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.

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 Declining Enrolment Sparks Certificate Review: Lessons Learned

2013 ◽  
Vol 23 (2) ◽  
Author(s):  
Susan Hutton
Keyword(s):  
Resource Management ◽  
Human Resource Management ◽  
Continuing Education ◽  
Human Resource ◽  
Review Process ◽  
Resource Constraints ◽  
Lessons Learned ◽  
Post Secondary ◽  
University Of Calgary ◽  
The University

The design of the Human Resource Management Certificate at the University of Calgary was the culmination of a two-year review process. Although the issue of declining enrolment initiated the review, many other issues became apparent. The process of informal and formal investigations that were undertaken are outlined, as are the actions taken. The challenges of resource constraints, collaborative investigation, the climate of competition in post-secondary institutions, and issues of credit transferability are highlighted along with the lessons learned. The process and results may benefit other continuing education programmers.

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

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.

MULTIDIMENSIONAL RESEARCH ON THE IMPACT OF OPEN EDUCATIONAL RESOURCES

2020 ◽  
Author(s):  
Marta R. Ariza ◽  
Antonio Quesada ◽  
Ana María Abril ◽  
Pilar Rodríguez
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
The Impact

scholarly journals On the Efficacy of Open Educational Resources

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Huimei Delgado ◽  
Michael Delgado ◽  
John Hilton III
Keyword(s):  
Positive Impact ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Exam Performance ◽  
Pell Grant ◽  
Large Sample Size ◽  
Educational Materials ◽  
Final Exam ◽  
And Control ◽  
The Impact

Open educational resources (OER), which are free and openly licensed educational materials, have been a widely discussed topic in response to high textbook costs, the need for more pedagogical flexibility, and inequality in access to educational materials. In this study we examine the efficacy of OER through a quantitative analysis of the impact of OER on student final exam performance in a large calculus course. Our dataset affords us a relatively large sample size, allows us to classify students in both treatment and control groups, and includes a variety of covariates that allow us to control for multiple correlated factors. We estimate causal treatment effects using several econometric approaches. Our study adds the following insights into the research on OER efficacy: (i) OER materials do not, in general, lead to any significant change in student final exam performance; and (ii) OER materials have a significantly positive impact on both international students and Pell Grant eligible students.

scholarly journals Making the mission visible: altmetrics and nontraditional publishing

2017 ◽  
Vol 33 (4) ◽  
pp. 294-304 ◽  
Author(s):  
Jennifer L. Bonnet ◽  
Marisa Méndez-Brady
Keyword(s):  
Community Outreach ◽  
Journal Articles ◽  
Content Type ◽  
Post Secondary ◽  
Scholarly Output ◽  
Scholarly Impact ◽  
Traditional Scholarship ◽  
The University ◽  
The Impact

PurposeWhereas traditional book and journal publishing remain the gold standard for many post-secondary institutions, nontraditional publishing is just as prolific at the flagship university in Maine. The university has strong land and sea grant missions that drive a broad research agenda, with an emphasis on community outreach and engagement. However, the impact of researchers’ contributions outside of academe is unlikely to be accurately reflected in promotion, tenure or review processes. Thus, the authors designed a series of altmetrics workshops aimed at seeding conversations around novel ways to track the impact of researchers’ diverse scholarly and creative outputs. Design/methodology/approachThis paper presents a case study of the instructional approach taken at the University of Maine library to facilitate discussions of alternative impact assessments that reach beyond traditional publications. FindingsEvaluations revealed an increased awareness of, and interest in, impact tracking tools that capture both traditional scholarship, like journal articles, and nontraditional scholarly and creative outputs, such as videos, podcasts and newsletters. The authors learned that altmetrics provides an entry point into a broader conversation about scholarly impact, and was best received by those whose scholarly output is not always captured by traditional metrics. Practical implications Scholars are equipped with novel methods for describing the value of their work and discovering a broader audience for their research. Future initiatives will target the needs identified through initial conversations around altmetrics. Originality/valueAltmetrics workshops provide spaces to explore the potential for new tools that capture a range of previously unconsidered measures of impact, and to discuss the implications of those measures.

The impact of open educational resources in teacher activities. A perception survey

2014 ◽  
Author(s):  
Sonia Valladares Rodriguez ◽  
Roberto Rodriguez Perez ◽  
Manuel J. Fernandez Iglesias ◽  
Luis Anido Rifon ◽  
Martin Llamas Nistal ◽  
...  
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
The Impact ◽  
Perception Survey
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