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Ten Facts About Open Educational Resources (OERs)

1. OERs are more than just free teaching, learning, and research materials

OERs are resources that are freely available for anyone to use, adapt, distribute, translate, and share with no or very minimal restrictions. They are not only about cost savings but are developed by individuals who share the belief that the world’s knowledge is a public good and should be accessible to all. OERs encompass a wide range of materials, including textbooks, syllabi, lecture notes, learning modules, videos, and multimedia applications. Below are links to five well recognized definitions of OERs:

2. OERs are available in most subject areas

OERs are available for most commonly taught subjects in higher education; however, the greatest availability is for introductory level courses. Unfortunately, there is no “one-stop shop” site where you can locate them. Below are links to some of the most common OER repositories and useful ways to find open educational resources.

3. Many educational jurisdictions have formal OER initiatives

Many provinces, states, and countries are now formally supporting OERs as a way to provide high quality learning materials to students and make higher education more affordable. In some jurisdictions, faculty are offered grants to collaborate on the development, distribution, and evaluation of OERs. Here are some examples:

4. Barriers to widespread OER adoption

OER users need to first locate and then scrutinize resources carefully for accuracy and appropriateness. Unlike reputable commercial textbook publishers, not all OERs are peer-reviewed, so the quality of the available resources is variable. Updating of OERs is not always done by the author(s). However, even if others update or enhance such open online materials, they are not obliged to share their updates or extensions. Some of the issues identified by educators about the barriers to OER adoption can be found in the resources below.

5. Most OERs are licensed under Creative Commons

Typically, OERs are licensed under Creative Commons (CC), a licensing system that allows the creator to retain copyright but others to freely use and adapt the materials. There are six categories of licenses, all of which require attribution of the work to the creator. The least restrictive license (called BY) only requires the user to acknowledge the creator, while the most restrictive (called ShareAlike – SA) requires any adaptations of the material to be released under the same license. Faculty should be aware of the type of license granted for any materials that they use. The following links provide more details of CC licensing.

6. Open courseware is available from many universities worldwide

In 2001, MIT launched the Open Courseware initiative to freely share their course content with the world. Since then, many higher education institutions around the world followed suit and the term open courseware (OCW) came into common use. The terms OCW and OER are often used interchangeably; however, OCW refers to a particular subset of course-related materials such as syllabi, slides, assignments, videos, and other teaching materials. Listed below are links to a short sampling of open courseware programs and initiatives.

7. Wikipedia is the largest single repository of open content

With over 5.6 million English articles and millions more in over 300 different languages, Wikipedia is the largest single source of open content. As with all open content, educators must always carefully scrutinize the accuracy of the content which can vary considerably in Wikipedia. Not as well-known is Wikimedia Foundation, host of Wikipedia, which supports a dozen other projects of value to educators. Below are five of the most relevant such resources for teaching and learning:

8. Support needed for faculty on how to use OERs

Despite an abundance of OERs available, their adoption rate is relatively low according to a recent survey of users of OpenStax undertaken by Babson Research Group. Among the reasons given for this finding is that faculty are unaware of what’s available in terms of OERs, their quality, and their long-term viability. Such findings suggest a need to support faculty in their adoption and use. Examples for supporting faculty can be found at the following websites:

9. Higher education institutions have a role to play in OERs

Higher education institutions need to act proactively if they want to advance the adoption of OERs, as the onus cannot be on faculty alone. Institutions whose culture has shifted toward OER adoption have purposely set out to plan for change. Some institutions focus on internal usage of OERs, while others strive to make their resources open to the world.

10. A wide variety of open access journals and articles are available to support teaching and learning

Thousands of peer-reviewed open journals exist and most major commercial publishers now provide open access articles that can be used as course resources. These resources may be especially valuable to smaller universities that do not have wide access to licensed journals or commercial academic databases.

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