scholarly journals Navigating 21st-Century Digital Scholarship: Open Educational Resources (OERs), Creative Commons, Copyright, and Library Vendor Licenses

2019 ◽  
Vol 76 (1-4) ◽  
pp. 103-109
Author(s):  
Heather Seibert ◽  
Rachel Miles ◽  
Christina Geuther
Keyword(s):  
21St Century ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Creative Commons ◽  
Digital Scholarship

Die Creative Commons-Lizenzen 4.0

2021 ◽  
Author(s):  
Sebastian Horlacher
Keyword(s):  
Educational Equity ◽  
Contract Law ◽  
Open Educational Resources ◽  
Educational Resources ◽  
University Teaching ◽  
Educational Materials ◽  
Policy Actors ◽  
Creative Commons ◽  
Framework Conditions ◽  
Suitable Framework

The thesis examines the Creative Commons Licenses 4.0 and the CC Zero 1.0 license using the example of granting rights of use for university teaching. It analyses to what extent these model license agreements are compatible with the requirements of German copyright and contract law and whether they create suitable framework conditions for rights of use materials for educational materials that meet the goals of the Open Educational Resources movement. Open Educational Resources are seen by education policy actors as a tool to facilitate access to high-quality educational materials and thus contribute to educational equity.

Integrating Open Educational Resources Into Undergraduate Business Courses

2018 ◽  
Vol 47 (3) ◽  
pp. 337-358
Author(s):  
Reneta P. Barneva ◽  
Valentin E. Brimkov ◽  
Federico Gelsomini ◽  
Kamen Kanev ◽  
Lisa Walters
Keyword(s):  
Higher Education ◽  
Lessons Learned ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Materials ◽  
Business Courses ◽  
Creative Commons

Open educational resources (OER) are educational materials with an open license so that they can be freely copied, modified, and reused. While the rising cost of textbooks is a concern in higher education, over 50% of the surveyed educators stated that they are unaware of the OER and how they could replace the traditional textbooks. In addition, not many instructors understand the Creative Commons licenses under which OER can be used. In this work, we consider the types of OER and outline the sources of OER for business courses. We describe our experience of using such resources for innovative business courses and discuss the choices we made and the lessons learned. Finally, we share the results of surveys about OER we conducted with students and reflect on them.

scholarly journals Lessons Learned from the Development of Open Educational Resources at Post-Secondary Level in the Field of Environmental Modelling: An Exploratory Study

2019 ◽  
Vol 9 (2) ◽  
pp. 103 ◽  
Author(s):  
Quazi K. Hassan ◽  
Khan R. Rahaman ◽  
Kazi Z. Sumon ◽  
Ashraf Dewan
Keyword(s):  
Lessons Learned ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Environmental Modelling ◽  
Post Secondary ◽  
Creative Commons ◽  
Student Ratings Of Instruction ◽  
University Of Calgary ◽  
The University ◽  
The Impact

Open educational resources (OER) have become increasingly popular in recent times. Here, the aim was to synthesise the lessons learned through the development of OER materials for a university-level course called “environmental modelling”. Consequently, the topics of discussion included: (i) how to choose an appropriate creative commons license; (ii) ways of incorporating materials from other sources, such as publicly available sources, other open access materials, and an author’s own published materials if not published under a creative commons license; (iii) the impact of the developed OER in the field of environmental modelling; and (iv) the challenges in developing OER material. Upon developing the materials, we observed the following: (i) students enrolled in the course did not purchase textbooks; (ii) our OER materials ranked as one of the most accessed (i.e., number 7) materials according to the usage data that summed the number of file downloads and item views from PRISM (i.e., the hosting platform maintained by the University of Calgary); (iii) the students learned relatively better as per the data acquired by the University of Calgary’s universal student ratings of instruction (USRI) instrument; and (iv) other universities expressed interest in adopting the materials.

scholarly journals a-REAEDUCA: Revista de Educação para o Século XXI: Pensar, Desenvolver e Criar um REA

EAD em FOCO ◽  
2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Hélder Ferreira Pereira ◽  
Ana Maria Nobre ◽  
Rui Rosa
Keyword(s):  
Online Education ◽  
21St Century ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Network Society ◽  
Online Journal ◽  
The Social ◽  
E Learning ◽  
Education Journal ◽  
Educational Paradigm

O presente artigo relata a concepção de uma revista online de Educação para o Século XXI: REAeduca, sustentada na filosofia dos Recursos Educacionais Abertos. A sua origem encontra-se no desenvolvimento de uma atividade da unidade curricular Materiais e Recursos para E-Learning, do mestrado em Pedagogia do E-Learning da Universidade Aberta em Portugal. A metodologia seguiu a seleção do tema, o planejamento da revista e a revisão de literatura sobre a temática em foco para atingir-se uma revista cientificamente fundamentada e a criação efetiva da revista online. Composta por abordagens temáticas variadas e concebida em uma página web, apresenta outras referências para a temática em estudo. O efeito do projeto foi extremamente satisfatório, quer pelos testemunhos recolhidos na página da revista, quer pelas partilhas nas redes sociais nas quais a revista foi compartilhada. Os resultados foram triangulados e evidenciam o movimento de recursos educacionais abertos como pilar de uma mudança do paradigma educativo, que integra tecnologia e metodologia, rumo a melhorias tanto para a prática docente quanto para o estudante. Com o desenvolvimento da revista, adaptações foram necessárias, como a evolução do nome para a-REAeduca, com o prefixo alusivo à abertura da informação e do conhecimento na sociedade em rede em que vivemos, e o seu alargamento em três domínios: acadêmico, organizacional e didático-pedagógico, entre outras conquistas. Palavras-chave: Recursos educacionais abertos, Educação online, Educação aberta, Revista de Educação, Sociedade em rede, Projetos educativos.  a-REAEDUCA - Journal of Education for the 21st Century: think, develop and create an OER AbstractThis article focuses on the design of an online journal of Education for the 21st Century - REAeduca, supported by open educational resources philosophy. Its origin lies in the development of an activity of the course unit Materiais e Recursos para E-Learning, of the Master in E-Learning Pedagogy by the Universidade Aberta, Portugal. The methodology followed the theme selection, the journals planning and a content analysis on the subject in focus, to achieve a scientifically based magazine, and the effective creation of the online journal. Consisting of various thematic approaches and designed in a web page with other references to the topic under study. The effect of the project was extremely satisfactory, either by the evidence gathered in the journal page, or by shares in the social networks in which the journal was shared. The results show that the movement of Open Educational Resources as a pillar of the change of the educational paradigm that integrates technology and methodology towards improvements both for teaching and for the student. With the development of the journal adaptations were necessary, among which the evolution of the journal's name to a-REAeduca, with allusive prefix of an open information and knowledge in the network society we live in, and its extension in three areas: academic, organizational and didactic-pedagogic, and other achievements presented in this article. Keywords: Open Educational Resources, Online Education, Open Education, Education Journal, Network Society, Educational projects.

scholarly journals Open Educational Resources in Canada 2015

2015 ◽  
Vol 16 (5) ◽  
Author(s):  
Rory McGreal ◽  
Terry Anderson ◽  
Dianne Conrad
Keyword(s):  
Open Data ◽  
Pilot Project ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Open Educational Resource ◽  
Open Education ◽  
Paris Declaration ◽  
Creative Commons ◽  
Council Of Ministers ◽  
Education Initiatives

<p class="Abstract">Canada’s important areas of expertise in open educational resources (OER) are beginning to be built upon or replicated more broadly in all education and training sectors. This paper provides an overview of the state of the art in OER initiatives and open higher education in general in Canada, providing insights into what is happening nationally and provincially. There are growing examples of OER initiatives from several Canadian institutions offering free courses to Canadians and international learners. National open education initiatives include the federal government's Open Data pilot project and the Council of Ministers of Education of Canada (CMEC) support for the Open Educational Resource Paris Declaration, as well as Creative Commons Canada. Regionally, the western provinces of British Columbia and Alberta are supporting OER as part of major open education initiatives.</p>

scholarly journals Questions of quality in repositories of open educational resources: a literature review

2014 ◽  
Vol 22 ◽  
Author(s):  
Javiera Atenas ◽  
Leo Havemann
Keyword(s):  
Teaching And Learning ◽  
Educational Practice ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Technology ◽  
Creative Commons ◽  
Open Educational Practices ◽  
Open Educational Practice ◽  
Economic Barriers ◽  
Social Media Tools

Open educational resources (OER) are teaching and learning materials which are freely available and openly licensed. Repositories of OER (ROER) are platforms that host and facilitate access to these resources. ROER should not just be designed to store this content – in keeping with the aims of the OER movement, they should support educators in embracing open educational practices (OEP) such as searching for and retrieving content that they will reuse, adapt or modify as needed, without economic barriers or copyright restrictions. This paper reviews key literature on OER and ROER, in order to understand the roles ROER are said or supposed to fulfil in relation to furthering the aims of the OER movement. Four themes which should shape repository design are identified, and the following 10 quality indicators (QI) for ROER effectiveness are discussed: featured resources; user evaluation tools; peer review; authorship of the resources; keywords of the resources; use of standardised metadata; multilingualism of the repositories; inclusion of social media tools; specification of the creative commons license; availability of the source code or original files. These QI form the basis of a method for the evaluation of ROER initiatives which, in concert with considerations of achievability and long-term sustainability, should assist in enhancement and development.Keywords: open educational resources; open access; open educational practice; repositories; quality assurance(Published: 24 July 2014)Citation: Research in Learning Technology 2014, 22: 20889 -http://dx.doi.org/10.3402/rlt.v22.20889

scholarly journals Inside Out: A Curriculum for Making Grant Outputs into OER

2020 ◽  
Author(s):  
Stephanie Quail ◽  
Sarah Coysh
Keyword(s):  
Best Practices ◽  
Training Program ◽  
Working Group ◽  
Lessons Learned ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Open Education ◽  
Institutional Repository ◽  
Teaching Innovation ◽  
Creative Commons

Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo

scholarly journals OER and MOOC: The Need for Openness

10.28945/3478 ◽  
2016 ◽  
Vol 13 ◽  
pp. 209-223 ◽  
Author(s):  
Ismar Frango Silveira
Keyword(s):  
21St Century ◽  
General Principle ◽  
Point Of View ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Basic Principles ◽  
Industry Standard ◽  
Starting Point ◽  
Massive Online Open Courses ◽  
Open Courses

The Open Software movement serves as a landmark and a starting point for many “open-something” initiatives, such as Open Educational Resources (OER) and Massive Online Open Courses (MOOC). However, under a pragmatic point-of-view, many of its basic principles are not considered specially when dealing with the above mentioned initiatives: common, industry-standard OER and MOOC lack a considerable set of really open features in a way that deviate the sense of the “O” letter – for Open – in its acronyms. Considering this, the present paper presents a systematization of these concepts around the general principle of openness. There will be discussed some strengths, challenges, and drawbacks in adopting openness as the key for OER and MOOC for Education in 21st Century.

Metadata Technology Integration in Libraries

2022 ◽  
pp. 159-177
Author(s):  
Murtala Ismail Adakawa
Keyword(s):  
Technology Integration ◽  
21St Century ◽  
Information Resources ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Object ◽  
Access To Education ◽  
Web Based ◽  
Direct Involvement ◽  
Effective Learning

This chapter explores metadata technology integration as a panacea for effective learning in the 21st century libraries. The high influx of information resources into libraries necessitated a shift from printed to digitally web-based form of preserving and describing information, which affected users' access to information. This implies direct involvement of librarians in the cycle of influencers of open educational resources. In the review, ontology of metadata and repositories of learning object have demonstrated how UNESCO's proclamation about open educational resources has stimulated visible accessibility to information globally. Various ways of including librarians in the push for inclusive access to education have been highlighted.

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