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 Recursos educativos abiertos y uso de internet en enseñanza superior: el proyecto OpenCourseWare

2011 ◽  
pp. a182
Author(s):  
Vanesa F. Guzmán Parra ◽  
José Roberto Vila Oblitas
Keyword(s):  
Higher Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Free Access ◽  
Educational Materials ◽  
Recursos Educativos Abiertos ◽  
Creative Commons ◽  
Transmission Of Knowledge ◽  
Acceso Abierto ◽  
Use Of Internet

Por su importancia en la generación de recursos educativos abiertos, el presente trabajo expone el caso del proyecto OpenCourseWare, iniciativa por la que las universidades dan acceso abierto a los contenidos de sus asignaturas. Un OpenCourseWare es una publicación digital gratuita y abierta de materiales educativos de alta calidad organizados en cursos o asignaturas, a los que se le da acceso abierto para su uso y reutilización según una licencia Creative Commons.A pesar de que muchísimas instituciones de Educación Superior han apostado por el proyecto OpenCourseWare para promover generación y transmisión del conocimiento, sin embargo es un movimiento aún desconocido para los estudiantes como en este estudio hemos podido comprobar.Open educational resources and use of internet in higher education: OpenCourseWare projectAbstractThis paper analyzes the concept of open educational resources and describes the OpenCourseWare project which aims at providing free access to the contents of higher education courseware. OpenCourseWare is a free and open digital source of high quality educational materials, organized as courses. It is available for use and adaptation under an open license, such as Creative Commons license, and it does not typically provide certification or access to university.Although a number of universities have created OCW projects for the generation and transmission of knowledge, the idea is still unknown to students. 

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.

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 Open Educational Resources in the Development of Digital Learning Environment

2020 ◽  
Vol 29 (12) ◽  
pp. 144-155
Author(s):  
N. V. Dneprovskaya ◽  
I. V. Shevtsova
Keyword(s):  
Higher Education ◽  
Regulatory Framework ◽  
Open Educational Resources ◽  
Educational Resources ◽  
The Internet ◽  
Free Access ◽  
Digital Environment ◽  
Educational Materials ◽  
Training Course ◽  
Russian Universities

During the period of the forced transition of universities around the world to the online education, the demand for digital free access services has grown. A unique opportunity has appeared to supplement and develop the theoretical and methodological provisions of online learning based on the analysis of the empirical results that characterize the relevance and effectiveness of the digital environment parts. The educational materials free available at the Internet are the part of the digital environment, which are combined into the concept of open educational resources (OER). The purpose of the study is to assess the relevance of OER for faculty, systematize the main ways of working with them, identify the motives and barriers for the development of OER by faculty. The study conducted among the lecturers at Russian universities showed the high importance and value of OER for their teaching and methodological activities to create and develop the training course content in digital environment. More than half of the faculty staff create and distribute their copyright materials on the Internet on their own initiative for the convenience of their students. The faculty and students freely exchange educational materials using a variety of web services. In conditions of increasing demands on faculty and content of training-course, OER is a valuable resource for educational activities. The analysis of the regulatory framework revealed a lack of OER policy in Russian universities, which is one of the barriers for lecturers to create OER. The results of the study made it possible to develop recommendations for the development of OER in the field of higher education: consolidate the concept of OER in the regulatory framework of education, provide methodological and legal support for the creation and use of OER by faculty, and conduct an information campaign to reveal the prospects and advantages of using OER in higher education.

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 The freedom to teach: Using open educational resources in your courses

2016 ◽  
Vol 8 ◽  
Author(s):  
Claudia Holland
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Pilot Program ◽  
Engaged Learning ◽  
Educational Materials ◽  
Creative Commons ◽  
Course Materials ◽  
Course Redesign ◽  
Streaming Videos ◽  
Online Sources

Open educational resources (OER) are “high-quality, openly licensed, online educational materials that offer an extraordinary opportunity for people everywhere to share, use, and reuse knowledge” (William and Flora Hewlett Foundation, n.d.). These materials range from full courses and course materials (including textbooks) to streaming videos and software.Innovative educators recognize that OER offer an exciting alternative to restrictive (and expensive) textbooks by allowing them the freedom to select quality content that better fits their pedagogy. Students benefit from more engaged learning, lower costs, and the ability to revise and remix these materials as assigned by their instructor. The virtual sky is the limit!The 4-VA Collaborative at George Mason University recently announced a competitive grants pilot program (February, 2016) to incentivize Mason instructional faculty to identify existing, or create new, open digital content and incorporate it into their course(s). The proposed interactive presentation session will build on the Mason 4-VA pilot program. A team of four faculty members from Mason and J. Sargeant Reynolds Community College will lead the session. Discussion topics to be covered include defining OER, describing Creative Commons licenses, strategies for integrating OER in courses, and identifying quality materials. Participants should bring a laptop as they will be divided into small groups during the session to familiarize themselves with websites that aggregate OER content applicable to their discipline(s).By the end of this session, participants will be able to:Define OER,Understand Creative Commons licenses,Outline the first steps in planning an OER project, andIdentify some online sources for discipline-specific OER.We anticipate that OER collaborations will emerge from this session. ReferencesMason 4-VA Collaborative. (February, 2016). Course Redesign: Using Open Educational Resources. Retrieved from http://4va.gmu.edu/call-for-proposals William and Flora Hewlett Foundation. (n.d.) Open Educational Resources. Retrieved from http://www.hewlett.org/programs/education/open-educational-resources

scholarly journals Assessing the Potential Toward Open Educational Practices in Kyrgyzstan

Open Praxis ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 159 ◽  
Author(s):  
Anita R Walz ◽  
Jyldyz Bekbalaeva
Keyword(s):  
Higher Education ◽  
Mixed Methods Research ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Practices ◽  
Institutions Of Higher Education ◽  
Student Centered ◽  
Creative Commons ◽  
Professional Development Training ◽  
Open Educational Practices

The study was undertaken to understand the propensity for increased engagement with open educational practices (OEP), to include methods prioritizing student-centered teaching & learning, and awareness, use, and development of open educational resources (OER) among higher education faculty in Kyrgyzstan. The study employed a mixed-methods research design, combining qualitative and quantitative data obtained from 35 faculty, librarians, and administrators in institutions of higher education in Kyrgyzstan. This study aimed to identify current teaching practices and learning resource usage practices, gauge levels of knowledge regarding Kyrgyzstan’s Copyright law, Creative Commons licenses, and Open Educational Resources, and investigate perceptions regarding potential roles for libraries in enabling others’ learning regarding Copyright and Creative Commons, and open educational resources. Analysis of the results revealed a higher than expected gravitation toward student-centered pedagogy than previously assumed. The study also identified broad use of digital downloads as learning materials, conflation of open educational resources with free online resources, and positive perceptions of libraries’ potential to instruct regarding Kyrgyz copyright, Creative Commons, and open educational resources, and needs for further professional development training for librarians.

Prospects for University’s Open Educational Resources

2019 ◽  
Vol 28 (8-9) ◽  
pp. 110-118 ◽  
Author(s):  
Тю V. Dneprovskaya ◽  
I. V. Shevtsova
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Free Access ◽  
Educational Materials ◽  
Education Leaders ◽  
University Lecturers ◽  
Russian Universities

The purpose of the study is to identify and justify the modern perspectives of open educational resources (OER) for higher education in Russia. The methodology includes study of initiatives, services, OER tools in Russia and abroad, evaluation of OER development factors. The authors have conducted a survey of university lecturers, processing of the results using statistical methods of analysis. The following prospects for the development and use of OER in higher education are identified: 1) further dissemination of free access to educational materials through the involvement of a wider range of universities; 2) improving the quality of educational materials in the context of expanding access to them; 3) extension of electronic educational environment, since OER are not tied to specific tools or technologies, and may be distributed in social media, mobile applications. The study of international and Russian practice has shown that OER provide methodological support primarily to university lecturers, allowing them to study the best practices of education leaders, to handle OER in accordance with the educational objectives of their courses and the students’ requirements and expectation. As a result of the survey, it was found that 60% of lecturers at Russian universities distribute their own educational materials on the Internet during the educational process for the convenience of students.

An Open Educational Resources Journey

2020 ◽  
pp. 210-229
Author(s):  
Barbara Graham Tucker
Keyword(s):  
Higher Education ◽  
Student Learning Outcomes ◽  
Lessons Learned ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Higher Education Research ◽  
Communication Course ◽  
Public College ◽  
Patterns Of Use ◽  
Barriers To Access

The open educational resources movement in higher education has largely been driven by concerns over increasing textbook costs and the resulting barriers to access. As the movement has gained traction in sectors of higher education, research has focused on achievement of student learning outcomes. Advocates of OERs point to research indicating that students do as well, and sometimes better, with OERs as with traditionally published textbooks. A study of 10 grant-funded OER projects in a Southeastern access public college found comparable results with the adoption of OERs but not the same level of improvement found in other studies. A deeper investigation into the work involved in the creation of an OER for a multi-section communication course found interesting patterns of use by students as well as a set of lessons learned for the creators.

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