For my introduction into OLTD 505, I picked the following 3 sources to get me started:
I went into OLTD 505 thinking that OERs were free content available to use and found primarily on the internet (this being an internet resource-based program). The above sources taught me a lot about the differences between free content, creative commons content, Open Educational Resources vs. Open Educational Resource Universities vs. Open Education (learning), and the strengths and limitations of OERs at present.
I was well aware of the Creative Commons due to previous research projects and lessons I have taught. Specifically, I needed to know the licenses for the use of pictures. As a student, I am always looking for cost free alternatives for resources such as articles and textbooks. Unfourtunately for me, I was not able to take advantage of any of the BC Open Textbook project as I wasn't studying any of the top 40 courses!
Through watching and reading the above resources, I have learned that Open Education Resources are not necessarily cost free, but have much more to do with the freedoms (openness) related to their distribution, modification, sale, etc.
The movement toward Open Educational Resources is an important move toward making education accessible to learners around the world. It is not, however, without its challenges. There is a lot of money to be made from educational resources. Major journals and publishers charge a pretty penny to download papers and textbooks. Although changes have been made such as having to make grant-supported research freely available, publishers and journals have done their best to thwart this by charging the authors to publish their content to open sources as mentioned in Tony Bates' book.
There is also the question of reputation and quality. Free resources are often assumed to be of lower quality, while those from highly reputable journals are thought to be of the best quality. This is completely untrue. While many of the best research may be published in reputable sources, more and more quality, peer-reviewed resources are being published as OERs.
The popularity of bootleg academic resource sites shows that the movement is gaining traction.
This was an exciting entry into the world of Open Education for me. I look forward to learning even more.
- “Why Open Education Matters” (video) - Winner of the US Department of Education’s “Why Open Education Matters” contest. (see other finalists).
- “Laws that choke creativity” (video) - an important TED Talk by Larry Lessig, founder of the Creative Commons.
- Teaching in the Digital Age - Chapter 10 of this text by Tony Bates focuses on open education. This provides an excellent background on the topic.
- The Government of BC's Open Textbook project.
I went into OLTD 505 thinking that OERs were free content available to use and found primarily on the internet (this being an internet resource-based program). The above sources taught me a lot about the differences between free content, creative commons content, Open Educational Resources vs. Open Educational Resource Universities vs. Open Education (learning), and the strengths and limitations of OERs at present.
I was well aware of the Creative Commons due to previous research projects and lessons I have taught. Specifically, I needed to know the licenses for the use of pictures. As a student, I am always looking for cost free alternatives for resources such as articles and textbooks. Unfourtunately for me, I was not able to take advantage of any of the BC Open Textbook project as I wasn't studying any of the top 40 courses!
Through watching and reading the above resources, I have learned that Open Education Resources are not necessarily cost free, but have much more to do with the freedoms (openness) related to their distribution, modification, sale, etc.
The movement toward Open Educational Resources is an important move toward making education accessible to learners around the world. It is not, however, without its challenges. There is a lot of money to be made from educational resources. Major journals and publishers charge a pretty penny to download papers and textbooks. Although changes have been made such as having to make grant-supported research freely available, publishers and journals have done their best to thwart this by charging the authors to publish their content to open sources as mentioned in Tony Bates' book.
There is also the question of reputation and quality. Free resources are often assumed to be of lower quality, while those from highly reputable journals are thought to be of the best quality. This is completely untrue. While many of the best research may be published in reputable sources, more and more quality, peer-reviewed resources are being published as OERs.
The popularity of bootleg academic resource sites shows that the movement is gaining traction.
This was an exciting entry into the world of Open Education for me. I look forward to learning even more.