Wednesday, March 26, 2014

Glasgow Caledonian University > Library Guidance on Open Educational Resources

GCU Library guidance on Open Educational Resources

This page sets out the Library’s position and guidance on the use and publication of Open Educational Resources (OERs) within educational situations.


GCU is committed to a blended learning strategy and the library aims to fully support its implementation. Staff use a wide range of self-generated teaching materials to support high quality teaching, including teaching notes, handouts, audio, images, animations, multimedia materials and others. External resources are also available to support student learning. These may include images, audio or video resources, animations and other digital resources.

Open Educational Resources (OERs) are digitised teaching, learning and research resources that reside in the public domain or have been released by the copyright owner under an intellectual property licence (such as Creative Commons) that permits their use or re-purposing (re-use, revision, remixing, or redistribution) by others. Staff and students may wish to use OERs to enhance learning and teaching.  A licence that permits use of an OER may require the user to re-publish the resource in which it is incorporated as an OER on the same terms. Staff and students may also wish to create and publish resources as OERs.


Source and Full Text Available At:


SPARC > Open Education Fact Sheet

SPARC > List of OER Projects and Policies > Academic Libraries, Open Access Publishing, Open Textbooks

Articles and videos on open textbooks, library publishing initiatives and more
Curated by Robin Ashford > Open Educational Resources (OER)

Reuse – copy verbatim // Redistribute – share with others // Revise – adapt and edit // Remix – combine with others 
Curated by  Andreas Link 

OpenEd14: Achieving the Potential of Open > Washington, D.C. > November 19 -21 2014

Open Educational Resources (OER) provide a massive, high quality open content infrastructure on top of which innovative people and organizations are building a new generation of educational models. Methodologically rigorous research is demonstrating that these OER-based models can be extremely effective in reducing the cost of education and improving student learning. Now that this foundation of content, practices, and research has been firmly established, the field is turning increasingly towards broadening the impact of this work.

Conference Themes

Keynote addresses and concurrent sessions at OpenEd14 will address the following themes:

  • exploiting the synergies between open education and parallel work in the open data, open access, open science, and open source software movements
  • models that support the broad adoption and use of open educational resources in primary, secondary, post-secondary, and informal education
  • connecting open educational resources to competency based education, prior learning assessment, and alternative pathways to credentials based on OER
  • measuring the impact of openness on the cost of education and student success metrics
  • libraries and OER
  • promoting and evaluating institutional and governmental open policies and strategies
  • designing and using new pedagogies that leverage the reuse, revise, remix, and redistribute potential of OER
  • democratizing the credentialing process with open badges
  • social learning with OER
  • improving the quality of research in open education
  • innovation at the bleeding edge of openness

Source, Call for Proposals, Keynotes, Venue  Available At:

Open Educational Resources for Online Instructors Webinar > April 3 2014 > 3:00 - 4:30 PM

Come learn about Open Educational Resource (OER)!

  • Do your students pay a lot of money for textbooks?
  • Are you looking to utilize more engaging online content?
  • Do you want to put your own texts together?

All of this can be done through Open Educational Resources! Join us for an exciting look at OER, and hear from library experts and Continuing & Professional Education eLearning staff for a demonstration on using OER in online courses.

This session is geared towards online instructors.

Please RSVP by April 1st, 2014 at 5pm.
Note: This presentation is an online webinar. You will be able to log in up to 60 minutes prior to this event.

Source and Registrtaion Link Available At:


Monday, March 10, 2014

A/V Now Available > Webcast: Libraries Leading the Way on Open Educational Resources < March 13 2014 > 4:00 - 5:00 PM EST

In celebration of Open Education Week (March 10-15, 2014), SPARC brings you this free webcast to showcase how academic and research libraries are leading the way on campus for Open Educational Resources.

Open Educational Resources (OER) are teaching, learning, and research resources that either reside in the public domain or carry a license that permits their free use, sharing and adaptation by all users. From textbooks to course materials, videos to software, journals to digital collections, the creation and sharing of open materials can reduce the cost of textbooks, expand access to knowledge, and support student success.

This webcast will feature three librarians who have been leading OER projects on their campuses. Each will provide an overview of the project, discuss the impact achieved for students, and provide practical tips and advice for other campuses exploring OER initiatives.
  • Marilyn Billings, Scholarly Communication & Special Initiatives Librarian, University of Massachusetts Amherst Libraries. Marilyn coordinates the Open Education Initiative, which has saved students more than $750,000 since 2011 by working with faculty to identify low-cost and free alternatives to expensive textbooks.
  • Kristi Jensen, Program Development Lead, eLearning Support Initiative, University of Minnesota Libraries. The University of Minnesota has emerged as a national leader through its Open Textbook Library, which is a searchable catalog of more than 100 open textbooks. The Libraries also partnered with other entities on campus for their Digital Course Pack project, which has helped streamline the course pack process and make materials more affordable for students.
  • Shan Sutton, Associate University Librarian for Research and Scholarly Communication, Oregon State University Libraries. The OSU libraries are partnering with the OSU Press for a pilot program to develop open access textbooks by OSU faculty members. The program issued an RFP in the fall, and recently announced four winning proposals that will be published in 2014-2015.
SPARC's Director of Open Education Nicole Allen will moderate questions during the webcast and relay them to the speakers.

A/V Available At:

Source and Registration Link Available At:

Sunday, March 9, 2014

Open Education Handbook

This handbook will be a deliverable of work package 4 (WP4): Dissemination and Community-building of the LinkedUp Project. This work package is led by the Open Knowledge Foundation.

The LinkedUp project description of work (DOW) describes the “LinkedUp Handbook on Open Data in Education, a resource for both educators and Web data providers as well as adopters…. the LinkedUp Handbook (D4.4) will be created as a living document to reflect project learnings and findings which will help others, both during the project and beyond it”.

The handbook is envisaged as a “collaboratively written living web document targeting educational practitioners and the education community at large”. The original intention was only to cover open data use in education but it was felt that a broader scope would enable readers to have a better understanding of how different aspects or facets of open education, such as resources, data and culture, fit together. It would also allow exploration of how open education can benefit from open and linked data approaches.

The first version of the handbook was delivered in October 2013 (Open Education Handbook V1), but this is not a formal publication endpoint, merely a milestone. The final version will be delivered a year later in October 2014.

The LinkedUp DOW states that “the handbook will continue to grow and evolve and is meant as a living and involving community document.” In response to this, and with the long term sustainability of the project in mind, the Open Knowledge Foundation have decided that the writing of the Open Education Handbook is also one of the first community activities of the recently launched Open Education Working Group, which binds together people interested in any aspect of open education.  

During the course of writing the handbook many organisations and individuals have contributed. These are listed in the acknowledgements section. 

  • Open Education Resources
  • Open Licenses
  • Open Learning and Practices
  • Open Badges
  • Open Policy
  • Open Data
  • Other 
Source and Full Text Available At:

Tuesday, March 4, 2014

7 Things To Know Before Using Open Educational Resources


Instead of being required to use state money for state-adopted materials like textbooks, Texas school districts can now choose which instructional materials to purchase. Having this option, Amarillo Independent School District chose to shelve textbooks at its Amarillo Area Center for Advanced Learning and invest in a 1:1 iPad initiative ... .


Seven things to consider when transitioning to tablets and OER:

Staff Readiness

Teachers’ willingness and readiness to embrace new things is critical to the efficacy of any new technology or resource, so we provided iPads to our teachers during the summer to allow them to become acquainted with the tablets before introducing them to students in November.


Your Resident ‘Early Adopters’

With any new tool, there are usually a few teachers who take to it quickly and run with it. Encourage those early adopters to share their expertise and enthusiasm with their colleagues.


The Quality of the Materials

With OER, it’s easy to think that because it’s free it’s okay to settle for less. Not true. With OER, it is imperative to seek out the same level of quality and rigor that you would for a textbook or any other resource. [snip]


Content Management

 With thousands upon thousands of OER available, it can be difficult to locate and then choose which materials are best for your classroom. To simplify the world of OER, we use a free, content management system called Net Texts. With this system, our teachers can easily access and utilize the vast library of free, high-quality OER available on the Internet, and then publish directly to students’ iPads.

The Net Texts system has two parts: a content management website for teachers, and a free app for iPads and Android tablets for students. Using the website, teachers can select existing courses from the Net Texts library or create new courses by mixing and matching items with their own educational materials. The Net Texts site includes more than 65,000 resources from leading OER providers such as the CK-12 Foundation, Khan Academy, and Project Gutenberg, organized by subject, grade level, objectives and standards.

Students then use the app to download, display and interact with the courses, which are filled with videos, slideshows, e-books, PDFs, text, audio books, and web links. The courses, which teachers can edit and update at any time, are also available via web browser on any platform.


In our district, almost 70 percent of students are economically disadvantaged. A key benefit of Net Texts is that using the free app, students can download their courses onto their iPads and use them without further Wi-Fi access. This enables students to access their courses on the school bus, at home or anywhere else.


The Changing Roles of Educators

Thanks to the use of iPads and OER, we have begun a metamorphosis. We are moving from an instructional model where teachers dispense information, to a model where teachers are facilitators and students take a greater role in their learning

Best Practices

Our teachers are doing so many great things that I can’t keep up with it all. To help me keep up, I created a Google Doc and asked them to list how they are using OER and apps with their students. My goal is to create a compendium of resources for our school and our district.


Source and Full Text Available At:


ACRL White Paper > Environmental Scan of OERs, MOOCs, and Libraries

What Effectiveness and Sustainability Means for Libraries’ Impact on Open Education

Carmen Kazakoff-Lane / Extension Librarian / Brandon University John E. Robbins Library / Brandon, Manitoba, Canada

In 2009, librarians started waking up to an emerging open education movement. It began in earnest with a 2009 ACRL / SPARC forum at an ALA Midwinter Meeting, where advocates for Open Educational Resources (OERs) spoke about OERs and the roles libraries could play in supporting them (SPARC & ACRL, 2009). It was further advanced as an important professional issue with the emergence into popular consciousness of massive open online courses (MOOCs) in 2011. Thus, in the last few years, open education has become an important topic in the professional literature, with discussions around library support largely focused on the phenomenonof MOOCs.

Libraries can and should support open education. It fits with librarians’ professional support for access to information as a public good, the institutional mandate of academic libraries to support teaching and research, and the professional obligations of librarians in public libraries to support continuing education. But before libraries do so, it is useful to understand the open education movement as a whole, including some of the key challenges facing both OERs and MOOCs and how libraries are well positioned to help address these challenges. By taking a holistic approach, libraries can aid the movement to facilitate universal, affordable, quality education for the peoples of the world and ensure that institutions, faculty, funding agencies, and governments avoid pathways to open education that might prove detrimental to scholarship as well as to society as a whole.

Source and Full Text Available At