scholarly journals How to Fight Fair Use Fear, Uncertainty, and Doubt: The Experience of One Open Educational Resource

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Lindsey Weeramuni
Keyword(s):  
Best Practices ◽  
Fair Use ◽  
Open Educational Resources ◽  
Third Party ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Course Content ◽  
The Face ◽  
The University

At the launch of one of the early online open educational resources (OER) in 2002, the approach to addressing copyright was uncertain. Did the university or the faculty own their material? How would the third-party material be handled? Was all of its use considered fair use under Section 107 of the U.S. Copyright Act (Title 17, United States Code) because of its educational purpose? Or was permission-seeking necessary for this project to succeed and protect the integrity of faculty and university? For many years, this OER was conservative in its approach to third-party material, avoiding making fair use claims on the theory that it was too risky and difficult to prove in the face of an infringement claim. Additionally, being one of the early projects of its kind, there was fear of becoming a target for ambitious copyright holders wanting to make headlines (and perhaps win lawsuits). It was not until 2009 that the Code of Best Practices in Fair Use for OpenCourseWare was written by a community of practitioners who believed that if fair use worked for documentary film makers, video creators, and others (including big media), it worked in open education as well. Once this Code was adopted, universities and institutions were able to offer more rich and complete course content to their users than before. This paper explains how it happened at this early open educational resource offering.

scholarly journals Web Strategies for the Curation and Discovery of Open Educational Resources

Open Praxis ◽  
2016 ◽  
Vol 8 (4) ◽  
pp. 297 ◽  
Author(s):  
Vivien Rolfe
Keyword(s):  
Search Engine ◽  
Life Science ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Small Scale ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Pragmatic Approach ◽  
The Uk

For those receiving funding from the UK HEFCE-funded Open Educational Resource Programme (2009–2012), the sustainability of project outputs was one of a number of essential goals. Our approach for the hosting and distribution of health and life science open educational resources (OER) was based on the utilisation of the WordPress.org blogging platform and search engine optimisation (SEO) techniques to curate content and widen discovery.This paper outlines the approaches taken and tools used at the time, and reflects upon the effectiveness of web strategies several years post-funding. The paper concludes that using WordPress.org as a platform for sharing and curating OER, and the adoption of a pragmatic approach to SEO, offers cheap and simple ways for small-scale open education projects to be effective and sustainable.

Engaging Undergraduate Public Health Students Through a Textbook Creation Project

2020 ◽  
pp. 237337992096241
Author(s):  
Jessica Sloan Kruger ◽  
Christopher Hollister
Keyword(s):  
Public Health ◽  
Future Research ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Final Version ◽  
Primary Motivation ◽  
Course Content ◽  
Health Course ◽  
Research Questions ◽  
Undergraduate Public Health

This study examines students’ perceptions of an open pedagogy experiment in which they created their own textbook for an undergraduate public health course. The lead author’s primary motivation for developing this assignment was the high cost associated with the traditional textbooks that were otherwise needed to cover the breadth of subject matter in the course. The resulting open textbook included 19 chapters, covering all the required components of the course, and the final version was published in a statewide open educational resource repository. Students provided feedback about this undertaking by way of an end-of-term survey. The results showed high percentages of students who associated the textbook creation project with greater engagement and satisfaction than the passive use of traditional textbooks. Students also reported their perception of a learning benefit related to the creation of course content. Pedagogical implications of this study are discussed, and future research questions are proposed.

scholarly journals Caring for students in postsecondary open educational resource (OER) and open education initiatives: inviting student participation and voice

2020 ◽  
Vol 48 (3) ◽  
pp. 473-487
Author(s):  
Merinda McLure ◽  
Caroline Sinkinson
Keyword(s):  
Higher Education ◽  
Student Voice ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Content Type ◽  
Post Secondary ◽  
Education Movement ◽  
Theoretical Perspectives ◽  
Open Education Movement

Purpose This paper aims to examine librarians’ professional motivations and theoretical perspectives to attend to care and student voice, as they pursue open educational resource (OER) initiatives in higher education. Design/methodology/approach The authors examine OER initiatives that serve as models for their work at the University of Colorado Boulder (CU Boulder), describe how they have attended to care and student voice in their work to date and reflect on how they hope to continue to do so in their future OER initiatives. Findings The authors find connections between theoretical perspectives for care in education and the values and ethics of both the open education movement and librarianship. They propose that these connections provide a foundation for librarians to align their professional motivations and practices in support of learning. The authors provide examples of OER programming that attend to care and student voice and offer related strategies for practitioners to consider. Originality/value Librarians at many post-secondary institutions provide critical advocacy and support the adoption, adaptation and creation of OER in higher education. Theories of care, values and ethics in the open education movement and librarianship provide a foundation for librarians to attend to care and elevate student voice as they undertake OER advocacy and initiatives.

scholarly journals Developing Institutional Open Educational Resource Repositories in Vietnam: Opportunities and Challenges

2021 ◽  
Vol 22 (4) ◽  
pp. 109-124
Author(s):  
Vi Truong ◽  
Tom Denison ◽  
Christian M. Stracke
Keyword(s):  
Open Educational Resources ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Structured Interviews ◽  
Educational Materials ◽  
High Quality ◽  
The Public ◽  
Challenges And Opportunities ◽  
Sociocultural Characteristics ◽  
Economic Constraints

The introduction of open educational resources (OER) provides new opportunities for learners worldwide to access high-quality educational materials at the lowest cost. As a developing country, Vietnam is one of the countries that can most benefit from the OER movement. However, the concept of OER in Vietnam remains little known to the public, with few institutional OER repositories (IOER) developed. This study contends that IOER development in Vietnam is complicated and constrained by many contextual difficulties; it was designed to explore the challenges and opportunities. After a literature review, 20 semi-structured interviews were conducted with relevant stakeholders. Building on the findings from the literature, this study found that IOER development in Vietnam is constrained by five categories of challenges: (a) technological and infrastructure matters, (b) economic constraints, (c) sociocultural characteristics, (d) pedagogical concerns, and (e) legal limitations. Many of these challenges are not identified in the literature and provide insights into potential implications and solutions for future IOER in Vietnam and other countries.

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 Open Education Co-Design as a Participatory Pedagogy in an Online Graduate Program

2021 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Barbara Brown ◽  
Christie Hurrell ◽  
Verena Roberts ◽  
Michele Jacobsen ◽  
Nicole Neutzling ◽  
...  
Keyword(s):  
Research Team ◽  
Graduate Program ◽  
Course Design ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Open Education ◽  
Learning Design ◽  
Building Relationships ◽  
Small Grant ◽  
Open Learning Design

This paper builds on student-instructor partnerships by describing how an instructor, students, program coordinator, and members of a research team were involved in the co-design of an open educational resource in a graduate program in education. A four-part open learning design framework was used to guide the course design: (a) clarifying the co-design process; (b) buildingand sharing knowledge, and making thinkingvisible; (c) building relationships; and (d) sustaininglearning beyond the course. The framework, alongwith the collaborative team effort that was part of alarger research project, enabled the developmentof an openly licensed and accessible digital book.The project brought together a collaborative teamwho were passionate about learning more aboutopen education and a small grant supported theadditional expense of professional copyediting torefine the book.

scholarly journals UNLEASHING KNOWLEDGE CREATION AND SHARING IN A REFLECTIVE OPEN EDUCATION

2018 ◽  
Author(s):  
Riadh Habash
Keyword(s):  
Engineering Education ◽  
Knowledge Creation ◽  
Open Educational Resources ◽  
Peer Evaluation ◽  
Open Education ◽  
Learner Centered ◽  
The University ◽  
Creativity And Innovation ◽  
Knowledge Creation And Sharing

The volume of knowledge that engineers are collectively called upon to know is increasing far more rapidly than the capability of engineering curricula to cover it. This reality necessitates rethinking a learner-centered pedagogy by moving from acquisition and possession of knowledge to creation of knowledge, which comes about through reflection, sharing, and interaction in an active learning environment. This paper explores such pedagogy of blended learning that may contribute to the development and mastery of competencies and advance the quality of engineering education. This pedagogy is based on the knowledge creation framework of “acquire-reflect-share-apply” to boost students’ creativity and innovation in two engineering disciplines (Electrical and Mechanical) at the University of Ottawa. Peer evaluation and questionnaire were administered to measure the effectiveness of reflection practice to students’ learning. Presented also are two open educational resources (g9toengineering.com; greenengineers.ca) developed by the author as an online model to enable knowledge sharing and transfer.

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

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