations chosen, the CSI library intends to mindfully demonstrate fiduciary responsibility and accountability for e-book project expenditures, while determining some potential beneficial outcomes in monetary terms.
In this chapter, we make a case for applying open pedagogy in teacher education coursework and, utilizing a specific case, describe the Renewable Assignment Design Framework that may be adapted by librarians and faculty when planning for open educational practices.
The College Art Association (CAA) and the Art Libraries Society of North America (ARLIS/NA) hosted panels on OER at their 2019 annual conferences. This article summarizes those panels and analyzes the speakers’ experiences within the context of OER initiatives in higher education.
Best Practices in Designing Courses with Open Educational Resources is a practical guide that assists faculty and institutions looking to adopt and implement open educational resources (OER) and to foster meaningful, effective learning experiences through the course design process.
This manuscript offers a reasoning for and example of integrating Open Educational Resources (OER) and open pedagogy within a teacher education course. We highlight a collaborative partnership between library faculty and education faculty and the decision points and processes we used when redesigning this course to provide an example of adopting OER and our considerations for developing a renewable assignment.
The authors share their experience and advice on finding and writing online content, creating an online platform for the content, finding videos and other resources, and working with an appropriate free online homework system to match the written content. In addition, the implementation and suggestions for practitioners are discussed
Students, K‒12 teachers, university faculty, campus CIOs, and leaders of educational non-profits unite to explain the power and promise of a more student-centered, participatory, and inclusive approach to 21st century teaching and learning.
Open Educational Resources present a paradigmatic shift in the textbook market, particularly in higher education. Currently, Rogers' diffusion of innovation theory is the model largely utilized to understand the phenomenon of OER adoption. In this essay, I argue that a transformative learning approach would be more appropriate in examining and instigating the critical reflection necessary for facilitating this change.
With their historically anti-authoritarian vibe, and roots in the feminist/punk movements of the 1980’s/90’s, zines are a perfect antidote to traditional classroom, typically ruled by a rigid, top-down hierarchy.
A specific example of the design and implementation of Open Educational Resources (OERs) in a Spanish as a heritage language course is found at Lehman College from the City University of New York (CUNY), which serves a significant student population of Hispanic origin.
"This chapter provides an overview of efforts to reduce the cost of textbooks for students at Hostos Community College through various Open Educational Resource (OER) initiatives and describes how these efforts are supported college-wide."
The results of the first cross-campus survey of student opinions on Zero Textbook Cost (ZTC) courses are in: City University of New York (CUNY) students like their ZTC courses, primarily for the cost savings and ease of access. The survey results yield rich data about how positively students feel about their Zero Textbook Cost (ZTC) courses as well as ways to improve the design and delivery of Zero Textbook Cost courses to make them more beneficial for student learning.
"Incentivizing faculty adoption of Open Educational Resources (OER) as a method for reducing textbook costs to increase access and affordability of higher education has been an area of development in academic libraries. This manuscript describes the experience at Lehman College, CUNY, the only four-year public college in the Bronx, NY and the alignment of OER with institutional goals"
"As open educational resources (OER) becomes a more established concept, its growth and continued success not only center around the creation of new content but also depend upon the development and evolution of existing content, licenses permitting. The evolution of and persistent access to existing content requires easily editable works and the ability to download local copies of OER files so that no technical limitations hinder what the license permits. Such measures as text files, OpenDocument formats, and version control present a way to keep OER content editable and shareable, in compliance with licenses. Librarians are uniquely positioned to help users understand those solutions."
"In this opinion piece, we reflect on open educational resources and the Creative Commons license, describing both and posing challenges to the Computer Science Education community to share their educational products more openly than has been traditional practice."
"In this article, we use transformative learning theory (Mezirow, 1978) and Digital + Critical Participatory Action Research (D+CPAR) to analyze the effectiveness of integrating OERs into a course and reflect on how we used OERs to support student learning and make civic engagement more equitable at an urban community college."
This chapter in the book A Field Guide for Academic Librarians posits the library as "perfectly positioned to lead our institutions’ OER programs, with the potential to establish or cement the library as integral to student success initiatives and as an important partner in faculty and curriculum development."
"We designed, revised, and assessed an open educational resource for our Principles of Microbiology course. Student feedback was used to guide the revisions, which took place over the course of several semesters. Student survey responses to lab manual content were very positive, and students overwhelmingly favored a no-cost online manual over one that is commercially published. The process we used to develop this lab manual serves as an example for others who might want to develop their own customized materials for their courses."
"The big ambition of Equality Archive is to digitally present multidimensional issues, people, and history relevant to feminist thought and action in the United States. As an Open Education Resource (OER), it blurs genre—analog and digital, scholarly and popular, theory and practice—to offer a free and reliable source of knowledge and activist opportunities for a generation trained to seek information via Google and YouTube."
This article reports findings from a study conducted with students in three sections of a Health Psychology course that replaced a traditional textbook with open educational resources (OER) as the primary course material.
"This paper outlines the development of the OER trend in community colleges in particular and discusses the practical applications for the development of a business law course at Queensborough Community College."
" Using open digital tools creates space for productive dialogue within and across courses and departments, allowing for critical co-investigation not just within a single course but in the college community. An open learning space in which everyone can work together enables browsing and viewing each other’s work, and empowers students to participate more fully in their education."
" This article analyzes how academic libraries are currently engaged in open access textbook and OER initiatives. By drawing on examples of library initiatives across the United States, the author illustrates how libraries are facilitating the adoption and implementation of these affordable resources."
"The price of open-access electronic textbooks is certainly attractive to students, but the possibility raises the question of whether students want electronic textbooks, or whether—despite the increasingly digital nature of most students’ existence—students still prefer print textbooks."