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This 5 session webinar series is intended to introduce the audience to Open Education, build their foundational understanding of OER and OEP, as well as increase their confidence in utilizing open pedagogies in their own contexts. Through this series we hope to advocate for the use of OER and OEP and continue to develop the open community in Alberta.

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Eventbrite - Werklund School of Education - Teaching & Learning presents Open Education Series - Thursday, 23 September 2021 | Thursday, 25 November 2021 - Find event and registration information.

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Identification and discovery of OER is a significant barrier for faculty adoption.  Mapping OER to courses is a strategy library professionals can adopt to ease the burden on faculty.

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Identification and discovery of OER is a significant barrier for faculty adoption. Mapping OER to courses is a strategy library professionals can adopt to ease the burden on faculty. The Course Mapping Companion Kit provides curation workflow steps that can be adapted to institutional needs. The companion kit also provides instructions on preparing curated OER with course alignment tags for inclusion on VIVA Open, an OER Commons hosted website. By tagging curated, course-aligned OER to VIVA Open, faculty may trace and locate OER suitable for their courses, as well as courses at other Virginia institutions of higher education.

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Identification and discovery of OER is a significant barrier for faculty adoption. Mapping OER to courses is a strategy library professionals can adopt to ease the burden on faculty. The Course Mapping Companion Kit provides curation workflow steps that can be adapted to institutional needs.

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A quick checklist to help you decide whether you should use a particular piece of OER or not. Try it on a typical copyrighted textbook too!

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Videvo free stock footage site: Resource

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Videvo free stock footage site: Resource

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Free Stock Video Footage HD 4K Download Royalty-Free Clips

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Download free stock video footage with over 300,000 video clips in 4K and HD. We also offer a wide selection of music and sound effect files with over 180,000 clips available. Click here to download royalty-free licensing videos, motion graphics, music and sound effects from Videvo today.

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Beautiful Free Images & Pictures | Unsplash

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Beautiful, free images and photos that you can download and use for any project. Better than any royalty free or stock photos.

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The equal distribution between open and closed access journals may reflect changes to past scholarly publication practices. Citation analysis revealed divergences and reinforces the nascent quality of this topic. Future K-12 OER research that studies the complex change from resource scarcity to resource flexibility and digital abundance is needed.

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Abstract

Awareness and use of Open Educational Resources (OER) has grown at all levels of education. Higher education researchers actively study OER but K-12 OER research indicates limited published results. To address this gap, this study examined articles meeting defined criteria and analyzed the results. Findings include cohesion of author-supplied keywords and ten primary categories of focus. From 38 articles studied, a variety of research methods were represented. Analysis showed Professional and Applied Sciences were overwhelmingly represented with the majority of articles within the discipline of Education and its fields with Humanities a distant second category of publication. The equal distribution between open and closed access journals may reflect changes to past scholarly publication practices. Citation analysis revealed divergences and reinforces the nascent quality of this topic. Future K-12 OER research that studies the complex change from resource scarcity to resource flexibility and digital abundance is needed.

Citation

Blomgren, C. & McPherson, I. (2018). Scoping the nascent: An analysis of K-12 OER research 2012-2017. Retrieved August 30, 2021 from Open Praxis, 10(4), 359-375. International Council for Open and Distance Education. https://www.learntechlib.org/p/207176/.

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Scoping the nascent: An analysis of K-12 OER research 2012-2017

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Awareness and use of Open Educational Resources (OER) has grown at all levels of education. Higher education researchers actively study OER but K-12 OER research indicates limited published results. To address this gap, this study examined articles meeting defined criteria and analyzed the results. Findings include cohesion of author-supplied keywords and ten primary categories of focus.

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Comparing teacher evaluations of copyright-restricted, open, and open/adapted textbooks: Research

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Comparing teacher evaluations of copyright-restricted, open, and open/adapted textbooks: Research

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Conducted in conjunction with an institute on open textbook adaptation, this study compares textbook evaluations from practicing K-12 classroom teachers (n = 30) on three different types of textbooks utilized in their contexts: copyright-restricted, open, and open/adapted.

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OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks - International Review of Research in Open and Distributed Learning

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Record. OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks. An article from journal International Review of Research in Open and Distributed Learning (Special Issue: OER and MOOCs), on Érudit.

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A qualitative inquiry of K-12 Teachers' experience with Open Educational Practices: Research

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A qualitative inquiry of K-12 Teachers' experience with Open Educational Practices: Research

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Open educational practices (OEP) have been considered a pathway to reinforce the acceptance and readiness of K–12 teachers to use OER. This research thus showcases a qualitative study that investigates teachers’ experiences with OEP. This research explains K-12 teachers’ perceived benefits of implementing OER and also discusses their perceived barriers hindering OER usage in K–12 settings. The study also discusses the practical implications of integrating OER in K–12 curriculum.

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Abstracts

Abstract

Teachers in K-12 schools have shown an increasing desire for open educational resources (OER) to ensure all students can learn effectively. OER provide teachers with free access to open-licensed educational resources that they can retain, reuse, revise, remix, and redistribute for personalized instruction. Open educational practices (OEP) have been considered a pathway to reinforce the acceptance and readiness of K-12 teachers to use OER. This research thus showcases a qualitative study that investigates teachers' experiences with OEP. This research explains K-12 teachers' perceived benefits of implementing OER and also discusses their perceived barriers hindering OER usage in K-12 settings. The study also discusses the practical implications of integrating OER in K-12 curriculum.

Appendices

Bibliography

1. Blomgren, C. (2018). OER awareness and use: The affinity between higher education and K-12. International Review of Research in Open and Distributed Learning, 19(2), 55-70. doi: 10.19173/irrodl.v19i2.3431

2. Bowen, G. A. (2006). Grounded theory and sensitizing concepts. International Journal of Qualitative Methods, 5(3), 12-23. doi: 10.1177/160940690600500304

3. Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.

4. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa

5. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousand Oaks, CA: Sage.

6. Kimmons, R. (2016). Expansive openness in teacher practice. Teachers College Record, 118(9), 1-34. Retrieved from https://www.tcrecord.org/Content.asp?ContentId=21521

7. Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass Publishers: San Francisco, CA.

8. Morales, R., & Baker, A. (2018). Secondary students' perceptions of open science textbooks. Journal of Interactive Media in Education, 2018(1). doi: 10.5334/jime.455.

9. Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage Publications.

10. Office of Educational Technology. (n.d.). #GoOpen Districts. United States Department of Education . Retrieved from http://tech.ed.gov/open/districts/

11. Patton, M. Q. (2002). Qualitative research and evaluation method. (3rd ed.). Newbury Park, CA: Sage Publications.

12. Tang, H., & Bao, Y. (2020). Social justice and K-12 teachers' effective use of OER: A cross-cultural comparison by nations. Journal of Interactive Media in Education, 2020(1). doi: 10.5334/jime.576

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A Qualitative Inquiry of K-12 Teachers' Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources - International Review of Research in Open and Distributed Learning

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Record. A Qualitative Inquiry of K-12 Teachers' Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources. An article from journal International Review of Research in Open and Distributed Learning (Volume 21, Number 3, September 2020, pp. 1-334), on Érudit.

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Benefits include cost-savings in acquiring resources for teaching and learning as well as user-generated content, instructor creativity, and contextualized and responsively timely learning opportunities. Additionally, the teaching culture of K-12 has historically supported the sharing of learning activities and learning resources. At all levels of education, OER awareness requires a deeper understanding of the changes to teaching and learning borne by open educational practices.

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OER Awareness and Use: The Affinity Between Higher Education and K-12 - International Review of Research in Open and Distributed Learning

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Record. OER Awareness and Use: The Affinity Between Higher Education and K-12. An article from journal International Review of Research in Open and Distributed Learning (Volume 19, Number 2, April 2018), on Érudit.

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A review of the effectiveness & perceptions of OER as compared to textbooks: Video

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A review of the effectiveness & perceptions of OER as compared to textbooks: Video

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Students spend a lot of money on textbooks. Alternatives to the expensive textbooks that come from commercial publishers are open educational resources, or OER.  But, are these free resources as effective or of the same quality as textbooks? The research says yes.

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A Review of the Effectiveness & Perceptions of Open Educational Resources As Compared to Textbooks

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Find a list of podcasts about OER here!

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Part One. OER in K-12 Learning: An Overview Part Two. OER and Pedagogy in K-12 Learning Part Three. OER Policy and Copyright in K-12 Education
Supplementary Scenarios: K-12 Education and Copyright

A) B) C) D) Supplementary Scenario: Digital Copies and Copyright Supplementary Scenario: Learning Management Systems and Copyright Supplementary Scenario: Course Sharing and Copyright Supplementary Scenario: Content Creation and Copyright Contributors: Jim Swanson
Contributors: Jim Swanson
Contributors: Jim Swanson
Contributors: Jim Swanson

Include the producer's name, followed by the date the podcast was published. Then, add the podcast episode title, followed by "[Audio podcast] Multiply K-12 OER Project." Finally, add "Retrieved from [insert podcast URL]."

Blomgren, C. (Producer). (2017). Welcome: The Project Context [Audio podcast]. Multiply K-12 OER Project. Retrieved from http://bolt.athabascau.ca/index.php/podcast/welcome-the-project-context/

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Part One. OER in K-12 Learning: An Overview Welcome: The Project Context Contributors: Connie Blomgren, Verena Roberts A History of OER Contributors: TJ Bliss, Randy Labonte, Rory McGreal, David Porter, Sarah Weston The Current Landscape of OER Contributors: TJ Bliss, Beatriz de los Arcos, Michael Canuel, Bill Fitzgerald, Randy Labonte, Rory McGreal, David Porter, Sarah...

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Creative Commons licensing flowchart: Resource

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Creative Commons licensing flowchart: Resource

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Understand how Creative Commons licensing works.

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CC-Licensing-Flowchart Click image to download PDF file.

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Fair dealing for Canadian educators: Resource

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Fair dealing for Canadian educators: Resource

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Many myths persist about fair dealing, an essential right that allows the use of copyrighted material without permission from the copyright holder under certain circumstances. We debunk some of the most common fair dealing myths here.

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Download this document: Word Document file (.doc) PDF file (.pdf)

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Literacy with Information and Communication Technology (ICT): Resource

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Literacy with Information and Communication Technology (ICT): Resource

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Learn about how to help students develop ICT literacy and create a Developmental Learning Continuum.

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What is Literacy?

Literacy is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society. - UNESCO

The meaning of literacy evolves with the times. Literacy is not only about reading, writing, listening, speaking, viewing and representing. It is also about developing literacy with information and communication technology (ICT).

What is Information and Communication Technology (ICT)?

Information and communication technologies include computers, laptops, digital cameras, video cameras, digital microscopes, scanners, cell phones, electronic games, digital audio devices, global positioning systems, electronic whiteboards, the Internet, et cetera. ICTs in the classroom will continue to evolve as new technologies emerge over time.

What is Literacy with ICT?

Literacy with Information and Communication Technology (LwICT) means thinking critically and creatively, about information and about communication, as citizens of the global community, while using ICT safely, responsibly and ethically.

This representation shows the relationship between ICT literacy (i.e., demonstrating ICT skills) and literacy with ICT (i.e., thinking critically and creatively, about information and communication, as citizens of the global community, while using ICT safely, responsibly and ethically). ICT literacy is a critical component of literacy with ICT, but it is not sufficient in itself.

How do Students Develop ICT Literacy?

Literate students support their critical and creative thinking about textual, numerical, visual, and aural information as they choose and use ICT, safely, responsibly and ethically. They develop this literacy across the curriculum, through inquiry, as they

question and plan

gather and make sense

produce to show understanding

communicate

reflect on their learning

What is a Developmental Learning Continuum?

A developmental learning continuum is an assessment tool for based on teacher observations. It describes what teachers see and hear students doing, as they demonstrate their literacy. Many teachers already use continuums for assessing learning in reading, writing and numeracy.

What is the Developmental Continuum for Literacy with ICT Across the Curriculum?

The Developmental Continuum for Literacy with ICT paints a picture of how students develop their critical and creative thinking, in curricular context as they use ICT safely, responsibly and ethically.

Why Develop a Continuum?

The Developmental Continuum for Literacy with ICT is congruent with and infused with existing concepts across the curriculum; ICT is not a separate "curriculum" in K-12,

the focus is on what students can do; learners of any age are able to find themselves on the continuum, from novices to experts, from pre-K students to Senior Years students and beyond.

continuums are focused on the student; the Developmental Continuum for Literacy with ICT provides a vehicle for students to self-assess and set goals for their learning.

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literacy with ict developmental continuum

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Literacy is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society.

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A resource list created by Nicole Neutzling with OER organized by subject, including Indigenous content.

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A document created by Verena Roberts that outlines what OER is and links to many additional resources. Find OER resource lists organized by subject.

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Online training of teachers using OER: Research

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Online training of teachers using OER: Research

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Teacher education nowadays needs a change in vision and action to cater to the demands of changing societies. Reforms, improvements, and new approaches in teacher education are an immediate need. Online training of teachers using OER has emerged as a new approach in this direction.

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Resources are organized by grade from 1-9, and each grade has subcategories for different subjects. Many other resources are listed.

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Engaging Students - Black Gold Regional Division

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Jessica, an OER librarian at SAIT, is a 'librarian leader' in accessible education initiatives.

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Skip to Main Content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

I am a librarian with over 20 years of experience helping students find information. I am here to help you find the resources you need to be successful in your assignments. I can also help you cite your sources and avoid plagiarism. Contact me anytime via email, video call, or phone!

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Skip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. I am a librarian with over 20 years of experience helping students find information.

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Heather is helpful, responsive and knowledgeable, and she gave a great talk at an event Campus Manitoba hosted last year about ‘finding your why’ in OER.

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Heather received her B.A. (Journalism) from California State University Northridge, her B.Ed. (Secondary Education) from the University of Toronto and her M.Ed. (Curriculum Studies - Educational Communications and Technology) from the University of Saskatchewan. She worked as an instructional designer at the Saskatchewan Polytechnic for six years before joining the team at the Gwennna Moss Centre for Teaching and Learning in November 2011 where she leads the U of S open educational practices initiative including the use of open textbooks and integration of open pedagogy. She also consults on aspects of course design and development, as well as digital information literacy.

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Heather M. Ross - Teaching and Learning - University of Saskatchewan

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Heather received her B.A. (Journalism) from California State University Northridge, her B.Ed. (Secondary Education) from the University of Toronto and her M.Ed. (Curriculum Studies - Educational Communications and Technology) from the University of Saskatchewan.

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Home - Manitoba Open Textbook Initiative

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Access to education is at the heart of everything we do. Manitoba's post-secondary sector is committed to higher education - the creation, dissemination, and preservation of knowledge. As such, our purpose is to expand access and connect students to the opportunities that higher education offers.

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Campus Manitoba is your portal to post-secondary education in Manitoba. Whether you are looking into career and education pathways, online courses or open education — we’re here for you.

We are a consortium of seven publicly-funded post-secondary institutions, and for 30 years, we’ve been centrally positioned to support our partners in our province’s post-secondary education system.

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Open Education Archives | Campus Manitoba

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Campus Manitoba's administrative office is located on Treaty 2 territory, with offices in Treaty 1 territory, the shared traditional lands of Anishinaabeg, Cree, Oji-Cree, Assiniboine, Dakota and Dene Peoples, and the homeland of the Métis Nation. Let this acknowledgement be an opening for us to learn more about the land we live on and envision a way to challenge racism, inequality and colonialism.

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The McMaster OER Grant Program aims to:

Increase access to, and maximize use of, open textbooks and other OER for students, instructors, and the McMaster community

Reduce the cost of textbooks and other course materials for students

Encourage the exploration of new teaching approaches using OER and the development of course materials that are both customizable and support course learning outcomes

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SUPPORT AND FAQ
Support
The MacPherson Institute and the University Libraries are building a service to assist instructors to adopt, adapt or create open textbooks or other open educational resources for use in their courses. The grant will give instructors support through collaboration and/or consultation with staff in the MacPherson Institute and the University Libraries.

Registration is required for all events.
Grant Information sessions will be offered at the following times: H5P Workshop
Interested in learning how to use H5P to create an OER for your course? Participate in this hands-on introduction workshop, where you will learn about the H5P Studio and the content types available. Register for an account by going to H5P at eCampusOntario and clicking "Register" in the upper right-hand corner. https://h5pstudio.ecampusontario.ca/
Pressbooks Workshop
Attend this hands-on workshop and learn how to create, adapt, and publish open content using Pressbooks, Ontario's free open textbook authoring platform.
More Information
For additional questions about the McMaster OER Grant program or to request a consultation regarding your application, project or peer review, please contact Joanne Kehoe, Lead Educational Developer, Digital Pedagogies and Olga Perkovic, Research and Advanced Studies Librarian at oer@mcmaster.ca

See the Planning document to help create your project plan.

See the Final Report document.

Please read all of the information about the Grant Program included in the OER Grant (McMaster) LibGuide before starting your application.
FAQ Where can I find open textbooks to adopt, adapt or review?
There are many OER collections or repositories available to find open textbooks and other open educational resources for coursework. These collections or repositories normally contain a combination of peer-reviewed and non-peer reviewed titles. If an open textbook has already been reviewed, the review(s) will appear with the record for the textbook.

OER collections or repositories, including those listed below, may be found in the McMaster OER LibGuide: Collections.

eCampusOntario Open Library - Search almost 600 open textbooks and other open resources in top subject areas in post-secondary education. Print for low cost; download for free.

MERLOT - This collection contains over 91,000 discipline-specific, peer-reviewed free learning materials. Materials are categorized in 22 different types, including assessment tools, quizzes, modules, open textbooks and presentations.

OASIS - A search tool for discovery of open content from 97 different sources. Search by content type such as full textbooks, course materials and interactive simulations, or browse by subject using Advanced Search.

OER by Discipline Guide: McMaster University - This guide highlights quality open textbooks organized by academic programs at McMaster.

Pressbooks Directory - Search this directory of 2,300 open textbooks and other books published across 94 Pressbooks networks.

Where can I find information about adopting, adapting, or creating open textbooks?
Several OER Faculty toolkits are available to get you started on your open textbook project. These resources, including those listed below, may be found in the McMaster OER LibGuide: OER & Faculty.
Where can I find calls for the peer review of open textbooks?
In addition to searching for open textbooks in collections or repositories such as those listed in the McMaster OER LibGuide: Collections, some organizations release a call for reviews. The Collections page of the OER LibGuide will be updated as calls for the peer review of open textbooks are announced.

The Rebus Community maintains a Contributor Marketplace forum where you can post or reply to calls for contributors, peer reviewers, editors, etc. for open textbook projects.

Please send questions about the OER Grant Program to oer@mcmaster.ca

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McMaster LibGuides: Open Educational Resources (OER): OER Grant (McMaster)

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SUPPORT AND FAQ Support The MacPherson Institute and the University Libraries are building a service to assist instructors to adopt, adapt or create open textbooks or other open educational resources for use in their courses. The grant will give instructors support through collaboration and/or consultation with staff in the MacPherson Institute and the University Libraries.

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See also for possible funding opportunities:
https://www.ecampusontario.ca/funding/

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Open Education is a form of learning that is accessible to individuals on a grand scale; OER (Open Educational Resources) are free, making them accessible for learners of all socioeconomic backgrounds. eCampusOntario is a current leader in the field of Open Education, offering a variety of educational tools and resources to learners and post secondary institutions across Ontario.

Open Textbook Library

A collection for learners and educators alike.

The Open Textbook Library is a way for students to access free textbooks and academic materials. It's both accessible and free, two factors that students value at a time when traditional textbooks are costly and printed in limited quantity. All of the resources and textbooks in the Open Textbook Library can be downloaded for free and printed on demand for a minor fee.

Under Creative Commons licensing, the library also benefits Ontario educators by allowing them to adapt, adopt and remix materials, which can then be used by colleagues or students in new contexts.

The future of online textbooks

By allowing both learners and educators to have access to the library, eCampusOntario can help facilitate the circulation of Open knowledge and ensure that the library expands and flourishes as its user base grows.

Open Publishing Infrastructure

The Open Textbook Library will be equipped with cutting-edge technology thanks to a joint effort between eCampusOntario and Ryerson University. Both partners will be spearheading an Open Publishing Infrastructure prototype project, a community project that will work towards ensuring the Open Textbook Library is future-proofed and built with the right technology.

The full team from Ryerson University includes the Learning and Teaching Office, the Office of eLearning, staff from Library and Archives, individuals from the Chang School of Continuing Education's Digital Education Strategies, and staff from Computing and Communications Services. The infrastructure project will be developed with open source software from Pressbooks. Overall, the project will be a vital addition to the expansion of the capabilities of the Open Textbook Library and OER in the province of Ontario.

Open Textbook Initiative

The Open Textbook Initiative funded the creation of high-quality digital course content that can be freely reused, revised, adapted, remixed, redistributed, and retained by institutions to support online and technology-enabled teaching and learning. The Ministry of Advanced Education and Skills Development, through the initiative invested $1M towards the creation and adaptation of open textbooks including French language content, Indigenous studies and subject areas of high enrolment in first and second year college and university courses.

Not simply resources....

...but tools that stem from innovation

eCampusOntario is rethinking learning resources. Through seminars, sponsorships and educational events, we are advancing very important conversations around the concept of Open. The organization has been involved in the development of three major industry events which have encouraged universities and colleges to learn more about Open and the practical uses of OER.

These include the Open Education Ontario Summit (hosted by eCampusOntario), the Creative Commons Global Summit (sponsored by eCampusOntario), and the ORION THINK: Open Conference (also sponsored by eCampusOntario).

Learn More Extend

Extend Your Teaching Practise

Explore skills, knowledge and attributes that might extend your teaching and learning practise and enrich your professional development. Six modules, all openly licensed to be remixed, reused and redistributed.

Learn More Open Textbook Library

Open Textbook Library

The Open Textbook Library provides learners and educators access to free textbooks and other relevant academic materials. It's a revolutionary resource that allows educators to adopt texts for their students or adapt for relevant, localized content.

Learn More Explore the Sandbox

Ed-Tech Sandbox

The Sandbox currently contains three educational resources: Virtual Reality Lab technology, an experiential learning platform, and an Open Badging initiative. Educators can browse the Sandbox, share ideas, and advance their online learning methods with these cutting-edge tools.

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Open Educational Resources | eCampusOntario

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Open Education is a form of learning that is accessible to individuals on a grand scale; OER (Open Educational Resources) are free, making them accessible for learners of all socioeconomic backgrounds. eCampusOntario is a current leader in the field of Open Education, offering a variety of educational tools and resources to learners and post secondary institutions across Ontario.

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This funding can go towards the creation, adaption, or adoption of an open educational resources such as an open textbook and ancillary resources including a test bank.

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Open Educational Resources (OER) are freely available and shareable, increasing the access to the materials. Accessible also means that materials should be available for those with differing abilities (e.g. use a screen reader) and for those who may not have access to higher-end technology, including high-speed internet.

As most research is publicly funded, the data and results should, ideally, be made freely available to the public. In addition, such sharing of data and results allows for greater collaboration in addressing major issues facing the world such as COVID-19, environmental challenges, inequality, etc.

Reflecting on what has worked and what hasn't in our teaching and learning allows us to learn from our successes and mistakes. Sharing those reflections with others through publications, blogs, and conversations allows others to learn from our experiences and the opportunity to offer us both support and potential solutions to problems.

Open Educational Resources (OER), such as open textbooks are freely available and can be modified to meet local needs. These materials carry an open license that allow them to be adapted and /or combined with other resources, allowing instructors to control the content, instead of an outside publisher.

More than a dozen open textbooks and ancillary resources such as test banks, have been created or adapted at USask, with dozens more adopted for use in courses. Since the 2014-2015 academic year, USask students have saved more than $2.9 million from the use of these materials instead of commercial textbooks.

OER can be found through our own open textbook library or through outside catalogues of open textbooksand ancillary resources.

Taking an open pedagogy approach to assessment allows students to contribute to the creation of knowledge and resources that not only demonstrates their learning, but also provides opportunities to show how their learning and the discipline can contribute to helping local communities and the world address the challenges we face today. This approach increases engagement and may help address instructor concerns related to academic integrity.

Several open pedagogy projects have been integrated into courses at USask. Read about some of them and see additional example on the Open Pedagogy page.

Open Access (OA) literature is digital, online, free of charge, and free of most copyright and licensing restrictions. What makes it possible is the internet and the consent of the copyright holder.

Publishing in either an OA journal or institutional repository is a requirement of Tri-Agency funding.

The University of Saskatchewan has an institutional repository, , and is home to several open access journals.

In addition to research conducted by faculty and graduate students, undergraduate research, including through the First Year Research Experience (FYRE) program is being conducted in a growing number of courses across the U of S, with results being shared through poster sessions, on open websites, and in the open access Undergraduate Research Journal (USURJ). Undergraduate research shared publicly allows for more than just the student researchers to learn from it, which is why the Undergraduate Research Initiative has begun promoting the open sharing of undergraduate research at the U of S.

Educators have much to learn from one another. This may come in the form of papers and presentations relating to aspects of teaching and learning in your discipline, including the Scholarship of Teaching and Learning (SoTL), but also through less formal means. Publicly sharing reflections on what you're learning through teaching, including what has gone well, and what you would like to do differently in the future, through blog posts, podcasts, or other non-peer reviewed platforms can be useful to yourself and others. While others may glean ideas from a way that you teach, you may receive feedback that can help you solve roadblocks you experience in your courses.

Canvas Commons

If you're teaching courses through Canvas, you can use the Canvas Commons to find openly licensed material and to share your work and student work (with their approval) for others to use and build upon. For more information, contact movetocanvas@usask.ca

WordPress

The WordPress blogging tool is available for instructor and student use. This can be a good place for you and /or students to share reflections on teaching and learning, as well as newly created or adapted work related to courses or programs of study. View the tool page or Get started here.

Pressbooks

Pressbooks is where most of our open textbooks are created and adapted. If you're interested in setting up an account, email openpress_support@usask.ca

If you have questions about open educational practices (OEP) or need help finding open educational resources (OER) you can contact:

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Open Educational Resources (OER) are freely available and shareable, increasing the access to the materials. Accessible also means that materials should be available for those with differing abilities (e.g. use a screen reader) and for those who may not have access to higher-end technology, including high-speed internet.

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Open Education Alberta is a collaborative, no-fee publishing services for open textbooks and other open educational resources.

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Library Publishing for Open Textbooks

Welcome

Open Education Alberta is a collaborative, no-fee publishing services for open textbooks and other open educational resources.

This service is available to all Alberta post-secondary institutions.

Learn more about OE Alberta and our partners

How to Participate

Please review our collaboration agreement and contact library.publishing@ualberta.ca to access Pressbooks through Open Education Alberta.

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Library Publishing for Open Textbooks Open Education Alberta is a collaborative, no-fee publishing services for open textbooks and other open educational resources. This service is available to all Alberta post-secondary institutions. Learn more about OE Alberta and our partners Please review our collaboration agreement and contact library.publishing@ualberta.ca to access Pressbooks through Open Education Alberta.

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Advocacy, funding and awards

Discover the latest OER research

Subject Guide

Subjects: CAD and BMI Technologies, Computer Technology, eBooks, Esthetics and Spa Therapy, Fashion Arts, Hair Design, Interior Design, Jewellery and Gemology, Music & Dance, OER - Open Educational Resources, Visual Communications and Graphic Design

Content by Vancouver Community College Library is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

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LibGuides: Open Education Resources: OER Research and Support

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Kwantlen Polytechnic University OER grants

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Kwantlen Polytechnic University OER grants

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There are three types of OER grants from KPU:

1. OER Adoption Grant: "to support faculty who wish to adopt OER in place of commercial textbooks and to recognize the efforts involved in implementing this change."

2. OER Adaptation Grant: "may include proposals to adapt existing open textbooks by updating or localizing them, making them interactive by incorporating H5P applications, or developing ancillary resources (such as question banks) to support existing open textbooks".

3. OER Creation Grant: "may include proposals to author new open textbooks in areas of need."

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The Open Educational Resources (OER) Grant program provides funding and staff support to KPU faculty members interested in creating, adapting, and adopting open textbooks or other OER (or engaging in other forms of Open Pedagogy). The OER Grant program is adjudicated by the Open Education Working Group and supported by KPU's Open Publishing Suite (OPUS). Faculty are encouraged to consult with Urooj Nizami (Open Education Strategist) prior to submitting an application. Three levels of OER Grants are offered:
1. OER Adoption Grant 2. OER Adaptation Grant 3. OER Creation Grant
OER Adoption Grant

The Open Education Working Group (OEWG), in collaboration with the Kwantlen Student Association (KSA), has established an OER adoption grant to support faculty who wish to adopt OER in place of commercial textbooks and to recognize the efforts involved in implementing this change.

Individuals or teams teaching multi-section courses may apply for the grant. Successful individual applicants are eligible to receive up to a $500 towards the professional development activity of their choosing. Teams may receive up to $1,500 towards a group event, project or activity. Annual funding for the OER adoption grant fund is $10,000.

Ultimately, the purpose of the OER adoption grant is to reduce the cost of education to students while maximizing access to, and use of, textbooks and other learning resources, by all students--regardless of their financial circumstances. However, it is recognized that for pedagogical and practical reasons it may not be possible to adopt OER in every course/discipline.

Note: A project that has received support through an OER Creation or OER Adaptation Grant will not be eligible for an OER Adoption Grant.

Application guidelines

* Applicants must be regular faculty members.
* Faculty members or teams may only submit one application per course.
* The open textbook/OER must be a required resource for the course, replacing a commercial textbook or resource.
* The adoption of the OER must reduce the cost to students and increase their use of a learning resource.
* The number of course sections offered per year will be considered when adjudicating applications.
* The grant will be awarded to faculty or teams following their successful adoption of an open textbook or other OER.
* The OEWG will put out a call for applications each semester.
* The OEWG will review applications until the available funding has been allocated.

OER Adoption Grant Application form

OER Adaptation Grant

OER Adaptation projects may include proposals to adapt existing open textbooks by updating or localizing them, making them interactive by incorporating H5P applications, or developing ancillary resources (such a question banks) to support existing open textbooks, including in collaboration with students (via open pedagogy) or with other faculty collaborators.

KPU faculty who wish to apply for an OER Adaptation Grant are encouraged to contact the Office of Open Education to develop their proposal.

In addition to enabling significant cost savings to students, it is hoped that through OER Adaptation Grants faculty at KPU will gain the experience and expertise to ensure that OER adopted at KPU are revised in a timely fashion and that their lifespan can be extended and tailored to meet our students' needs. Faculty will also gain awareness of the values and practices associated with open pedagogy and a critical appreciation of the reciprocal relationship between pedagogy and evolving OER. Funded projects should ideally evaluate the impact (e.g., on students), including by conducting a study of student perceptions and/or impact on learning outcomes.

OER Adaptation Grants are funded by the Office of Open Education and adjudicated by the Open Education Working Group. Grant recipients receive funding up to $2000, in addition to in-kind assistance through Open Education, the Library, and Teaching & Learning Commons.

Eligibility

Regular faculty at KPU may receive an OER Adaptation Grant. The intent is to distribute funds to maximize direct benefits to a wide range of student learners and across a diversity of disciplines. Faculty members, individually or jointly, as well as course teams may submit grant proposals.

Eligible expenses

Support for KPU student assistants (e.g. locating relevant OER, assisting with integrating OER into course websites, providing assistance with research, etc.).

Honoraria for external collaborators or contributors.

Development of data collection instruments and support for data collection and analysis.

Conference registration fees, such as for the Open Textbook Summit or Festival of Learning.

Note: These grants are limited to $2000 and so may not be applied to time releases for instructional faculty.

Expectations of Grant Recipients

Publication of the OER with an open (Creative Commons) license.

Publication of the OER in an open, editable format (e.g., Pressbooks).

Acknowledgement of the support from the OER grant in the publication(s).

Storage of the OER in an open repository (e.g,. KORA).

The OER will follow the guidelines in the BC Open Textbook Accessibility Toolkit.

Participation at OER workshops or seminars during the project.

Sharing of experiences with the KPU teaching and learning community.

A brief summary report (up to 2 pages) submitted upon completion of the project.

In Kind Contributions

Grant recipients will receive support from the Office of Open Education and the KPU Library's Open Publishing Suite (OPUS), which includes assistance with identifying suitable OER, the application of Creative Commons licenses, training in the use of the KPU Pressbooks platform, checks for accessibility, copyright, and attributions, light copyediting, cover design, peer review, and formal publication. Grant recipients will also receive assistance from Teaching & Learning Commons staff, who may assist with instructional design and integrating the OER into Moodle.

Evaluation Criteria

Proposals will be evaluated based on the following criteria:

The extent to which they include curation, adaptation, or creation of OER

The inclusion of plans to re-use the OER in courses in subsequent semesters

The potential reuse of the OER by other instructors

The number of students impacted by the displacement of commercial textbooks or other educational resources

The application of principles of open pedagogy

The plan for the ongoing review/update of the OER (if applicable)

Application Process

1. Review the information in the application form

2. Complete all sections of the application form

3. Sign the form and obtain the signature of the Dean of your Faculty

4. Submit your application to open@kpu.ca

Applications will be reviewed three times a year (May 3, September 1, and January 10) until the available funding has been allocated.

OER Adaptation or Creation Grant Application

OER Creation Grant

OER Creation projects may include proposals to author new open textbooks in areas of need. OER Creation Grants are funded by the Office of Open Education and adjudicated by the Open Education Working Group. In addition to project funding up to $2000 and in-kind assistance from Open Education, the Library, and Teaching & Learning Commons, successful applicants for OER Creation Grants will also receive up to $2000 towards any professional development activity of their choosing.

KPU faculty who wish to apply for an OER Creation Grant are encouraged to contact the Office of Open Education to develop their proposal.

The eligibility, eligible expenses, expectations, in-kind contributions, evaluation criteria, and application process for OER Creation grants are identical to OER Adaptation Grants. Applicants should use the same application form for OER Creation Grants as for OER Adaptation Grants (see above).

Past OER Grant Recipients

This page is licensed under a Creative Commons Attribution 4.0 International License.

Note: KPU's OER Adoption Grant was inspired by Douglas College's OER Incentive Grant. Language used to describe this grant has been adapted with permission.

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The Open Educational Resources (OER) Grant program provides funding and staff support to KPU faculty members interested in creating, adapting, and adopting open textbooks or other OER (or engaging in other forms of Open Pedagogy). The OER Grant program is adjudicated by the Open Education Working Group and supported by KPU's Open Publishing Suite (OPUS).

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Not currently accepting grant applications: Possible future funding sources

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Not currently accepting grant applications: Possible future funding sources

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While these funders are not currently accepting applications for OER development, consider contacting them about future funding opportunities:

https://libguides.tru.ca/oer/oergrant

https://www.ualberta.ca/provost/funding/grants/oer/index.html

https://www2.unbc.ca/centre-teaching-and-learning/oer-development-grant

https://onesearch.library.utoronto.ca/copyright/oer-adaptation-grants-announcement

https://www.uwindsor.ca/openlearning/513/funding

https://library.ryerson.ca/publishing/grants/2019-2020-oer-grants/

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Contact the Open Education Librarian, Brenda Smith, for help on finding what OER resources are currently available in your field and/or to find out more about having an OER sprint.

Please contact the OER Development Grant Project Coordinator, Christine Miller for all other questions.

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Research Guides: Open Education Resources (OERs): OER Development Grant Program

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Contact the Open Education Librarian, Brenda Smith, for help on finding what OER resources are currently available in your field and/or to find out more about having an OER sprint. Please contact the OER Development Grant Project Coordinator, Christine Miller for all other questions.

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Identify funding, resources, & support for OER

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Identify funding, resources, & support for OER

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A key approach to driving adoptions of open educational resources (OER) is to find ways of providing funding to instructors adopting or adapting open textbooks or resources.  An open working group may want to look at distributing internal grants to support instructors in the development of open resources. In addition, the open working group may want to take an inventory of grants available from external organizations, such as BCcampus, Creative Commons, or the Mozilla Foundation. You can also find ways of combining these sources; for example, you can match organizational funds with institutional grants.

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Establish a Working Group

A key approach to driving adoptions of open educational resources (OER) is to find ways of providing funding to instructors adopting or adapting open textbooks or resources. An open working group may want to look at distributing internal grants to support instructors in the development of open resources. In addition, the open working group may want to take an inventory of grants available from external organizations, such as BCcampus, Creative Commons, or the Mozilla Foundation. You can also find ways of combining these sources; for example, you can match organizational funds with institutional grants.

In the very early days of OER, a handful of foundations such as the William and Flora Hewlett Foundation led the way in funding OER projects across the globe. Today, funding for OER remains limited, although more diversified. Individuals and colleges may explore a range of sources to support their OER work, including those listed below:

International funds. For example, the Shuttleworth Foundation Fellowship Program provides funding for individuals working on OER and open initiatives globally.

Provincial funds. Check out, for example, call for proposals to develop or adapt OER that are periodically posted on the BCcampus website.

Some institutions may have already launched an OER-grants program. If this is the case, the open working group may wish to reach out to the grant-program administrators to coordinate messaging and open education-related programming when possible.

If your institution does not have any OER-dedicated grants, you should see if there are existing grants and funds that could be applied to OER work:

Ask your institution about existing research grants and whether the development of OER may be funded as part of those research grants.

Check with your institution to see if funds, refreshments, or time off are offered for OER projects and events, such as sprints to create new OER.

Develop an institutional grant program

If there are no existing grants that can be applied to the creation or adaptation of open resources, you may wish to lead the development of institutional grants program for OER.

Including open in existing innovation grants at UBC

The University of British Columbia (UBC) has a Teaching and Learning Enhancement Fund (TLEF) that was created in 1991 to enrich student learning by supporting innovative and effective educational enhancements. Starting in the 2017/2018 cycle, a priority focus on the development or integration of OER was added to the TLEF criteria for new proposals. Furthermore, eligibility requirements were also added that specifically state that funded projects are encouraged to openly license their developed materials under an appropriate Creative Commons licence to allow for broad sharing within and beyond UBC.

Applying for and supporting external grants at JIBC

At the Justice Institute of British Columbia (JIBC), staff and faculty are encouraged to apply for external grants for funding for OER, where applicable. JIBC has received a number of grants/funding for OER, including the 2017 Zed Cred grant from BCcampus. The Centre for Teaching, Learning and Innovation (CTLI) offers guidance and support for staff and faculty submitting OER-grant applications and may also offer funding for OER creation or adaptation projects. The CTLI is particularly interested in funding and having students get involved in OER projects.

Setting up internal OER faculty grants at TRU

Thompson Rivers University (TRU) offers yearly Strategic Investments Fund (SIF) grants for special projects. After the TRU Student Union's (TRUSU) 2016 Open Textbook campaign to push for support for faculty to create OER, a small, informal group put together a joint proposal to create faculty grants. Members from TRUSU, the Faculty of Arts, the Library, Open Learning, and the Centre for Excellence in Teaching and Learning partnered to fund up to eight faculty grants of $5000 each (based on SFU's similar program) and were successful in their request.

SFU OER grants

Since 2016, the Simon Fraser University (SFU) Open Educational Resources Grants program has provided funding and in-kind support to over fifteen projects that have saved students significant money on textbook costs and supported innovative teaching practices. This program has been jointly administered and supported by the Library and Teaching & Learning Centre (TLC). The new SFU OER working group plans to coordinate with the already established grants program to raise awareness about funding opportunities available to instructors via this program and to organize events highlighting and celebrating achievements of SFU OER grant recipients

Attributions

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Establish a Working Group A key approach to driving adoptions of open educational resources (OER) is to find ways of providing funding to instructors adopting or adapting open textbooks or resources. An open working group may want to look at distributing internal grants to support instructors in the development of open resources.

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We would like to live in an open knowledge society with limitless possibilities for all.

To help us get there, we identify amazing people with innovative ideas, give them a fellowship grant, and multiply the money they put into their own project by a factor of ten or more.

If we are deliberate about finding great people, supporting and sharing their positive approaches for social change, the world will get better, faster. That is why we are looking for social innovators who are open at heart, have a fresh perspective on addressing challenges and have a very clear idea of their role in bringing about positive change.

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We invite individuals with a fresh approach to solving a social challenge, using openness, to apply to our Fellowship Program.

Applicants may choose to make their application public at any time. You are most welcome to do so. For those who choose not to, your application will remain private in its entirety within the Foundation and its immediate support network until such time as you may be offered a Fellowship. At that point, we will have a conversation on how best to share information about you as a Fellow in the interest of openness. Applicants who choose to make their application public do not have a specific advantage over those who choose not to do so during the selection process.

In order to keep your application private, you may choose to protect your video submission with a password. Please submit the password along with the video link via our secure application form.

No partial applications will be considered.

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We invite individuals with a fresh approach to solving a social challenge, using openness, to apply to our Fellowship Program. Applicants may choose to make their application public at any time. You are most welcome to do so.

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We invite you to apply to review an open textbook to help us deliver quality content to students and faculty. Approved reviews will earn a $250 honorarium as a token of our gratitude for evaluating and improving the materials being created for the post-secondary classrooms of B.C. and around the world.

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Peer-reviewed for excellence

To ensure the content in the B.C. Open Textbook collection achieves or surpasses the academic requirements of the post-secondary institutions of B.C., we have developed a review system to rank each open textbook on a number of factors. Through an 11-part rubric, qualified textbook reviewers from British Columbia, Manitoba, Alberta, Saskatchewan, and the Yukon can discover, evaluate, and contribute to the open textbook collection.

We invite you to apply to review an open textbook to help us deliver quality content to students and faculty. Approved reviews will earn a $250 honorarium as a token of our gratitude for evaluating and improving the materials being created for the post-secondary classrooms of B.C. and around the world.

Explore the B.C. Open Textbook collection to contribute your thoughts and perspective, and help us create high-quality learning materials for the students of British Columbia.

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To ensure the content in the B.C. Open Textbook collection achieves or surpasses the academic requirements of the post-secondary institutions of B.C., we have developed a review system to rank each open textbook on a number of factors.

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The OER Rapid Innovation Grants provide funding for a wide range of activities and events that seek to engage the UBC community in increasing awareness and capacity for supporting and sustaining the adoption, adaption, and creation of OER at UBC V.

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The OER Rapid Innovation Grants provide funding for a wide range of activities and events that seek to engage the UBC community in increasing awareness and capacity for supporting and sustaining the adoption, adaption, and creation of OER at UBC V.

OER Rapid Innovation proposals can request up to $2,000 per grant. Applications will be reviewed several times per term by the Open UBC Working Group with a total of $24,000 in funded grants per year. Proposals will be funded continually, with no specific application deadlines and limited only by the allocated funds per year. Grants are not awarded on a competitive basis.

Proposals will be funded until the fund depletes. The intent is to distribute funds to maximize direct benefits to a wide range of projects and across a diversity of disciplines, units, or UBC organizations. Projects should happen within the current fiscal year.

The OER Fund Rapid Innovation Grants are available for all members of the UBCV community, including faculty, students and staff.

Collaborative Open Resource Authoring

Open Resource Sprint facilitation

Learning/Resource design consultation

Community engagement

Participation activities (e.g., gift cards for prizes, honorariums, etc.)

Rapid OER Prototyping and Implementation

Adoption/adaptation and deployment of OER within a course within a short timeframe

Porting of existing assessment materials to open test/quiz/problem banks or repositories

Refinement and sharing of already implemented OER

Student engagement activities (surveys/partnerships/focus sessions) for learner centred feedback of already implemented OER

Participation/engagement activities for bug, error, mistake finding (e.g. providing a gift card for students who find a mistake in the resource)

OER Awareness and Capacity Growing Activities

Support for department-level OER events

Keynote speakers

Development of workshops, resources, and trainings to support OER adoption for faculty, students, and staff within specific departments or units.

Hiring of students to support OER efforts

Recognition of existing open champions and OER efforts

OER community development events

Department, Unit, or Institutional OER Evaluation

Evaluation of OER usage, barriers in specific department or unit

Analysis of current learning materials costs, student uptake

Development of departmental or subject-specific metrics for measuring effectiveness and outcomes of OER at UBC

Eligibility

All members of the UBCV community (faculty, students and staff) are eligible to apply as Principal Applicants for funding. Project members may individually or jointly submit grant proposals. Students will need to have a faculty co-applicant.

Principal Applicants to the OER Fund cannot hold more than one OER Fund grant concurrently. Co-applicants can be involved in more than one active OER Fund project at a time.

Applicants can hold an OER Fund grant and external open education grants (e.g., BCcampus) to develop the same project.

Priority will be given to projects that involve students as partners in the project.

Ineligibility

Proposals for the creation or development of technologies, new systems, or platforms are not eligible for this funding. For learning technology development, applicants should apply to the Teaching and Learning Enhancement Fund (TLEF).

The OER Fund will not fund equipment purchases.

OER Funding cannot be used for travel funding or scholarly dissemination. Applicants who are seeking such support are encouraged to apply to the SoTL Dissemination Fund, which can support conference registration, travel costs, and open access article processing charges for scholarly work related to funded projects.

Applicants may not hold two OER Rapid Innovation grants in consecutive years.

While OER and open initiatives often have a broad reach, projects and events supported by an OER Rapid Innovation Grant must contain a primary focus on UBCV audiences or impacts.

Proposals must be able to articulate an alignment with at least one of the principles of the OER Fund.

Resources developed with the support of the OER Fund must have an open copyright license (e.g., Creative Commons) assigned to allow for reuse, remix, revision and redistribution of the content for educational purposes.

If students develop the teaching and learning materials as a part of their coursework, appropriate communication and permissions must be provided (See: Creating Open Education Resources - Having Students Publish Their Work)

Resources developed will follow the guidelines in the Open UBC OER Accessibility Toolkit.

Activities and events will support UBC's commitment to a respectful environment.

Funded activities and projects will acknowledge support from the UBC OER Fund within any adapted or newly created work.

Grant recipients will provide a short written update at the conclusion of the project.

The OER Rapid Innovation Grant application cycle will be available on a rolling basis until the $24,000 allocated each year is exhausted. The application form will be available online via the Open UBC Website. The Open UBC Working Group will review all applications on an on-going published, scheduled basis and make funding recommendations to the CTLT Academic Director.

All proposals must be submitted through the OER Rapid Innovation Grant online form.

Project Budgets

Project budgets must be reasonable and in line with the objectives of the project. OER Rapid Innovation Grant budgets must include a clear explanation for all costs associated with the project.
Projects related to the creation of an open textbook, review the following budget guidelines. For additional questions, contact Erin Fields, Open Education & Scholarly Communications Librarian (erin.fields@ubc.ca)

OER Rapid Innovation grants cannot be used to purchase external consulting or other types of services where expertise and support is available within UBC at a reasonable cost and in a timely manner.

Any catering requests should be proportionate and reasonable and clearly show how such support will maximize the benefit of the overall project goals.

You can consult with CTLT to develop the budget for your project either at OER Fund drop-in sessions or by contacting Jeff Miller, Senior Associate Director, CTLT (jeff.miller@ubc.ca) to arrange a time for a private consultation.

Please see the OER Fund Apply page for cost estimates, including student or staff hourly wages.

Templates

You can use the templates below to help you develop your proposal. These templates are for reference only, as you will need to use the online form to submit your application.

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The OER Rapid Innovation Grants provide funding for a wide range of activities and events that seek to engage the UBC community in increasing awareness and capacity for supporting and sustaining the adoption, adaption, and creation of OER at UBC V.

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Open textbooks for teacher education and professional development.

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LibGuides: K-12 Open Textbooks & Open Educational Resources: Teacher Education and Professional Development Resources

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Integrating OER and developing renewable assignments: Research

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Integrating OER and developing renewable assignments: Research

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A study advocating OER and offering examples of OER integration.

The benefits of OER for K-12 teachers include increasing awareness of and providing opportunities to develop open practices. The transition to a renewable assignment creates a space for teaching candidates to meaningfully contribute to the profession and engage in collaboration across time and space.

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Implementing OER-based lesson design: Research

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Implementing OER-based lesson design: Research

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A framework for integrating OER into lesson design activities for pre-service teachers.

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Study on pre-service teacher awareness of OER: Research

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Study on pre-service teacher awareness of OER: Research

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A survey of pre-service teachers on level of awareness of OER and copyright.

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International Journal of Open Educational Resources

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Pre-service Teacher Awareness of Open Educational Resources | International Journal of Open Educational Resources

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The International Journal of Open Educational Resources (IJOER) is a bi-annual, open access, double-blind peer-reviewed academic publication sponsored by the American Public University System (APUS) and the Policy Studies Organization.