Open: so much more than saving money

From the Digital Pedagogy Lab written by two intensely open engaged writers, Rajiv Jhangiani and Robin DeRosa.

Logo for the blog Digital Pedagogy Lab

When faculty use OER, we aren’t just saving a student money on textbooks: we are directly impacting that student’s ability to enroll in, persist through, and successfully complete a course. In other words, we are directly impacting that student’s ability to attend, succeed in, and graduate from college. When we talk about OER, we bring two things into focus: that access is critically important to conversations about academic success, and that faculty and other instructional staff can play a critical role in the process of making learning accessible.

Read the entire post at Open Pedagogy and Social Justice

Need more reason to go affordable? Read about the Undergrad Survey @ UMass

UMass Amherst Libraries Releases Results of Open Education Survey

  • Seven faculty were awarded grants of $1,000 to $2,500 in the spring of 2016
  • Four hundred fifty eight students from courses in Physics, Kinesiology, Astronomy, French, German, and Human Development

In addition to the cost benefit, other students said the OER materials made their class experience more enjoyable

  • “The readings that were presented catered more to a student attempting to understand the material in a way that is more learning-friendly.”
  • “I was able to better understand the content we were learning, because the best reading possible was selected [by the professor] to explain a concept, as opposed to just following a textbook where some content may be explained more clearly than others.”

See the original press release at Results of Open Education Initiative survey announced

UMass Amherst Libraries Logo

Open Education: International Perspectives in Higher Education

Blessinger, P., & Bliss, T. J. (Eds.). (2016). Open Education: International Perspectives in Higher Education. Open Book Publishers.

Cover of book Open Education International Perspectives in Higher Education
CC-BY collection of research articles on many aspects of open pedagogy
“The importance of openness in education is only now beginning to be appreciated, and I hope this volume can increase the pace of its spread. This volume contains stories of people and institutions around the world acting in accordance with the value of openness, and relates the amazing results that come from those actions. I hope it will inspire you. I hope that as you read these stories you will feel an inward stirring of gratitude for what you have received from those giants who went before us, and that out of the rich soil of that gratitude will grow a commitment to share – a commitment to openness.”  —  David Wiley

A 2016 collection of articles on open pedagogical topics by leading scholars worldwide. All licensed CC-BY.

Foreword
David Wiley
Preface
Patrick Blessinger and TJ Bliss

1. Introduction to Open Education: Towards a Human Rights Theory
Patrick Blessinger and TJ Bliss

2. Emancipation through Open Education: Rhetoric or Reality?
Andy Lane

3. Technology Strategies for Open Educational Resource Dissemination
Phil Barker and Lorna M. Campbell

4. Identifying Categories of Open Educational Resource Users
Martin Weller, Beatriz de los Arcos, Rob Farrow, Rebecca Pitt and Patrick McAndrew

5. Situated Learning in Open Communities: The TED Open Translation Project
Lidia Cámara de la Fuente and Anna Comas-Quinn

6. Educational Policy and Open Educational Practice in Australian Higher Education
Adrian Stagg and Carina Bossu

7. The Identified Informal Learner: Recognizing Assessed Learning in the Open
Patrina Law

8. Transformation of Teaching and Learning in Higher Education towards Open Learning Arenas: A Question of Quality
Ebba Ossiannilsson, Zehra Altinay, and Fahriye Altinay

9. Three Approaches to Open Textbook Development
Rajiv S. Jhangiani, Arthur G. Green, and John D. Belshaw

10. What Does It Mean to Open Education? Perspectives on Using Open Educational Resources at a US Public University
Linda Vanasupa, Amy Wiley, Lizabeth Schlemer, Dana Ospina, Peter Schwartz, Deborah Wilhelm, Catherine Waitinas and Kellie Hall

11. Expanding Access to Science Field-Based Research Techniques for Students at a Distance through Open Educational Resources
Audeliz Matias, Kevin Woo, and Nathan Whitley-Grassi

12. A Practitioner’s Guide to Open Educational Resources: A Case Study
Howard Miller

13. Open Assessment Resources for Deeper Learning
David Gibson, Dirk Ifenthaler, and Davor Orlic

14. Promoting Open Science and Research in Higher Education: A Finnish Perspective
Ilkka Väänänen and Kati Peltonen

15. Credentials for Open Learning: Scalability and Validity
Mika Hoffman and Ruth Olmsted

16. Open Education Practice at the University of Southern Queensland
Ken Udas, Helen Partridge and Adrian Stagg

Open Textbook Publishing | AAUP

Who is best suited to control textbooks: the faculty or the publishers? There are ways to make sure it is the faculty.

Source: Open Textbook Publishing | AAUP

Joe Moxley writes: Rather than working as employees on by-the-piece rates for global companies like Pearson, faculty members can assume the role of publishers. . . . We need to realize our power as authors and publishers. Working collaboratively, we can create dynamic teaching and learning environments.

Featured Post : What is Open? Affordability, OER, and Open Pedagogy – Teaching and Learning Innovations at CI

Swiss Army knife showing the many possibilities of Open
CC-BY-SA 3.0 Open Source Business Foundation

Aligning with openCI efforts, we recently attended the openEd conference in Richmond, Virginia to gain a deeper understanding about the advances and innovative practices being made ar…

Source: What is Open? Affordability, OER, and Open Pedagogy – Teaching and Learning Innovations at CI

The Intersections Between Open Access, Open Educational Resources, & Author Rights : Open Access Week 2016

Open Access Week

A Celebration of Open Access Week

Wednesday, October 26, 2016

12:00 – 3:30pm

Homer Babbidge Library, Class of 1947 Conference Room

Remote streaming will be available through UConn WebEx @ https://goo.gl/vuNKmJ

 

12-1:15pm
Empowering Authors through Publication Agreements
Maximize control, impact and discoverability of your scholarly output.
Open Access Flavors
What are the different types of open access and why do they matter?
OA? OER? What’s the Difference?
Two different movements with a lot in common. How do they support each other?
1:30- 3:15pm
ORCID IDs
This digital identifier distinguishes you from every other researcher. Learn about the ID and how to use it.
Entering the Creative Commons
What are open licenses and how do they add value to scholarly and creative work?
Managing Your Scholarly ID Online
Make your scholarly author identity visible and available for citation.
UConn’s Research Data Repository
Learn how UConn can help make your data publicly available.

 

 

View and download the flyer for this event.

Streaming during the Event

Join the event remotely in WebEx for the presentation.  Attendees aren’t required to register. Attendee login:

https://goo.gl/vuNKmJ

– or –

https://uconn-cmr.webex.com/uconn-cmr/onstage/g.php?MTID=ef4778b87dc3a13f33f6c8651703ae9d6

On joining the meeting, you will be asked to enter your name and email. If you haven’t used WebEx before, you will need to download the small Cisco.exe file. More instructions can be found at https://help.webex.com/docs/DOC-5441. Attendees will be muted upon joining the event. Attendees will need to “Connect to audio” via their computer or phone. A survey will appear for attendees after the event.


Open Access Week 2016 Links

Open @ UConn  http://open.uconn.edu/

Open Access

SPARC Open: http://sparcopen.org/
Directory of Open Access Journals: https://doaj.org/
SHERPA/RoMEO: http://www.sherpa.ac.uk/romeo/index.php

Open Data:

Contact us: researchdata@uconn.eduUConn Library Research Data Archive: http://lib.uconn.edu/services/research-data/archiving/
Registry of Research Data Repositories: http://service.re3data.org/search

Open Authors:

 

 

Editing Wikipedia : a great way to experience OER and add more knowledge to the world

Students use Wikipedia all the time. Librarians do, too. It’s a great starting place if you know nothing or very little about something — anything, just about. We’d like to know how many professors here at UConn are using this great public good as a way for students to add better information to the world as part of their class assignments. Instead of just retrieving information, students can become powerful communicators adding better knowledge and improving the quality for all people.

The L.A. Times reported on 10/3/2016 in their article College students take to Wikipedia to rewrite the wrongs of Internet science thatWikipedia Editing Guides

So far this year, 240 college science classrooms in the U.S. and Canada have improved the content of more than 2,500 articles and created 247 new ones, he said. All told, these Web pages have been viewed more than 81 million times. The foundation’s goal is to double these numbers by the end of 2016, which it has dubbed the Year of Science.

Eryk Savaggio of the Wiki Education Foundation says

“Wikipedia has great coverage of military history, for example, but it doesn’t have great coverage of women’s health. Those are the types of gaps where students can go in — they have academic resources, they have textbooks, they have access to their library, to medical journals, academic journals — and contribute something that makes a difference in these more difficult-to-write aspects on Wikipedia.”

Wikipedia has lots of online tutorials and help for editing as well as a set of standards that aims to keep the information unbiased and understandable to the public. It’s a way for students to develop their voices and take learning and pay it forward.

Let us know if you are doing anything like this with your students. And if you are interested in pursuing this track, we have help for you here at the library. Just email open@uconn.edu

On the creation of Open CourseWare (OCW) at MIT in 2000

MIT’s Open CourseWare (OCW) is visited by over 1 million people every month. In this interview with Shigeru Miyagawa, chair of the MIT OpenCourseWare Faculty Advisory Committee from 2012-2013, he describes the development of an open education mindset at MIT as this became a part of the institutional mission.

Shigeru Miyagawa, MITIn what ways do you think Open Education (OE) has impacted Institutional practice, reputation and culture of MIT? 

OCW was definitely a huge paradigm shift. From looking at one’s teaching materials as solely for the use of our students inside the walls of our Institution to saying here is part of our education that we want to share with the rest of the world. Anyone is free to use it. This is a complete shift in how we view what we’ve produced as teaching material. This really started the OE movement. From people trying to sort of keep it inside or trying to charge for it in order to make money to saying that it is good, in fact it is part of our mission to share what we have produced with the rest of the world.

Read the entire interview at Open Education Consortium’s collection of interviews with administrators and faculty on the impact that open education projects and practice has had on their institutions.

Impact of Openness on Institutions

 

More than 1.5 million students have used OpenStax’s free textbooks

OpenStax Logo
More than 1.5 million college students have used a free textbook from OpenStax, the Rice University-publisher announced today. The number of students using OpenStax textbooks has more than doubled since January, and OpenStax estimates it will save students $70 million in the 2016-17 academic year.

Source: More than 1.5 million students have used OpenStax’s free textbooks