Open educational resources Transforming education What are open

Open educational resources Transforming education

What are open educational resources (OER)? • “any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and reshare them. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation” (Unesco, 2016) • Free • Adaptable • Shareable

The problem • Textbooks are essential to student retention and success, but rising costs are making it more difficult for students to afford • One survey showed that 65% of students have skipped buying a textbook because of the cost. Of those students, 94% worried that doing so would affect their grade (Senack, 2014) • Nearly one-third of students use financial aid to pay for their books (Senack, 2016) • In one survey, 10% of students dropping out for financial reasons owed less than $1000 (Senack, 2016) • Convenience is as important as cost

The solution • At least eight studies have shown no statistically significant difference in outcomes between students using OER & traditional resources (Hilton, 2016) • • Online format is convenient Editable, easier to keep current Day one access North Dakota students saved over 1 million dollars in two academic years due to OER use (Lieberman, 2018)

Why textbooks? • • Textbook costs affect students more directly Textbook costs often come after financial aid Textbooks are often seen as optional Because we can

Types of Resources: • • • Textbooks Video Audio Interactive resources (games, lab experiments) Complete courses

• Examples: • Textbooks: https: //open. umn. edu/opentextbooks/ • Other resources: https: //www. oercommons. org/ • Experiment: https: //www. oercommons. org/courses/1 -measurements-in • • • the-laboratory-experiment/view Lesson Plan: http: //arthistoryteachingresources. org/ Graphing calculator: https: //www. desmos. com/ Test bank: https: //www. oercommons. org/authoring/26226 -openstaxpsychology-test-bank-for-d 2 l-brightspace-/view Interactive Simulations: https: //phet. colorado. edu/ Subject specific (psychology): https: //nobaproject. com/ Videos: www. youtube. com

Editing and creating OER • Modifying textbooks: https: //press. rebus. community/otnmodify/ • Creating textbooks: https: //pressbooks. com/ • Creating modules: https: //www. oercommons. org/authoringoverview

Problems you may encounter • • • Faculty resistance (time, tenure, academic freedom) Accessibility issues with some OER Electronic-only format Skepticism of quality Some areas of study not well covered Assessing cost savings is difficult

SDSU’s OER plan • Encourage OER use in large enrollment classes (Biology, College Algebra) • • • Librarian Outreach Increase number of courses using OER each year Faculty mentors Grants for OER adoption/creation Involvement in professional organizations

• Further resources: http: //libguides. sdstate. edu/OER

• References • Unesco (2016). What are open educational resources (OERs)? (Retrieved June 2, 2018 from) http: //www. unesco. org/new/en/communication-andinformation/access-to-knowledge/open-educationalresources/what-are-open-educational-resources-oers • Hilton, John. (2016). Open educational resources and college textbook choices: a review of research on efficacy and perceptions. Education Tech Research Development 64, 573590. • Bohannon, John. (2017). Who’s afraid of peer review? Science 342 (6154), 60 -65. • Senack, Ethan. (2014). Fixing the textbook market: how students respond to high textbook costs and demand alternatives. The Student PIRGS. • Senack, Ethan & Donoghue, Robert. (2016). Covering the Cost. The Student PIRGS. • Lieberman, Mark. (2018). Statewide data on OER savings. Inside Higher Ed. (Retrieved February 13, 2018 from