Saturday, January 25, 2014

The Future of Open Libraries: Open Educational Resources and the Universal Library Initiative


Institutions and non-profit organizations have produced open courseware initiatives and search engines for the use of their communities and the world at large. Libraries of all types have slowly begun to do the same. This paper discusses the current state of open educational resources and the potential of a universal over-arching initiative containing materials produced for and by libraries. The author discusses this initiative's potential materials, users, layout, and sustainability. The author concludes with the belief that granted the appropriate and adequate planning, funding and membership, this sort of initiative is plausible in the future.

Jessica Pryde / LIBR 287-05: The Open Movement and Libraries / San Jose State University School of Library and Information Science / Fall 2009

Full Text Available At:


Libraries, Institutions, and Open Educational Resources: Possible Connections?


The growing success of the Open Access movement is transforming how institutions view, manage, publish, and access their research outputs – irrespective of any local commitment to Open Access. In a similar manner the Open Educational movement may transform how institutions create, manage, and share learning materials. Open Educational Resources (OERs) are a catalyst for institutional change.


The growth of freely available learning materials from institutions around the world is, like Open Access, both an opportunity and a challenge for an institution. They offer the institution an opportunity to showcase their courses to potential students, enhance the reputation and visibility of the university among its peers and the general public, be seen to providing value for any public funding they receive by making knowledge more accessible, and promote a more flexible pattern of learning for enrolled students. They also, however, present challenges as the process of providing OERs is not straightforward and it accelerates the shift from understanding a university as a place where one goes to receive knowledge to understanding a university as a context for a community of learning in which students construct knowledge and a context for a student experience in which good facilities, pedagogy, and accreditation combine. If a student can access resources from many universities to support their learning, the quality of what a single institution adds to that content is crucial.


Source and Full Text Available At:


Open Educational Resources and Libraries: A Proposal

OER 10 > What Do Academic Libraries Have to Do With Open Educational Resources? Theme: Long Term Sustainability of Open Education Projects First Steps to Start Up


This paper will discuss the possible roles of academic libraries in promoting, supporting, and sustaining institutional Open Educational Resource initiatives. It will note areas in which  libraries or librarians have skills and knowledge that intersect with some of the needs of academic staff and students as they use and release OERs. It will also present the results of a brief survey of the views of some OER initiatives on the current and potential role of academic libraries


There are indentified points of contact between libraries and OER initiatives and ways in which they could collaborate to better support academic staff and students. This paper has sought to sketch out some ideas and report on a preliminary survey exploring the views and practice of OER initiatives in this area. It is clearly only the first stages of any investigation into the roles of libraries and there are some critical questions, outside the scope of this study, around the compatibility of teaching and library cultures and the differences in how teaching materials are found and used that would need to shape that future work. The survey results as they stand, however, demonstrate that there is some library involvement in OER initiatives and common areas of interest that a greater role for libraries is one route that could be explored in making OER initiatives more sustainable.

Roberston, R. John (2010). What do academic libraries have to do with Open Educational Resources? Theme: Long term sustainability of open education projects. In Open Ed 2010 Proceedings. Barcelona


Friday, January 24, 2014

Open Educational Resources (OER): Neue Herausforderungen für Bibliotheken = Open Educational Resources (OER): New Challenges for Libraries


The article introduces Open Educational Resources (OER) as a possible future field of activity for scientific libraries. In order to do so, it explains the basics of the OER-concept and presents the results of a survey concerning the participation of libraries and librarians in OER-projects which was conducted 2012 at the University of Strathclyde (Glasgow). The study comes to the conclusion, that libraries and librarians can yield important competences into OER-projects, though this is not well enough known by both, libraries and OER-projects. According to the author OER enables scientific libraries to participate in the academic educational process stronger than ever before. At the same time new challenges arise within the areas of awareness raising, metadata standards, OER-supply, OER-production and OER-management.

Jan Neumann / Bibliotheksdienst / Volume 47, Issue 11, Pages 805–819 / DOI: 10.1515/bd-2013-0094 / November 2013

Source Available At:

[Open Access Version Not Known] (01-24-14)

Online Schools > Guide to Open Access Journals

Traditionally, college students have spent long nights in campus libraries thumbing through leather bound volumes of academic journals and research reports. The importance of these publications has remained intact over the years, but most of today’s tech-savvy students opt to access this information using online databases.

These sites generally fall into two categories. Some databases require a paid subscription in order to access materials. In many cases, students who enroll at brick-and-mortar institutions are granted complimentary access to these sites while enrolled. Other sites, known as “open-access” databases, allow users to delve into journal entries free-of-charge. These sites are ideal for online students who would otherwise be required to foot the subscription bill themselves.

This guide looks at some of the most reputable open-access journal websites, as well as paid subscription databases that are still widely used by traditional college students.

The Core Open Access Journals

Open Access Journals by Subject

  • Business
  • Computer Science
  • Education
  • Engineering
  • Psychology

Source and Links Available At:


UNESCO/COL OER Knowledge Cloud

The UNESCO/COL OER Knowledge Cloud will greatly enhance research opportunities and access to knowledge and research on Open Educational Resources and related information by removing barriers, opening up scholarship and making research universally accessible.

The OER Knowledge Cloud has been established to identify, collect, preserve and disseminate available documents of enduring value to researchers, industry, government, scholars, writers, historians, journalists and informal learners.

Benefits of the OER Knowledge Cloud:

  • Powerful and efficient state-of-the-art searchable database;
  • Free access to research initiatives, data, and other information on all aspects of Open Educational Resources
  • Dedicated storage and management of a vast array of digital and other resources with professional database administration;
  • Up-to-date source on latest developments in the OER field;
  • Assistance in building research capacity in the region with the use of Gap Analysis to identify research overlap and gaps

Source and Search Available At:

SURF > Open Educational Resources Access to High-Quality Education for All > October 2011

SURF > Trend Report on Open Educational Resources > 2012

  • Introduction
  • Part A: The educational perspective on Open Educational Resources 
  • Article 1 - Does the phenomenon of Open Educational Resources lead to new didactic models? “It depends” 
  • Intermezzo 1 - OPAL shows the way towards Open Educational Practices (OEP) 
  • Article 2 - Integrating Open Educational Resources into the curriculum 
  • Article 3 - Facilitating lifelong learning with OpenU 
  • Intermezzo 3 - OER Glue 
  • Article 4 - Open Educational Resources from the student’s perspective 
  • Intermezzo 4 – MOOC: Massive Open Online Course 
  • Part B: The content-related perspective on Open Educational Resources 
  • Article 5 - Access, accessibility, and use of Open Educational Resources 
  • Intermezzo 5 - Web addresses of repositories and OER/OCW search engines 
  • Article 6 - Content curation: a new way of monitoring “The Truth”? 
  • Intermezzo 6 - Scoop-it (OER pages) 
  • Part C: The technological perspective on Open Educational Resources
  • Article 7 - OER platforms 
  • Intermezzo 7 - peer2peer university 
  • Part D: The organisational perspective on Open Educational Resources 
  • Article 8 - Open Educational Resources in the Netherlands: Whither and Why? 
  • Intermezzo 8 – OER Commons
  • Article 9 - Open Educational Resources and “business models” 
  • Intermezzo 9 - OLnet evidence hub 
  • Article 10 - The love-hate relationship between OER and copyright.
  • Intermezzo 10 - The role of UNESCO 
  • Article 11 - The LOGIC of national strategies for Open Educational Resources 
  • Intermezzo 11 – The OpenCourseWare Consortium 
  • Article 12 - An international perspective on OCW 
  • Intermezzo 12 – COL: Commonwealth of Learning 
  • Appendix 1: Current reports on OER/OCW 
Source and Full Text Available At:


SURF > Trend Report: Open Educational Resources > 2013

  • Open textbooks: trends and opportunities
  • OER and informal learning
  • MOOCs: trends and opportunities for higher education
  • Evaluation and certification of open educational resources
  • Opening up education
  • New role for libraries in content curation
  • Mobile devices and apps as accelerators for OER
  • Open buffet of higher education
  • Trends In business models for open educational resources and open education
  • An international perspective on OER: the influence of IGOs on the OER movement
  • Learning paths and OER: trends and opportunities
  • The Human factor in the adoption of OER: what determines readiness to share?
  • Ecosystems for open education: trends and opportunities
  • Learning analytics: the right content for the right student
  • OER, open access and publishers: trends, opportunities, and threats

Source and Full Text Available At:


Tuesday, January 21, 2014

OER13 > Academic: Libraries and the OER Movement: The Need for Awareness, Understanding, and Collaboration

OER13 Logo

Gema Bueno-de-la-Fuente, Ph.D., Assistant Professor, LIS Department, University Carlos III of Madrid


Universities are facing an extremely changing and challenging environment: the information is available everywhere, for anyone, and for free; self-learning and collaborative learning are gaining traction; and new models of teaching, learning and accreditation are emerging, hitting the current educational systems. Many universities around the world are coping with this situation allying with the ‘threat’. They offer their contents as OER, including complete courses’ content as OCW, or even as MOOCs. This trend is quickly spreading all over the world, as many prestigious universities are launching their own initiatives or joining already established ones, proving their strategic value for gaining impact, attracting students, and even have a return of investment through formal accreditation of open courses.

At universities, academic libraries are committed to support research, teaching and learning activities, improving user’s access to scholarly and educational content. With that aim in mind, they should regularly create collections of learning and teaching materials. Therefore, they are called to play a key role at the selection and management of OER. Libraries have already a long expertise in many of the activities required by OER initiatives, thus their involvement would be of great benefit, even if they still have to develop or improve some specific skills related to the creation, management and promotion of OER (Bueno-de-la-Fuente, Robertson & Boon, 2012). Nevertheless, their importance for the OER movement has not been widely recognized at the same level as for Open Access to science or data. The Library and their librarians are well valued by those OER initiatives where they are already engaged with, though their involvement is still not widespread. A significant lack of awareness exists both from OER initiatives with regards to library activities and from the libraries about the resources released by OER initiatives. Furthermmore, academics themselves are not recognising the importance of OER as a source of information for their students, as part of the digital resources’ collection that Libraries maintain. There is a clear need of promoting and building awareness among stakeholders, highlighting the expertise and competencies of libraries and librarians and their key role as OER advocates within and out-with their institutions.

Moreover, libraries, libraries associations, and LIS education institutions, should take on the development of the skills that librarians need to better support OER initiatives, designing and offering training programs and improving syllabus. This paper describes our research in these context, with a twofold objective: on the one hand, the identification and systematization of a set of skills relevant to OER initiatives, where libraries/librarians can offer their expertise on, then designing a promotion and awareness campaign addressed to all the stakeholders; on the other hand, the identification of those tasks useful for OER initiatives, for which libraries/librarians have still to develop or improve their expertise on, demonstrating the need for updating LIS academic and training programs, and finally, designing a MOOC on OER for librarians as a response to the current needs of this professional body that will ultimately impact on the success of the OER movement.

Source and Link Available At:


A/V Available At:


A Day in the Life of an “OER Librarian”

OK, so “OER Librarian” is a bit of a stretch – much as I might secretly harbour a desire to be a librarian, I don’t even play one on TV. But recently I was asked to help find some suitable Open Textbook alternatives for a collaborative program in ICT here in BC, and I wanted to reflect on this process and this potential role of “OER Librarian.”


Source Available At:


OER Library Services Manager > California State University > Sonoma State University



Chancellor's Office Statement
Join our team at the California State University, Office of the Chancellor, and make a difference in providing access to higher education. We are currently seeking experienced candidates for the position of OER Library Services Manager. The CSU Chancellor's Office, is the headquarters for the nation's largest and most diverse system of higher education. The CSU Chancellor's Office offers a premium benefit package that includes outstanding vacation, health, and dental plans; a fee waiver education program; membership in the California Public Employees Retirement System (PERS); and 14 paid holidays a year.

This position will be based on the Sonoma State University campus.


Commensurate with qualifications and experience.

Position Information 

The California State University, Office of the Chancellor is seeking an OER Library Services Manager to provide management and operational support to implement the California Open Education Initiative. The position will build a comprehensive 'showcase' collection of open textbooks including information about how and why other faculty around the US and CA are using open textbooks to teach their courses successfully.

This is a part time, temporary position with benefits.


Under general supervision of the Assistant Vice Chancellor, Academic Technology Services, the OER Library Services Manager will: manage the communications and collaboration between the California Open Education Resources Council (COERC) and the California Open Online Library for Education (COOLforEd) teams; manage and implement the development of the COOLforEd Showcase collection of open textbooks and the development of the adoption and pedagogical metadata using MERLOT's open educational services; collaborate with faculty and institutions in North America primarily to create teaching ePortfolios of their adoption of open textbooks; conduct meetings as needed to assess progress and share best practices; track progress of CCC, CSU, and UC programs in collaboration with COERC; communicate and facilitate participation with stakeholders to ensure implementation of initiative; write reports summarizing progress and outcomes of the initiative and document the financial savings realized by students; and identify exemplary practices, evaluating their impact, and developing and implementing systemwide programs to share and scale them.


This position requires a Master's Degree (or equivalent combination of education and experience); three years' experience in outreach and providing support for faculty adopting open education resources; experience working with library staff, services, and technologies to provide academic content services to students and faculty; extensive knowledge of trends in the field such as technology, online teaching, accessibility, and open educational resources; demonstrated collaborative approach to problem solving and excellent communication skills; considerable experience working on cross functional teams in industry and/or system-level academic technology projects and services; demonstrated ability to use web-based technologies that are part of digital libraries and web-authoring tools; ability to travel across California as required for the collaborative activities between the CSU, CCC, and UC.

Desired Qualifications and Experience 

Experience working on accessibility services for electronic information resources used for university instruction; and experience improving teaching and learning through the integration of academic technology into the curriculum

Application Period 

Resumes will be accepted until January 2, 2014 or until job posting is removed.


Source and Links Available At:


Library-Led Open Education Resources Initiatives: Strategies for Engaging Faculty > Michigan Library Association > May 16-17 2013

EBLIB7 > OER and Academic Libraries

OER13 > Libraries, OA Research and OER: Towards Symbiosis?

OER 13 > Academic Libraries and the OER Movement

Monday, January 20, 2014

The Critical Role of Librarians in OER Adoptions

Open Sharing, Global Benefits: What, Why, Who of OER and How Libraries Can Lead

Open Education And Libraries

OER and Solving the Textbook Cost Crisis

A/V Available > Webinar > Libraries Lead the Way: Open Courses, Open Educational Resources, and Open Policies > October 2 2013 > 3:00 PM

Please join the Community College Consortium for Open Educational Resources (CCCOER) on Wed, Oct 2, noon Pacific American Library Collection(3:00 pm EST) for a free, open webinar on how libraries are leading the way with Open Courses, Open Educational Resources, and Open Policies.  Three leaders who support students, faculty, and colleges through open educational policy and practice will be featured.

Dr. Patricia Profeta, Dean of Learning Resources at Indian River State College will share how she and other Florida State College librarians have developed open courses on information literacy and internet search to prepare students for college-level research.  These courses have been published in Florida’s Orange Grove repository with a Creative Commons license.

Donna Okubo, Senior Manager of Community Outreach and Advocacy, at Public Library of Science  (PLoS) will share their amazing collection of open science resources and journals that you can use in the classroom at your college.  PLoS has implemented a new publishing model to support scholarly authorship and allow public access to the peer-reviewed results.

Nicole Allen, OER Program Director at, Scholarly Publishing and Academic Resources Coalition (SPARC) of the Academic and Research Library (ARL) will share SPARC’s plan to broadens its advocacy from open research to include all open educational resources (OER).   Working with college libraries to extend their copyright expertise to include open policies is a critical component.







Making Higher Education More Affordable, One Course Reading at a Time: Academic Libraries as Key Advocates for Open Access Textbooks and Educational Resources


Open access textbooks (OATs) and educational resources (OERs) are being lauded as a viable alternative to costly print textbooks. Some academic libraries are joining the OER movement by creating guides to open repositories. Others are promoting OATs and OERs, reviewing them, and even helping to create them. This article analyzes how academic libraries are currently engaged in open access textbook and OER initiatives. By drawing on examples of library initiatives across the United States, the author illustrates how libraries are facilitating the adoption and implementation of these affordable resources.




[Open Access Version Not Known] (01-20-14)

Finding Free and Open Access Resources: A Value-Added Service for Patrons


Academic libraries are eager to orient patrons to free and open access materials in their databases, digital repositories, and Web sites. These materials include journal literature, textbooks, and open educational resources. Discovery of open access content has been improved by catalogs that index open metadata and link resolvers that point to quality Internet resources. Librarians and staff save patrons time and money by helping them find open course materials and scholarly works, and the library benefits from reduced subscription costs and by promoting local intellectual capital. Nevertheless, finding these materials is still a challenge.


Martin, R.A. 2010, “Finding free and open access resources: a value-added service for patrons”, Journal of  Interlibrary Loan, Document Delivery & Electronic Reserve, vol. 20, no. 3, pp. 189-200.



[Open Access Version Not Know] (01-20-13)

Exploring the E-Resources for Educational Use


This paper deals with the electronic resources (e-resources) and their different types. The information seeking behavior of students, researchers and faculty in the e-environment are discussed in detail. Explored the open educational resources (OER) created by different organizations are emphasized for open access. Open courseware (OCW), which is available in
audio-visual and textual OER are given examples in this paper. Role of library professionals for making the e-resources available to different types of user community is discussed in detail. Impact of students towards e-resources is given with the evaluation of them. It has been concluded that e-resources helps for anytime availability and easy to access, which helps for the researchers to carry out the research on time.

International Journal of Information Dissemination and Technology | October-December 2011 | Vol.1 | Issue 4 | 193-196 |

Source and Full Available at


Saturday, January 18, 2014

OASIS > Open Access Scholarly Information Sourcebook

OASIS aims to provide an authoritative ‘sourcebook’ on Open Access, covering the concept, principles, advantages, approaches and means to achieving it. The site highlights developments and initiatives from around the world, with links to diverse additional resources and case studies. As such, it is a community-building as much as a resource-building exercise. Users are encouraged to share and download the resources provided, and to modify and customize them for local use. Open Access is evolving, and we invite the growing world-wide community to take part in this exciting global movement.

Resources > Briefing Papers / Guides and Overviews / Video / Presentations / The Open Access Map / Open Access Tracking Project / News From The Community

Source and Links Available At:


Saturday, January 11, 2014

OER MOOC > August 9th – September 22nd 2013 > Enrollment Closed > But ...


Learn about the OER MOOC

The Open Education Resources is a 4 week online program designed to enhance knowledge about OERs and to equip for effective use and adopt OERs in ones programs as well as to be able to create your own OERs and contribute to the pool of OER resources. The nominal duration for completing this course is 4 weeks. However, because of the nature of this program which allows flexibility and personalisation, participants may take another 2 weeks if they so wish to complete the course. This MOOC is designed to help impart the knowledge and develop the skills needed to be successful in learning from OERs or teaching the chosen subject to post secondary students and life-long learners using OERs. MOOC after OER include access to colleagues and discussion forums with other MOOC participants centered upon common interests and pursuits.


LO1: Become informed of the various OERs, their different sources and the skills of searching and inclusion of OERs in educational programs.
LO2: Able to search for open licensed materials and create OERs.
LO3: Appreciate the significance of OERs Open Licenses in the evolution of copyright law and how new licensing regimes such as 'creative commons' become a game changer in education.
LO4: Will be able to develop a sample OER related to his/her field of expertise.

What do we expect of the learners

In order to receive the maximum benefits from this course, participants should....
  • dedicate focused time towards learning
  • participate in discussions
  • be active learners
  • share their ideas and experiences
Course Overview

The OER MOOC’ comprises 4 modules. All these modules have a nominal duration of one week, each module being structured as 5 sessions, which may be seen as a daily action plan for systematic and regular participation in learning and have similar components including:
  • Introductory Text based materials
  • Introductory Video
  • Lecture Presentations
  • Blog posts for learning materials
  • Tweets from time to time
  • A resource base of links to relevant resources
Each module takes approximately 4-5 hours, depending on ability and engagement with online materials. The indicative themes for the 4 modules is as follows:

Module 1 - The OER movement:
Session 1.1: The story of OERs (a disruptive innovation) and its aspirations
Session 1.2: Introduction to Licensing: Copyright and Creative Commons
Session 1.3: Taxonomy / Classification/ Tagging of OERs
Session 1.4: Sources of Resources for OERs
Session 1.5: OERs OERs in India and other regions (Asia, Europe, Africa and Americas)

Module 2 - Learning from OERs:
Session 2.1: A survey of learning tools and learning opportunities with OERs
Session 2.2: How to choose an appropriate OER?
Session 2.3: Requisite learner skills set for learning from an OER
Session 2.4: Recognition of learning from OERs
Session 2.5: Augmenting the learning environment with OERs and Educational Games

Module 3 - Effective Teaching with OERs:
Session 3.1: Instructional design considerations for an OER
Session 3.2: Assessment of suitability , and adopting of an OER in a learning context
Session 3.3: Monitoring the impact of OER on a course and measuring its success
Session 3.4: Licensing: copy right and creative commons
Session 3.5: Developing an OER for a specific learning context and Contributing to an OER Repository

Module 4 - OERs and Education Providers :
Session 4.1: Policy imperatives driving OERs
Session 4.2: OERs as an economic value proposition
Session 4.3: Models of adoption of OERs: Global Case Studies
Session 4.4: Developing Institutional OER adoption plans
Session 4.5: Beyond OERs: What next?



Prof. Sanjay Jasola, Dr. Ramesh C. Sharma and Dr. Nellie Deutsch
> Cost: FREE <

This course is closed for further enrollments. Send us an email at for notification of when this course will be offered.



Thursday, January 9, 2014

SPARC > Current Program Plan 2014 > Open Educational Resources


Advocacy/Policy Strategy. The top priority for SPARC will be to raise the public policy profile of Open Access to the results of research - including journal articles, data and educational resources. 

  • Leading efforts to advocate for policies that provide for Open Access to journal articles, data and educational resources on the institutional, state, national and international levels
  • Supporting research on social/economic benefits of Open Access to research outputs
  • Leading and expanding U.S. National Working Group on Open Access
  • Working with media outlets to promote public awareness of Open Access
  • Working with public and private research funders to create and implement Open Access policies
  • Expanding wholesale communications and outreach efforts to maximize reach of campaigns
  • Actively participating in coalitions working on our target "Open" issue areas
  • Participate in and promote productive collective efforts to build scalable capacity to support effective implementations of Open Access policies (i.e., SHARE, OpenAire, etc.)
  • Hosting Biennial North American Meeting on Open Access to journal articles, data and educational resources



Wednesday, January 8, 2014

SoftChalk > OER Webinar Series

SoftChalk is proud to bring you our pre-recorded webinar series on open educational resources (OER). These informative sessions will explain the different facets of OER including WHAT OER is, WHY it’s important, HOW to find the resources and WHERE you can start!

The series is sponsored by SoftChalk and its partners including: College Open Textbooks, Connexions, IMS Global and MERLOT.

Defining OER: The WHAT and the WHY

What is an Open Educational Resource? Why is the OER movement growing in popularity so quickly? Why would you want to use or create OER materials? How do you license OER materials?


Finding and Using OER: The WHERE and the WHEN

Where can you find quality OERs? Where are they distributed, and where and when should you use them? Are they easy to find? What kind of standards (quality, accessibility, licensing) are relevant and why are they important?


Creating OER: The WHO and the HOW

Who is developing OERs? Who should be? How are they doing it? How can standards allow OER content interoperability? How can standards assure quality? How can you get started? How can you find the tools for creating OER content?


Funding OER: Sustainability

How do OER projects and programs get started? How are they maintained? Where are funding resources? Can OER projects work without external funding?


Learn more about SoftChalk and OER

Educational content created with SoftChalk is compliant with e-learning standards ensuring that it is accessible by all learners through all modes of delivery making it the perfect tool to support OER initiatives.




Tuesday, January 7, 2014

OERu > Higher Education for Everyone

The OERu makes higher education accessible to everyone. Coordinated by the OER Foundation, an independent,  not-for-profit organisation, the OERu network of institutions offers free online courses for students worldwide. The OERu partners also provide affordable ways for learners to gain academic credit towards qualifications from recognised institutions.


Through the OER Foundation, the OERu network continually works towards:
  • Widening access and reducing the cost of tertiary study for learners everywhere, and especially for those who are excluded from the formal education sector
  • Covering the operational cost of institution-based OERu services on a cost-recovery basis (or alternative revenue sources)
  • Providing pathways for students to achieve credible credentials for approved courses based solely on open education resources (OER). OER means learning materials that have been released under an intellectual property license, permitting their free use or re-purposing by others
  • Optimising the visibility and impact of the community service mission required of tertiary education institutions.


Open Educational Resource University to be Launched Worldwide


Learner FAQs


Organisation FAQs


OERu Partners


Note Thanks to Wayne Mackintosh, founder of WikiEducator, and founding Director of the OER Foundation and the International Centre for Open Education based at Otago Polytechnic, New Zealand.


Sunday, January 5, 2014

University of Oklahoma University Libraries Names First Open Educational Resources Coordinator

Stacy Zemke has been named the Open Educational Resources (OER) Coordinator for the University of Oklahoma Libraries. As the OER Coordinator, Zemke will assist in the creation, promotion and utilization of open educational resources and open access content in support of OU’s goal to reduce textbook costs through the development of open access educational resources for both students and faculty.
The initiative of OER is to provide students with a lower-cost alternative compared to textbooks. Students can use OERs to enhance their learning in the classrooms. OERs will also allow faculty to design specific resources for students to use when away from class, to enhance the traditional lecture experience, and provide materials to students any time of the day.
Prior to joining the University Libraries, Zemke was a term instructor for the School of Library and Information Studies and an OU IT faculty liaison and training coordinator. She has been working with OERs since 2004 as an instructor and as an information systems designer. Zemke has also worked with publishers and software developers to create electronic libraries for educational resources, as well as building collections of OERs and creating new shared educational resources
“We are so pleased to welcome Stacy Zemke as our Open Educational Resources Coordinator,” said Karen Rupp-Serrano, director of collection management and scholarly communication. “Stacy has significant consulting experience with these resources. The combination of skills and experience she brings to the position will help the University of Oklahoma find and create resources that will be of use in OU classrooms and beyond.”
Zemke’s experience is a great asset to the University’s initiative for affordable learning solutions for its students and faculty.
Source Available At:
Welcome to the University Libraries OER Initiative
This site is designed to introduce OER initiatives, explain creative commons licensing and OER, and to help you get started searching for Open Educational Resources for teaching and learning.

Saturday, January 4, 2014

Interactive Open Educational Resources: A Guide to Finding, Choosing, and Using What's Out There to Transform College Teaching


Sponsored by the Association of College and Research Libraries (ACRL), this one-of-a-kind book demonstrates the best tools, resources, and techniques for discovering, selecting, and integrating interactive open educational resources (OERs) into the teaching and learning process. The author examines many of the best repositories and digital library websites for finding high quality materials, explaining in depth the best practices for effectively searching these repositories and the various methods for evaluating, selecting, and integrating the resources into the instructor’s curriculum and course assignments, as well as the institution’s learning management system.

Table of Contents

  • Preface: Transforming the Learning Experience through New Forms of Instructional Materials in the Digital Information Age ix
  • About the Author x
  • PART ONE Interactive Learning Materials: Setting the Stage 1
  • ONE Interactive Learning Materials: Engaging Learners in the Emerging Digital World 3
  • TWO Defining an Emergent Class of Educational Resources: Interactive Multimedia Modules, Simulations, and Games 11
  • PART TWO Finding ILMs: A Digital Exploration 19
  • THREE The Discovery Process: The Art of Discovering ILMs 21
  • FOUR The Pioneers: Searching Online Educational Repositories in North America and the United Kingdom 35
  • FIVE The Educators: Searching College and University Educational Repositories 61
  • SIX The Entrepreneurs: Textbook Publishers, Entertainment Media, and Educational Software Companies 83
  • SEVEN The Exhibitors: Museums, Professional Organizations, and Governmental Organizations 95
  • PART THREE Choosing and Using ILMs 111
  • EIGHT The Selection Process: How to Choose and Evaluate ILMs 113
  • NINE The Implementation Process: How to Instruct and Engage Students through ILMs 129
  • TEN The Assessment Process: The Impact of ILMs on Student Learning 143
  • Epilogue: HowFaculty, Librarians, and Instructional Support Staff Transform Learning with ILMs in the Future 155
  • References 163
  • Index 169

Author Information

John D. Shank is an instructional design librarian for the Information Commons at the Thun Library, Penn State Berks in Reading, Pennsylvania. He has a decade of experience working with instructors and directing the integration of interactive learning resources into web-enhanced, hybrid, and online courses.

Source Available At: