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A Discovery Tool that Searches Open Content Across Multiple Platforms  

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A Discovery Tool that Searches Open Content Across Multiple Platforms  

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"Open Educational Resources are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions."

"OER Defined" by The William and Flora Hewlett Foundation is licensed under CC BY 4.0

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"An Introduction to Open Educational Resources" by Abbey Elder is licensed under CC BY 4.0

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An Introduction to Open Educational Resources

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"Open Licensing" by Open Oregon is licensed under CC BY 4.0

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"Rubrics for Evaluating Open Education Resource (OER) Objects" by Achieve is licensed under CC BY 3.0

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A Toolkit for Ensuring OER Are Accessible

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A Toolkit for Ensuring OER Are Accessible

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"OER Accessibility Toolkit" by The University of British Columbia is licensed under CC BY-SA 4.0

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Video and multimedia open resources can help to convey concepts and can bring information to life. In this section, we provide recommendations to guide your inclusion of accessible multimedia content.

What Is Multimedia?

Multimedia includes: videos, audio, animations, slideshows

File types: .mp3, .mp4, ppt., etc.

Before You Begin

What Type of Multimedia Are You Including?

Before you can determine what you need to do to make media materials accessible, you need to understand what is required for different types of multimedia. Consider the following questions:

1. Does your multimedia resource include audio narration or instruction? If so, you should: Provide a complete transcript of all speech content and relevant non-speech content in the resource.

2. Does your multimedia resource include audio that is synchronized with a video presentation? If so, you should: Provide captions of all speech content and relevant non-speech content in the resource.

3. Does your multimedia resource include contextual visuals (e.g., charts, graphs) that are not addressed in the spoken content? If so, you should: Provide audio descriptions of relevant visual materials in the resource.

Who Are You Doing This For?

This work supports students who:

Are deaf or hard of hearing

Are blind or have low vision

Have a form of cognitive disability

Are in a location where they cannot play or hear audio

Are not native-English speakers and need written-word formats to support understanding

What Do You Need To Do?

Transcripts

Consider what your students would get out of your multimedia resource if they were not able to hear the audio portion, or if they had difficulty understanding your spoken word. A text transcript provides students with equivalent information to the audio content in a multimedia resource.

As you work on developing your text transcript, keep in mind the following recommendations about what to include:

1. Speaker's name

2. All speech content: If there is speech that is not relevant, it is usually best to indicate that it has been excluded from the transcript. For example: "[A & B chatted while slides were loading]."

3. Relevant descriptions about the speech: Descriptions that convey emotions, mood, etc. are usually provided in brackets. For example: "Don't touch that! [shouted]."

4. Descriptions of relevant non-speech audio: These are usually provided in brackets. For example: "[metal pipes crashing to concrete floor]." Background noise that isn't relevant can be left out.

5. Headings and sub-headings: Where they will make the transcript more usable or easy to navigate, headings and sub-headings can be helpful aids, especially when the transcript is long. When including these, put them in brackets to show that they were not part of the original audio. For example: [I

Transcripts and third-party videos

If you are not producing your own video resource but are planning to embed video materials from a third-party source (e.g., YouTube), be aware that not all third-party sources include transcripts. While services like YouTube technically support transcripts, not all contributors to YouTube include these. If you select a video resource that does not already have a transcript, you will need to produce one yourself.*

Copyright note: Producing your own transcript for a third-party video could infringe on copyright, depending on how the video has been licensed. Before you proceed with producing a transcript for media materials you did not create yourself, you should contact the copyright holder of that material to obtain permission to do so.

Timed text captions are essential to opening up a world of information for persons with hearing loss or literacy needs by making the readable equivalent of audio content available to them in a synchronized manner. Globally hearing loss affects about 10% of the population to some degree. It causes disability in 5% (360 to 538 million) and moderate to severe disability in 124 million people. Timed text captions also be helpful for learners whose native languages are languages other than the primary language of the media or who have cognitive conditions that benefit from visual.Captions are the text that is synchronized with the audio in a video presentation. Captions are important when people need to see what's happening in the video and get the audio information in text at the same time.

The work you put into creating a text transcript for a video resource can be repurposed to provide the captions. Keep in mind the following recommendations about what to include in your captions:

1. All speech content: If there is speech that is not relevant, it is usually best to indicate that it has been excluded from the captions. For example: "[A & B chatted while slides were loading]."

2. Descriptions of relevant non-speech audio: These are usually provided in brackets. For example: "[metal pipes crashing to concrete floor]"; "[background music by XXX plays]." Background noise that isn't relevant can be left out.

Text captions can be uploaded to YouTube and other platforms along with the video to create a timed text file in SubRip (SRT) format. Additional best practices for timed captions include:

Each caption frame should not be on screen for less than three seconds.

Each caption frame must not be on screen for less than two seconds.

Each caption frame should not exceed more than 2 lines.

Each caption frame must not exceed more than 3 lines.

Each line should not exceed more than 32 characters

All caption frames should be precisely time synched to the audio.

When multiple speakers are present, it is sometimes helpful to identify who is speaking, especially when the video does not make this clear.

Non-speech sounds like [MUSIC] or [LAUGHTER] should be added in square brackets.

Downloadable Transcripts

For both audio and video transcripts, consider including a text file that learners can download and review using tools such as word processing, screen reader, or literacy software. All learners can use transcripts of media-based learning materials for study and review.

Audio Descriptions

Consider what your students would get out of a multimedia resource if they were not able to see embedded visual materials critical for comprehension. Audio descriptions are helpful if visual content (e.g., a chart or a map) in a video or presentation provides important context that is not available through the audio alone. Actions that are only visible on screen without any audible equivalent are not accessible to learners who have visual impairments.

When describing visual elements in your multimedia resources, keep in mind the following recommendations and guidelines.

1. When contextual visual content on the screen is not described in the audio itself, you will need to provide an audio description that is an objective description of the visual element. Example:

To help students fully grasp a concept that you are trying to convey in your video, you have included some contextual visual references (e.g., maps, charts, physical demonstrations of a process). However, you realize after making the video that the audio portion does not describe these visuals in enough detail for a student with visual impairments to be able to access all of the concepts you intended to convey.

In this case, you would need to record an audio description of the visual material that provides enough detail to provide students like Jacob with the same content available to visual learners.

2. Whenever possible, avoid creating the need for audio descriptions in the first place by being proactive at the time of recording. If you pay attention to contextual visuals during the recording of the media piece, you may find opportunities to convey the visual content within the spoken material itself; you will not need to provide audio descriptions of the visual content after the fact. Example:

You are recording a video or presentation that includes a chart that tracks coal production in British Columbia, and as part of the presentation you want to focus attention on specific data in the chart. The narrator or presenter might point to sections on the chart and say:

"As you can see, metallurgical coal projection increased by 3 million tonnes over these two years."

In this case, audio descriptions would be necessary to provide the missing context to students with visual disabilities; these students cannot see the data on the chart that tells visual learners what the production figures are and for what dates. However, if the narrator or presenter instead says:

"This chart illustrates that metallurgical coal production in B.C. increased from 23 million tonnes in 1999 to 26 million tonnes in 2001,"

the visual content is conveyed through the audio and no audio description will be necessary.

Accessible Media Resources

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How to make your work a truly open and accessible educational resource - one that is accessible for all students.

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A Guide to Proper Attribution Practices when Adopting, Adapting, or Sharing OER & Other CC-Licensed Material 

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A Guide to Proper Attribution Practices when Adopting, Adapting, or Sharing OER & Other CC-Licensed Material 

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"Best practices for attribution" by Creative Commons Wiki is licensed under CC BY 4.0

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You can use CC-licensed materials as long as you follow the license conditions. One condition of all CC licenses is attribution: crediting the author and giving the source information. Generally speaking, attribution must reasonably include all relevant information supplied by the licensor. Because each use case is different, you can decide what form of attribution is most suitable for your specific situation. The following examples are intended to illustrate what typical prudent practices look like. We expect community norms and expectations to evolve with time, and will adapt this guide accordingly. In addition to attribution, there are also things to consider as a licensor or a licensee. If you are a licensor and would like to learn how to mark your own material with a CC license, here.

Basic components of attribution

Whenever you are reusing CC licensed works, we recommend that the attribution include the Title, Author, Source, and License. This is true whether you're sharing the work as-is or if you have made an adaptation. To remember these attribution elements, it's helpful to think of the acronym: TASL.

Let's now go through TASL - we will explain each element in more detail:

Title: What is the name of the work?

If a title was provided for the work, include it as a part of the attribution. Sometimes a title is not provided; in that case, there's no need to mention the title.

The inclusion of title is a requirement of all CC licenses version 3.0 or earlier, and it is optional for the 4.0 suites. See Devil in the details.

Author: Who allows you to use the work?

We often use "author" as a shorthand when we are, legally speaking, referring to the "licensor" (a.k.a., the "copyright holder" or "rightsholder"). This is because, in most CC-licensed works, the licensor is the same person or entity as the author. When an author is licensing their work under a CC license, and has made their name available, include the author's name as a component in your attribution. Sometimes, the licensor may want you to give credit to some other entity, like a company or institution, or the licensor may want to be credited by a pseudonym instead of their real name. In rare cases, the licensor may not want to be attributed at all. In all of these cases, do what the licensor requests.

Sometimes, the author will also provide a copyright notice, which consists of the copyright symbol, year of publication, and the name of the author/licensor. Include the copyright notice as a part of your attribution if such information is provided.

Source: Where can people find the work?

Please make it possible for future users to find the source of the material by including a URL or hyperlink where the work resides. This often is where you found the work. If you found it somewhere other than the original site, try to include information about the original site where the work was first shared publicly. It is also better to use the original URL instead of a shortened link, whether you are hyperlinking or printing out the entire URL.

License: How can you use the work?

You must specify which CC license was applied to the work you are reusing. Each of the six different CC licenses come with distinct requirements for re-use. We recommend that you name and provide a link to the license, e.g., BY 4.0 (http://creativecommons.org/licenses/by/4.0) for a work licensed under CC BY 4.0.

Consider also including the "disclaimer of warranties," which clarifies that the author makes no representations or warranties about the non-infringement or absence of other defects concerning the CC-licensed work. In plain English, this means that the users will use the work at their own risk.

To sum up, if the licensor has provided any information related to TASL, consider including them in your attribution. We also recommend providing links to the Title, Author, Source, and License, where possible, so future users can easily access the information they need on a work and the license terms.

Reasonable attribution

The CC licenses ask you to be reasonable:

You may satisfy the attribution requirement in any reasonable manner based on the medium, means and context in which the Licensed Material is used. For example, it may be reasonable to satisfy some or all of the conditions by retaining a copyright notice, or by providing a URI or hyperlink associated with the Licensed Material, if the copyright notice or webpage includes some or all of the required information.

There is no single best or correct way of attribution, as long as your attribution is reasonable and suited to the medium you're working with. That being said, please include attribution somehow, even if it's a link to an About page that has the relevant info. (More on different media below.)

Devil in the details

If you have any doubts or questions, you can read the complete attribution requirements which are spelled out in detail in the legal code of every CC license, eg. http://creativecommons.org/licenses/by/4.0/legalcode#s3a. This chart compares the detailed requirements across all versions of CC licenses.

Examples of attribution

We will now look at some examples in different media.

Attributing an image

Here is a photo. Below the photo, we will go over some good and bad examples of how people might attribute it.

This is a great attribution
Let's go through TASL:

Title? "Creative Commons 10th Birthday Celebration San Francisco"

Author? "Timothy Vollmer" - linked to his profile page

Source? "Creative Commons 10th Birthday Celebration San Francisco" - linked to original Flickr page

License? "CC BY 4.0" - linked to license deed

Most importantly, this attribution reasonably includes all the relevant information provided by the author.

This is a pretty good attribution
Let's go through TASL:

Title? Title is not noted but at least the source is linked.

Author? "Timothy Vollmer"

Source? "Photo" - linked to original Flickr page

License? "CC BY" - linked to license deed

As you see, a good attribution includes all the essential TASL elements, even though they may not mirror the format of credit the author has requested.

This is an incorrect attribution

Let's go through TASL:

Title? Title of the image is not noted

Author? Author is not noted (It is a common mistake to attribute CC-licensed photos to CC, but Creative Commons is not the author!)

Source? No link to the original source

License? There is no mention of a license nor a link to the license. "Creative Commons" is the name of an organization; it does not equate to any of the licenses maintained by the Creative Commons.

This is a great attribution for an image you modified slightly

Here, information on Title, Author, Source, and L icense are all included as requested by the author. The slight modification is also noted and briefly described.

Note if the modification changes the work's meaning in a way that would be considered creative - that is, not a purely mechanical change or a simple crop/excerpt that keeps the original message undistorted, it would be considered creating a new adaptation of the original work. You cannot rely on a CC license that does not allow adaptation (e.g., CC BY-ND or CC BY-NC-ND) when making such modifications.

This is a great attribution for when you have created an adaptation
Let's go through TASL:
Original Title, Author, Source, and L icense are all noted.

The original work is referenced and the fact that it is an adaptation is also noted, so viewers can see what has changed.

The author and other attribution information for the new adapted work is also noted.

Note: If you're at a point where you are licensing works that are adaptations, go to Marking your work with a CC license.

Attributing music

When you incorporate music in an audio or video recording

Music (both the underlying composition and the sound recordings) - such as a song, or a recording of natural sounds - can be attributed within the audio/video, and in the description text of the audio/video. How to attribute a CC licensed music in an audio or video recording will largely depend on what is reasonable for a chosen medium and platform.

Caution: Licenses with "ND" do not allow for adaptations. Your use of CC-licensed music is often an adaptation!

It is considered adaptation if you incorporate CC-licensed music into your work in a way that the CC-licensed music can no longer be seen as a stand-alone piece. For example, if you are using a song as background music in a podcast or in a video, it is considered an adaptation of the song.

Keep in mind that CC BY-ND and CC BY-NC-ND do not allow adaptations (although you may be authorized by law to do so, such as under a users' right like fair use, or you may ask for the author's permission independent of the CC license).

This is a great attribution of background music in a podcast or a video

When reasonable to do so, we recommend that you include attribution both in the description box and in the podcast recording or the video recording itself.

If you are using the following song in a podcast: 'Day Bird' by Broke for Free ( brokeforfree.com), this would be a great way to provide attribution (which you can see in [ Creative Commons podcast]) -

At the end of the podcast audio recording, the host says:

Special thanks to the musician Broke for Free, whose track "Day Bird" you heard at the beginning of this episode and you are listening to right now. It's under the Creative Commons Attribution License, meaning it's free for anyone to use. You can find it at the Free Music Archive-freemusicarchive.org

In the description box, the information text reads:
Let's go through TASL:

Title? Both the recording and the description box include the title of the work, "Day Bird"

Author? "Broke for Free," again, noted both in the recording and in the description box

Source? Both the author's page and the archive's page are included with links

License? "CC BY 3.0" - linked to license deed

You cannot talk over, or remix, music licensed under CC BY-ND or CC BY-NC-ND.

This is a bad attribution of background music in a podcast or a video

A bad attribution is one where you do not provide enough information for a user to find the music you are using. The following is a bad attribution for the same song:

No attribution is included in the podcast recording or the video itself.

In the description box, it says: " Creative Commons music."
Let's go through TASL:

Title? Title is not noted

Author? Author is not noted

Source? Source is not noted; users cannot find the specific song used in the podcast

License? No information on the CC license

The attribution information is not sufficient for people to find the song you have re-used.

When you are not adding new elements to the music

When you re-use music without adding new elements to it, you are not making an adaptation. In that case, you can rely on any of the CC licenses, including CC BY-ND and CC BY-NC-ND. We recommend providing attribution information in writing.

On Wikipedia page, you can see an example of great attribution for the sharing another soundtrack, "Night Owl" by Broke for Free, when it's without adaptation.
Let's go through TASL:
T itle? Title of the work, "Night Owl," is noted

A uthor? "Broke for Free," noted and linked to the author's webpage

S ource? A link is provided for the source

L icense? "CC BY 3.0" - linked to license deed

Attributing text

Let's take You Don't Know JS Yet (2nd Edition) as an example, and go over what your attribution may look like if you reuse the book series. The information under the "License & Copyright" section looks like this on the webpage where the book series was originally shared:

We recommend that you retain all the information provided by the author of the book series when it is reasonable for you to do so. For example, if you are distributing digital copies or excerpts of the book series in a free seminar, or using parts of the book in a free online course or presentation, the attribution will likely look something like this:

On the other hand, if you are distributing hard copies of the book series or excerpts from the book series, instead of using hyperlinks, you may wish to include the links so it's easier for users to locate the original source of the book, the author, and the CC license:

Note that the CC BY-NC-ND license includes the NoDerivatives requirement, which indicates that no adaptations are allowed. You cannot make any adaptations relying on the CC BY-NC-CD license the author chose for the book. If you would like to make a translation of the book, for example, you will need to ask the author for permission first.

The CC BY-NC-ND license also includes the NonCommercial requirement. To learn more, take a look at page here.

Attributing materials from multiple sources
Let's go through TASL:

Title? Specific works are named, e.g., "Box-and-whisker Plots"

Author? Different authors noted for the different works

Source? Original materials are linked for each work

License? The different licenses (Creative Commons Attribution for Collaborative Statistics and Creative Commons Attribution-Noncommercial-ShareAlike for the Khan Academy video) are spelled out and linked for each work

Lastly, it is clear which attribution belongs to which work.

You can visit the Saylor.org Introduction to Statistics course page to see how they marked it up directly.

Publishing a web page for attribution

As stated above, recommended attribution depends on the medium you're working with. For media such as offline materials, video, audio, and images, consider publishing a web page with attribution information. For example, on a webpage featuring your audio recording, provide a credit list of material you used that adheres to best practices above. Doing so allows not only your material, but the materials you attribute, to be found by search engines and other web discovery tools. If possible within the medium, make the Author, Source, and License links the user can follow.

Attributing public domain materials

Although attribution is not a legal obligation under dedication's or Public Domain Mark 's licensing terms, we recommend that you consider providing attribution to the source for public domain materials when it is reasonable to do so. Attribution of public domain works not only encourages institutions to digitize and share more public domain materials in their physical collections, but also empowers users to easily locate the original source.

The following public domain image is digitized and hosted by the Rijksmuseum (the national museum of the Netherlands). The Rijksmuseum has applied a CC0 dedication to the image.

You may provide credit in the following format:

" Milkmaid " by Vermeer. The Rijksmuseum collection. The image is dedicated to the public domain under CC0.

In most cases, people credit the source regardless of the work's copyright status. Especially in an academic setting, providing source information about other people's works has long been considered crucial to academic integrity. Copyright cannot be the only checkbox when deciding whether a source will be attributed.

Common pitfalls

Below are some practices that you may wish to avoid. These practices are not always contrary to the Creative Commons licensing terms, but they often make it more challenging for users to find the original source and/or author.
Attribute in alt text
Alt text is intended to provide accessible information about visual materials for users with cognitive disabilities or visual impairment. Using this field for licensing information makes browsing difficult for those users.
Attribute in metadata fields only
While it is great to include attribution in metadata fields (such as EXIF for images), in most cases this is not the only place to include attribution information. This is because many users are likely not aware of, and will never see, attribution information included in metadata.
Credit authors by names other than the ones they have selected
Many people believe that attribution must be given to the real name of the author of a work, but this is not the case - always give attribution to the name the author has specified, even if it is a pseudonym. If the author does not give a name or explicitly requests to be anonymous, you must give the other attribution information (i.e., "T" and "SL" from "TASL") without crediting the author.
Credit a site (or Creative Commons itself!) instead of the author
Unless an author specifically requests users to only credit a site, crediting the site where you have found the material cannot substitute crediting the author. An author may have uploaded material to a site under a CC license, but in most cases, the copyright is still held by the author, and it is the copyright holder who needs to be credited. For example, many photos sourced from Wikimedia Commons are attributed to Wikimedia when they must be attributed to the authors.

Other guides to attribution

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You can use CC-licensed materials as long as you follow the license conditions. One condition of all CC licenses is attribution: crediting the author and giving the source information. Generally speaking, attribution must reasonably include all relevant information supplied by the licensor.

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An Overview of Creative Commons Licensing for Creating & Sharing New OER

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An Overview of Creative Commons Licensing for Creating & Sharing New OER

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"About The Licenses" by Creative Commons is licensed under CC BY 4.0

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Creative Commons is the nonprofit behind the open licenses and other legal tools that allow creators to share their work. Our legal tools are free to use.

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OER Are Commonly Adopted, Adapted, and Created

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OER Are Commonly Adopted, Adapted, and Created

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Existing OER can be adopted "as is"

Existing OER can also be adapted, by remixing or revising the material

New OER can be created and shared under an open license

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OER Can Be Used According to the Following 5 Rs of Open Content

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OER Can Be Used According to the Following 5 Rs of Open Content

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"Wiley Thoughts on OER Definitions Adoptions Delivery" by David Wiley is licensed under CC BY 4.0

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"Thoughts on the Benefits of OER for PostSecondary Instructors" by Open Ed Evangelist

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Welcome to Open Ed Evangelist, a blog about open educational resources (OER) in higher education. For this post, I'm going to outline some of the main benefits of using OER for postsecondary instructors. Full disclosure: most of my experience with OER comes from my work as an academic librarian at large research universities - rather than from direct experience using OER as an instructor - so my thoughts on these issues will be colored by my professional background and the higher education environments I'm most familiar with.

So, the benefits for instructors:

OER save students money.

The cost of college textbooks has risen at more than 300% the rate of U.S. inflation since 1977, with a 90% increase over the past decade alone. Due at least in part to these rising costs, students increasingly report not purchasing textbooks due to high costs, a trend which is widely recognized to negatively impact student learning outcomes. By adopting OER (including open textbooks) to replace commercial course materials, instructors can play a direct role in reducing the cost of higher education for their students, ensuring that all students have the materials they need to succeed regardless of their financial situation or socio-economic background.

OER are often more accurate and current than commercial course materials.

Because OER are openly licensed and can be revised, and because there is a growing community of instructors working with and contributing to these materials, popular OER resources can benefit from a kind of crowd-sourcing effect, whereby they are continuously reviewed and updated by a large contingent of experts. This is in contrast to the situation with many commercial textbooks, which, according to many of the instructors I've worked with, are often riddled with errors and inaccuracies that are carried forward through subsequent editions, and which leave instructors with no convenient or transparent process for making or requesting corrections.

OER give instructors the freedom to customize their course materials.

Another benefit of open licensing is that OER give instructors the freedom to customize their course materials. This benefit can manifest itself on a number of different levels, from making corrections and updating information where needed, to omitting content that is not relevant to learning objectives and only increases students' cognitive load, to customizing content and to include local examples and case studies that are more likely to resonate with students from specific regions and backgrounds. In short, OER give instructors the power to bring their expertise to bear in designing materials that are optimally suited to their course and their students.

OER can be shared with teachers and learners around the world.

Because OER are openly licensed and include advance permission for anyone to reuse, revise, remix, and redistribute them, they are ideally suited to leveraging the power of the internet to enhance the global knowledge commons. Materials created by an instructor in one context can be discovered and adapted by any number of teachers and learners around the world, dramatically increasing the benefit of the original materials by enabling them to be reused and expanded on to suit any number of different educational applications. And the original creator of the materials also benefits directly from sharing and reuse through attribution, not only through the gratification of seeing her work reused to the advantage of others, but also through the personal recognition she receives as the creator of the underlying work. This short video provides some compelling examples of the potential benefits of sharing:

OER create opportunities for pedagogical innovation.

Last but not least, the reuse potential of OER can be leveraged to enable pedagogical innovation. One compelling example of this potential involves moving beyond the "disposable assignment," where students are tasked with working on papers or projects that are only shared with the instructor or TA for marking purposes. Against this, OER create the potential for learner-centered assignments that reach a worldwide audience and contribute to the global knowledge commons. Some examples of this include blog- and wiki-based assignments that encourage students to envision themselves as engaging in a broader dialogue about the issues at hand, as well as assignments the provide students with the opportunity to contribute directly to development of new educational resources, such as projects where students collaboratively author content and ancillary materials for new open textbooks.
This list of benefits is far from exhaustive, and my discussion of them here is cursory at best. Indeed, each of the benefits above could easily be the subject of its own blog post, as the nature and extent of each benefit is the subject of much ongoing discussion and research. There are also a variety of challenges that instructors can face in adopting, adapting, or authoring OER, and I hope to touch on some of these challenges in more detail in a future post. For now, though, I hope that this post will pique the interest of instructors who are new to OER and inspire them to think critically about both the advantages of using OER and the drawbacks of relying solely on commercial course materials.

References:

Popken, B. (2015, August 6). College Textbook Prices Have Risen 1,041 Percent Since 1977. Retrieved October 8, 2017, from https://www.nbcnews.com/feature/freshman-year/college-textbook-prices-have-risen-812-percent-1978-n399926

Bureau of Labor Statistics, U.S. Department of Labor, The Economics Daily (2016). College tuition and fees increase 63 percent since January 2006. Retrieved October 8, 2017, from https://www.bls.gov/opub/ted/2016/college-tuition-and-fees-increase-63-percent-since-january-2006.htm#tab-1

Florida Virtual Campus (2016). Student Textbook and Course Materials Survey: Results and Findings. Retrieved from http://www.openaccesstextbooks.org/pdf/2016_Florida_Student_Textbook_Survey.pdf

Ethan Senack, The Student PIRGs (2014). Fixing the Broken Textbook Market: How Students Respond to High Textbook Costs and Demand Alternatives. Retrieved from http://uspirg.org/sites/pirg/files/reports/NATIONAL%20Fixing%20Broken%20Textbooks%20Report1.pdf

David Wiley (2014). The access compromise and the 5th R. Retrieved from https://opencontent.org/blog/archives/3221

David Wiley (2013). What is Open Pedagogy? Retrieved from https://opencontent.org/blog/archives/2975

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Thoughts on the benefits of OER for postsecondary instructors

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Welcome to Open Ed Evangelist, a blog about open educational resources (OER) in higher education. For this post, I'm going to outline some of the main benefits of using OER for postsecondary instructors.

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A List of Empirical Articles Demonstrating the Efficacy & Benefits of OER

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A List of Empirical Articles Demonstrating the Efficacy & Benefits of OER

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"The Review Project" by John Hilton III is licensed under CC BY 4.0

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"OER - Open Educational Resources: Big List of Resources" by University of Pittsburgh's University Library System is licensed under CC BY 4.0