Curriculum Content

2019 ◽  
pp. 81-97
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Music Appreciation ◽  
Curriculum Content ◽  
Limit Setting ◽  
Video Lectures ◽  
Online Music ◽  
The Many

This chapter introduces the many resources that come together to create the online music appreciation course curriculum. Because curriculum is the main content of the course, judiciously selecting from among the many options available to determine suitable content is essential. Readers will learn about limit-setting and curriculum components. Additionally, guidance for choosing a textbook and a review of major textbooks in print is provided, as well as a discussion of open educational resources (OERs) and sample resources. Some discussion is included about creating and providing instructor video lectures. The chapter ends with a brief summary of important points and an infographic designed to visually highlight the qualities and benefits of four major types of curriculum content.

Big-Picture Planning and Backward Mapping

2019 ◽  
pp. 53-80
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Large Scale ◽  
Online Courses ◽  
Open Educational Resources ◽  
Music Appreciation ◽  
Course Development ◽  
Writing Course ◽  
Online Music ◽  
Big Picture ◽  
Backward Mapping ◽  
Online Methods

In the second section, Planning the Course, readers who need to develop online courses will find sequential guidance and sample planning documents to aid in large-scale thinking, curriculum selection, and general course development. This section includes chapters that guide readers on writing course objectives and learning outcomes, backward mapping, determining how to narrow down what will be taught, writing or choosing curriculum, navigating textbooks and open educational resources (OERs), and considering online methods and strategies. Each chapter in this section targets course development and design to support online music appreciation instructors as they create, transfer, or refresh online music appreciation courses.

scholarly journals A Review of Open Educational Resources in the Geosciences: Guidelines and Criteria

2021 ◽  
Author(s):  
Samantha Teplitzky ◽  
Shaun Hardy ◽  
Kay Johnson ◽  
Robert Tolliver ◽  
Lori Tschirhart ◽  
...  
Keyword(s):  
Faculty Perceptions ◽  
Open Science ◽  
Open Educational Resources ◽  
Educational Resources ◽  
College Level ◽  
Starting Point ◽  
Virtual Field ◽  
The Creation ◽  
The Many ◽  
Laboratory Experiences

Open Educational Resources (OER) offer a link between new trends in learning and instruction, and the promise of transparency and inclusion offered by open science practices. Open textbooks, virtual field and laboratory experiences, interactive computational environments, and openly licensed media are among the many types of OER in use today. Adoption of subject-specific OER has the potential to replace expensive textbooks with free alternatives that can be adapted and reused. While globally, instructors in all scientific disciplines are becoming familiar with OER, geoscientists in particular have been slow to utilize these resources.This study examines the creation and adoption of OER in the geosciences with a goal of providing guidance for institutions, libraries and librarians who support and fund OER initiatives. Beginning with a review of student and faculty perceptions and awareness regarding OER, the study expands to consider OER availability in STEM overall. Furthermore, the creation and adoption of OER in geosciences is discussed. An environmental scan, employed to identify and characterize available college-level OER in this discipline, provided a baseline for the study. Analysis of the scan along with a review of OER, textbook and field guide standards informs a new set of proposed guidelines for geoscience OER. This work will describe these guidelines and offer a call for community feedback.Several of the guidelines are applicable to STEM fields in general, but we also propose specific aspirational criteria unique to geoscience instructional settings. The study is a starting point for authors and adopters to create OER that are discoverable, accessible, authoritative, shareable and sustainable. OER also double as research objects, offering an entry point into understanding student engagement and providing a path to welcome and include a diverse set of students into the study of geoscience.

scholarly journals The logic of national policies and strategies for open educational resources

2013 ◽  
Vol 14 (2) ◽  
pp. 96 ◽  
Author(s):  
Fred Mulder
Keyword(s):  
Large Scale ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Institutions ◽  
Educational Systems ◽  
Major Barrier ◽  
National Policies ◽  
Clear Cut ◽  
The Many

<p>In its first decade (2001-2010) the OER movement has been carried by numerous relevant and successful projects around the globe. These were sometimes large-scale but more often not, and they were primarily initiated by innovating educational institutions and explorative individual experts. What has remained, however, is the quest for a sustainable perspective, in spite of the many attempts in the OER community for clear-cut solutions to the problem of sustainability. This is a major barrier for mainstreaming the OER approach in national educational systems.</p><p>At the end of the first decade, and more so at the beginning of the second decade (2011-2020), we are witnessing in a few countries emerging efforts to develop and establish a national OER approach. That is required in order to break down the barrier for mainstreaming OER. Making the OER approach sustainable cannot be left to the educational institutions only, but should be facilitated in a national setting.</p>

scholarly journals O uso de recursos educativos abertos (rea): benefícios para alunos e professores. O repositório de acesso aberto de Portugal │ Use of open educational resources (oer): benefits for students and teachers. The Portuguese open access repository

2012 ◽  
Vol 8 (2) ◽  
Author(s):  
Maria Teresa Ferreira Costa
Keyword(s):  
Open Access ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Social Issues ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Common Procedure ◽  
Information And Communication ◽  
The Many ◽  
Teaching Learning

Resumo Os Recursos Educativos Abertos (REA) têm sido utilizados um pouco por todo o mundo, por Instituições de Ensino Superior, no sentido de abrir o conhecimento a todos que dele necessitam e, muitas vezes, desenvolvendo-se num objectivo de nivelador social. A sua produção assume-se como um procedimento normal por parte dos docentes visando envolver também os alunos, de forma a transformar uma determinada realidade do processo de ensino-aprendizagem numa outra com o objectivo da inclusão. A utilização de materiais pedagógicos digitais livres fornece ao professor a possibilidade de adaptação desses objetos aos mais diversos contextos de aprendizagem conforme os níveis, estilos e necessidades específicas dos alunos. A adopção dos REA, intimamente associada e decorrente do Movimento do Acesso Aberto (AA), no processo de ensino-aprendizagem permite estabelecer uma metodologia diferente, inovadora e tecnologicamente atual, potenciadora do uso das novas tecnologias de informação e comunicação (TIC).Palavras-chave Acesso Aberto, Recursos Educativos Abertos, Processo de Ensino-Aprendizagem, PortugalAbstract Open Educational Resources (OER) have been used all over the world by Universities with the purpose of sharing knowledge with those who seek it, and often developing as an objective for social issues. Its production is becoming a common procedure by teachers, in a way to both involve students and to transform a certain reality of the teaching-learning process into a more inclusive one. The use of free digital pedagogical material gives the teacher the possibility of adapting those objects to the many different contexts of the learning process, according to the students’ level, styles and specific needs. The choice for the use of OER, closely associated to the Open Access Movement (OAM), allows establishing an innovative methodology in the teaching-learning process, a technological solution that potentiates the use of the new information and communication technologies (ICT). Keywords Open Access, Open Educational Resources, teaching-learning process, Portugal

scholarly journals Widening Participation in Higher Education through Open Educational Resources

2012 ◽  
pp. 1-15 ◽  
Author(s):  
Andy Lane
Keyword(s):  
Higher Education ◽  
Open Educational Resources ◽  
Educational Opportunities ◽  
Educational Resources ◽  
Widening Participation ◽  
Perceived Importance ◽  
The World ◽  
The Many ◽  
Participation In Higher Education ◽  
Opening Up

This chapter examines the role that open educational resources might play in widening participation in higher education. It begins by highlighting the perceived importance of widening participation in higher education throughout the world and how that is defined, followed by the role that openness plays more generally in higher education, and then discusses the many ways in which open educational resources may help in opening up higher education by widening the audiences for them. It goes on to set out a conceptual framework for analysing both widening participation activities and open educational resources. It concludes that openness, as exemplified by open educational resources, is beginning to influence educational opportunities around the world, but that care is needed in setting out the contexts in which such activity is taking place.

scholarly journals User Education and File Standards Best Options to Ensure Open Educational Resources are Truly Open

2020 ◽  
Vol 15 (1) ◽  
pp. 236-237
Author(s):  
Jordan Patterson
Keyword(s):  
Higher Education ◽  
Descriptive Study ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Version Control ◽  
Open File ◽  
Technical Sense ◽  
Technical Challenges ◽  
The Many ◽  
User Education

A Review of: Ovadia, S. (2019). Addressing the technical challenges of open educational resources. portal: Libraries and the Academy, 19(1), 79-93. https://doi.org/10.1353/pla.2019.0005 Abstract Objective – To describe common technical challenges of open educational resources (OERs) and recommend solutions. Design – Descriptive study. Setting – Online open educational resources in higher education. Subjects – Open educational resources. Methods – Drawing from the literature and his own experiences, the author explains the necessity of accepted standards of “openness” and describes the many ways OERs fail to meet these standards. The author also describes common technical challenges that impede openness, then proposes solutions to address these challenges. Main Results – Technical limitations often prohibit OERs from being truly open. Providers can design their resources to encourage reuse, redistribution, revision, and remixing. Three strategies for addressing technical challenges in OERs are user education, open file standards, and using Git to facilitate distributed version control. Conclusion – Git is a compelling option for distributed version control, but entails its own technical challenges. User education and established open file standards are the best strategies to ensure that OERs are open in both a legal and a technical sense. The article concludes with the author’s opinions about how OER directors may most realistically implement these solutions.

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

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