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https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/chemistry/#chapter-138-section-4
|
Chemistry
Journals
Journal of Research of NIST, U.S. Government publication (public domain)
Open Textbooks
Chemistry LibreTexts (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on chemistry subjects.
Chemistry Textbooks (Licences vary)
A collection of chemistry open textbooks.
Repositories
MERLOT Chemistry (licenses vary)
Open Chemistry, UCI (CC BY-SA unless otherwise noted): full curriculum of recorded lectures, courses, and ancillary materials
Videos
The following three training videos were produced by the University of Northern British Columbia (UNBC) with an OER Grant from BCcampus Open Education. These items are released with a CC BY licence.
|
pressbooks
|
2025-03-22T05:09:03.556021
|
08-23-2024
|
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"title": "OER by Discipline Guide",
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/environment/
|
Environment
Open Textbooks
The Environment in the Age of the Internet (CC BY)
How do we talk about the environment? Does this communication reveal and construct meaning? Is the environment expressed and foregrounded in the new landscape of digital media? An interdisciplinary collection that draws together research and answers from media and communication studies, social sciences, modern history, and folklore studies.
Environmental Science Bites (CC BY-NC)
An environmental open textbook written by undergraduate students at OSU.
Forests and Food: Addressing Hunger and Nutrition Across Sustainable Landscapes (CC BY)
This volume provides evidence and insights about the potential of forests to reducing global hunger and malnutrition, exploring the different roles of landscapes, and the governance approaches that are required for the equitable delivery of these benefits.
Geosciences LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on the subject of geosciences.
What Works in Conservation 2018 (CC BY)
This book provides an assessment of the effectiveness of 1277 conservation interventions based on summarized scientific evidence.
|
pressbooks
|
2025-03-22T05:09:03.572199
|
08-23-2024
|
{
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"subject": "Education, REF000000 REFERENCE / General"
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/environment/#chapter-140-section-1
|
Environment
Open Textbooks
The Environment in the Age of the Internet (CC BY)
How do we talk about the environment? Does this communication reveal and construct meaning? Is the environment expressed and foregrounded in the new landscape of digital media? An interdisciplinary collection that draws together research and answers from media and communication studies, social sciences, modern history, and folklore studies.
Environmental Science Bites (CC BY-NC)
An environmental open textbook written by undergraduate students at OSU.
Forests and Food: Addressing Hunger and Nutrition Across Sustainable Landscapes (CC BY)
This volume provides evidence and insights about the potential of forests to reducing global hunger and malnutrition, exploring the different roles of landscapes, and the governance approaches that are required for the equitable delivery of these benefits.
Geosciences LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on the subject of geosciences.
What Works in Conservation 2018 (CC BY)
This book provides an assessment of the effectiveness of 1277 conservation interventions based on summarized scientific evidence.
|
pressbooks
|
2025-03-22T05:09:03.587771
|
08-23-2024
|
{
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/forestry/
|
Forestry
Case Studies
UBC Open Case Studies: Click on “Forestry” in top toolbar.
Open Textbooks
Geosciences LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on the subject of geosciences.
UBC Open Case Studies: Click on “Forestry” in top toolbar.
Geosciences LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on the subject of geosciences.
|
pressbooks
|
2025-03-22T05:09:03.603970
|
08-23-2024
|
{
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"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/forestry/#chapter-142-section-1
|
Forestry
Case Studies
UBC Open Case Studies: Click on “Forestry” in top toolbar.
Open Textbooks
Geosciences LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on the subject of geosciences.
UBC Open Case Studies: Click on “Forestry” in top toolbar.
Geosciences LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on the subject of geosciences.
|
pressbooks
|
2025-03-22T05:09:03.619751
|
08-23-2024
|
{
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/forestry/#chapter-142-section-2
|
Forestry
Case Studies
UBC Open Case Studies: Click on “Forestry” in top toolbar.
Open Textbooks
Geosciences LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on the subject of geosciences.
UBC Open Case Studies: Click on “Forestry” in top toolbar.
Geosciences LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on the subject of geosciences.
|
pressbooks
|
2025-03-22T05:09:03.635562
|
08-23-2024
|
{
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"title": "OER by Discipline Guide",
"author": "Lauri M. Aesoph, Josie Gray",
"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/geography/
|
Geography
Information Services
SOILx (CC BY)
An information service for soil types and soil sites across Canada. SOILx enables you to search spatially its database of soil sites and view detailed information on each one.
Open Textbooks
Geosciences LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on the subject of geosciences.
|
pressbooks
|
2025-03-22T05:09:03.650513
|
08-23-2024
|
{
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"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/geography/#chapter-144-section-1
|
Geography
Information Services
SOILx (CC BY)
An information service for soil types and soil sites across Canada. SOILx enables you to search spatially its database of soil sites and view detailed information on each one.
Open Textbooks
Geosciences LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on the subject of geosciences.
|
pressbooks
|
2025-03-22T05:09:03.665668
|
08-23-2024
|
{
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"book_url": "https://ecampusontario.pressbooks.pub/oerdiscipline/front-matter/open-creation-in-progress/",
"title": "OER by Discipline Guide",
"author": "Lauri M. Aesoph, Josie Gray",
"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/geology/
|
Geology
Information Services
SOILx (CC BY)
An information service for soil types and soil sites across Canada. SOILx enables you to search spatially its database of soil sites and view detailed information on each one.
Maps
U.S. Geological Survey (Public domain)
Real-time or near real-time data and information on current conditions and earth observations.
Open Textbooks
Geosciences LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on the subject of geosciences.
Introduction to Geology (CC BY-NC-SA)
An open textbook for introductory geology courses created by instructors at Salt Lake Community College.
|
pressbooks
|
2025-03-22T05:09:03.681208
|
08-23-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/geology/",
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"title": "OER by Discipline Guide",
"author": "Lauri M. Aesoph, Josie Gray",
"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/geology/#chapter-146-section-1
|
Geology
Information Services
SOILx (CC BY)
An information service for soil types and soil sites across Canada. SOILx enables you to search spatially its database of soil sites and view detailed information on each one.
Maps
U.S. Geological Survey (Public domain)
Real-time or near real-time data and information on current conditions and earth observations.
Open Textbooks
Geosciences LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on the subject of geosciences.
Introduction to Geology (CC BY-NC-SA)
An open textbook for introductory geology courses created by instructors at Salt Lake Community College.
|
pressbooks
|
2025-03-22T05:09:03.696362
|
08-23-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/geology/#chapter-146-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/oerdiscipline/front-matter/open-creation-in-progress/",
"title": "OER by Discipline Guide",
"author": "Lauri M. Aesoph, Josie Gray",
"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/geology/#chapter-146-section-2
|
Geology
Information Services
SOILx (CC BY)
An information service for soil types and soil sites across Canada. SOILx enables you to search spatially its database of soil sites and view detailed information on each one.
Maps
U.S. Geological Survey (Public domain)
Real-time or near real-time data and information on current conditions and earth observations.
Open Textbooks
Geosciences LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on the subject of geosciences.
Introduction to Geology (CC BY-NC-SA)
An open textbook for introductory geology courses created by instructors at Salt Lake Community College.
|
pressbooks
|
2025-03-22T05:09:03.711814
|
08-23-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/geology/#chapter-146-section-2",
"book_url": "https://ecampusontario.pressbooks.pub/oerdiscipline/front-matter/open-creation-in-progress/",
"title": "OER by Discipline Guide",
"author": "Lauri M. Aesoph, Josie Gray",
"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/geology/#chapter-146-section-3
|
Geology
Information Services
SOILx (CC BY)
An information service for soil types and soil sites across Canada. SOILx enables you to search spatially its database of soil sites and view detailed information on each one.
Maps
U.S. Geological Survey (Public domain)
Real-time or near real-time data and information on current conditions and earth observations.
Open Textbooks
Geosciences LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on the subject of geosciences.
Introduction to Geology (CC BY-NC-SA)
An open textbook for introductory geology courses created by instructors at Salt Lake Community College.
|
pressbooks
|
2025-03-22T05:09:03.726883
|
08-23-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/geology/#chapter-146-section-3",
"book_url": "https://ecampusontario.pressbooks.pub/oerdiscipline/front-matter/open-creation-in-progress/",
"title": "OER by Discipline Guide",
"author": "Lauri M. Aesoph, Josie Gray",
"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/physics/
|
Physics
Journals
Journal of Research of NIST, U.S. Government publication (public domain)
Open Textbooks
Linear Algebra: A Course for Physicists and Engineers (CC BY-NC-ND)
This open textbook is meant for courses on space and atmospheric science, remote sensing, geographic information systems, meteorology, climate and satellite communications at UN-affiliated regional centers, various applications of the formal theory are discussed as well. These include differential equations, statistics, optimization and some engineering-motivated problems in physics.
Physics LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on sujects related to physics.
Physics Textbooks (Licences vary)
A collection of physics open textbooks.
Simulations
PhET Simulations (CC BY)
PhET provides fun, free, interactive, research-based science and mathematics simulations. We extensively test and evaluate each simulation to ensure educational effectiveness. These tests include student interviews and observation of simulation use in classrooms. The simulations are written in Java, Flash or HTML5, and can be run online or downloaded to your computer.
|
pressbooks
|
2025-03-22T05:09:03.742247
|
08-23-2024
|
{
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"author": "Lauri M. Aesoph, Josie Gray",
"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/physics/#chapter-148-section-1
|
Physics
Journals
Journal of Research of NIST, U.S. Government publication (public domain)
Open Textbooks
Linear Algebra: A Course for Physicists and Engineers (CC BY-NC-ND)
This open textbook is meant for courses on space and atmospheric science, remote sensing, geographic information systems, meteorology, climate and satellite communications at UN-affiliated regional centers, various applications of the formal theory are discussed as well. These include differential equations, statistics, optimization and some engineering-motivated problems in physics.
Physics LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on sujects related to physics.
Physics Textbooks (Licences vary)
A collection of physics open textbooks.
Simulations
PhET Simulations (CC BY)
PhET provides fun, free, interactive, research-based science and mathematics simulations. We extensively test and evaluate each simulation to ensure educational effectiveness. These tests include student interviews and observation of simulation use in classrooms. The simulations are written in Java, Flash or HTML5, and can be run online or downloaded to your computer.
|
pressbooks
|
2025-03-22T05:09:03.757434
|
08-23-2024
|
{
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"title": "OER by Discipline Guide",
"author": "Lauri M. Aesoph, Josie Gray",
"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/physics/#chapter-148-section-2
|
Physics
Journals
Journal of Research of NIST, U.S. Government publication (public domain)
Open Textbooks
Linear Algebra: A Course for Physicists and Engineers (CC BY-NC-ND)
This open textbook is meant for courses on space and atmospheric science, remote sensing, geographic information systems, meteorology, climate and satellite communications at UN-affiliated regional centers, various applications of the formal theory are discussed as well. These include differential equations, statistics, optimization and some engineering-motivated problems in physics.
Physics LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on sujects related to physics.
Physics Textbooks (Licences vary)
A collection of physics open textbooks.
Simulations
PhET Simulations (CC BY)
PhET provides fun, free, interactive, research-based science and mathematics simulations. We extensively test and evaluate each simulation to ensure educational effectiveness. These tests include student interviews and observation of simulation use in classrooms. The simulations are written in Java, Flash or HTML5, and can be run online or downloaded to your computer.
|
pressbooks
|
2025-03-22T05:09:03.772609
|
08-23-2024
|
{
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/physics/#chapter-148-section-3
|
Physics
Journals
Journal of Research of NIST, U.S. Government publication (public domain)
Open Textbooks
Linear Algebra: A Course for Physicists and Engineers (CC BY-NC-ND)
This open textbook is meant for courses on space and atmospheric science, remote sensing, geographic information systems, meteorology, climate and satellite communications at UN-affiliated regional centers, various applications of the formal theory are discussed as well. These include differential equations, statistics, optimization and some engineering-motivated problems in physics.
Physics LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on sujects related to physics.
Physics Textbooks (Licences vary)
A collection of physics open textbooks.
Simulations
PhET Simulations (CC BY)
PhET provides fun, free, interactive, research-based science and mathematics simulations. We extensively test and evaluate each simulation to ensure educational effectiveness. These tests include student interviews and observation of simulation use in classrooms. The simulations are written in Java, Flash or HTML5, and can be run online or downloaded to your computer.
|
pressbooks
|
2025-03-22T05:09:03.788023
|
08-23-2024
|
{
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"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/social-sciences-general/
|
Social Sciences – General
Open Textbooks
Social Science LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on topics in the social sciences.
Social Science LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on topics in the social sciences.
|
pressbooks
|
2025-03-22T05:09:03.803875
|
08-23-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/social-sciences-general/",
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"title": "OER by Discipline Guide",
"author": "Lauri M. Aesoph, Josie Gray",
"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/social-sciences-general/#chapter-151-section-1
|
Social Sciences – General
Open Textbooks
Social Science LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on topics in the social sciences.
Social Science LibreTexts Library (CC BY-NC-SA)
A collection of open textbooks, assignments, and other educational resources on topics in the social sciences.
|
pressbooks
|
2025-03-22T05:09:03.820115
|
08-23-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/social-sciences-general/#chapter-151-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/oerdiscipline/front-matter/open-creation-in-progress/",
"title": "OER by Discipline Guide",
"author": "Lauri M. Aesoph, Josie Gray",
"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/anthropology-and-archaeology/
|
Anthropology and Archaeology
Open Textbooks
Anthropology & Archaeology (Licences vary)
A collection of anthropology and archaeology open textbooks.
SFU Archaeology Press (CC BY-ND)
An open-access publisher publishing monographs on subjects in archaeology.
|
pressbooks
|
2025-03-22T05:09:03.835470
|
08-23-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/anthropology-and-archaeology/",
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"title": "OER by Discipline Guide",
"author": "Lauri M. Aesoph, Josie Gray",
"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/gender-race-sexuality-social-justice/
|
Gender, Race, Sexuality, Social Justice
Case Studies
UBC Open Case Studies: Click on “Gender Race Sexuality & Social Justice” in top toolbar.
Repositories
Humanities Commons (permissions vary)
UBC Open Case Studies: Click on “Gender Race Sexuality & Social Justice” in top toolbar.
Humanities Commons (permissions vary)
|
pressbooks
|
2025-03-22T05:09:03.853109
|
08-23-2024
|
{
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https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/psychology/
|
Psychology
Ancillary Resources
Scientific Reasoning MCAT Modules (CC BY)
A series of eight modules developed by Oregon State University and designed to be used by instructors teaching introductory psychology courses to teach scientific reasoning skills.
Blogs
R Psychologist (CC BY)
A blog about R, statistics, psychology, open science, and data visualization.
Open Courses
Lifespan Development (CC BY)
An open textbook covering human development over a lifespan with accompanying lecture notes, power point slides, and other resources.
Open Textbooks
Noba Project (CC BY-NC-SA)
A collection of psychology open textbooks. The Noba platform also allows you to customize textbooks or build your own. Many modules include instructor manuals, PowerPoint presentations, and test banks.
Psychology Textbooks (Licences vary)
A collection of psychology open textbooks.
Repository
Teach Psych Science (CC BY)
A website devoted to peer-reviewed resources for teaching research, statistics, and writing for psychological science.
Websites
Abnormal Psychology (CC BY-NC-SA)
A wiki on abnormal psychology developed by Dr. Caleb Lack and his students at the University of Central Oklahoma and Arkansas Tech University.
|
pressbooks
|
2025-03-22T05:09:03.870877
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/psychology/#chapter-157-section-1
|
Psychology
Ancillary Resources
Scientific Reasoning MCAT Modules (CC BY)
A series of eight modules developed by Oregon State University and designed to be used by instructors teaching introductory psychology courses to teach scientific reasoning skills.
Blogs
R Psychologist (CC BY)
A blog about R, statistics, psychology, open science, and data visualization.
Open Courses
Lifespan Development (CC BY)
An open textbook covering human development over a lifespan with accompanying lecture notes, power point slides, and other resources.
Open Textbooks
Noba Project (CC BY-NC-SA)
A collection of psychology open textbooks. The Noba platform also allows you to customize textbooks or build your own. Many modules include instructor manuals, PowerPoint presentations, and test banks.
Psychology Textbooks (Licences vary)
A collection of psychology open textbooks.
Repository
Teach Psych Science (CC BY)
A website devoted to peer-reviewed resources for teaching research, statistics, and writing for psychological science.
Websites
Abnormal Psychology (CC BY-NC-SA)
A wiki on abnormal psychology developed by Dr. Caleb Lack and his students at the University of Central Oklahoma and Arkansas Tech University.
|
pressbooks
|
2025-03-22T05:09:03.888377
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/psychology/#chapter-157-section-2
|
Psychology
Ancillary Resources
Scientific Reasoning MCAT Modules (CC BY)
A series of eight modules developed by Oregon State University and designed to be used by instructors teaching introductory psychology courses to teach scientific reasoning skills.
Blogs
R Psychologist (CC BY)
A blog about R, statistics, psychology, open science, and data visualization.
Open Courses
Lifespan Development (CC BY)
An open textbook covering human development over a lifespan with accompanying lecture notes, power point slides, and other resources.
Open Textbooks
Noba Project (CC BY-NC-SA)
A collection of psychology open textbooks. The Noba platform also allows you to customize textbooks or build your own. Many modules include instructor manuals, PowerPoint presentations, and test banks.
Psychology Textbooks (Licences vary)
A collection of psychology open textbooks.
Repository
Teach Psych Science (CC BY)
A website devoted to peer-reviewed resources for teaching research, statistics, and writing for psychological science.
Websites
Abnormal Psychology (CC BY-NC-SA)
A wiki on abnormal psychology developed by Dr. Caleb Lack and his students at the University of Central Oklahoma and Arkansas Tech University.
|
pressbooks
|
2025-03-22T05:09:03.906245
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/psychology/#chapter-157-section-3
|
Psychology
Ancillary Resources
Scientific Reasoning MCAT Modules (CC BY)
A series of eight modules developed by Oregon State University and designed to be used by instructors teaching introductory psychology courses to teach scientific reasoning skills.
Blogs
R Psychologist (CC BY)
A blog about R, statistics, psychology, open science, and data visualization.
Open Courses
Lifespan Development (CC BY)
An open textbook covering human development over a lifespan with accompanying lecture notes, power point slides, and other resources.
Open Textbooks
Noba Project (CC BY-NC-SA)
A collection of psychology open textbooks. The Noba platform also allows you to customize textbooks or build your own. Many modules include instructor manuals, PowerPoint presentations, and test banks.
Psychology Textbooks (Licences vary)
A collection of psychology open textbooks.
Repository
Teach Psych Science (CC BY)
A website devoted to peer-reviewed resources for teaching research, statistics, and writing for psychological science.
Websites
Abnormal Psychology (CC BY-NC-SA)
A wiki on abnormal psychology developed by Dr. Caleb Lack and his students at the University of Central Oklahoma and Arkansas Tech University.
|
pressbooks
|
2025-03-22T05:09:03.923226
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/psychology/#chapter-157-section-4
|
Psychology
Ancillary Resources
Scientific Reasoning MCAT Modules (CC BY)
A series of eight modules developed by Oregon State University and designed to be used by instructors teaching introductory psychology courses to teach scientific reasoning skills.
Blogs
R Psychologist (CC BY)
A blog about R, statistics, psychology, open science, and data visualization.
Open Courses
Lifespan Development (CC BY)
An open textbook covering human development over a lifespan with accompanying lecture notes, power point slides, and other resources.
Open Textbooks
Noba Project (CC BY-NC-SA)
A collection of psychology open textbooks. The Noba platform also allows you to customize textbooks or build your own. Many modules include instructor manuals, PowerPoint presentations, and test banks.
Psychology Textbooks (Licences vary)
A collection of psychology open textbooks.
Repository
Teach Psych Science (CC BY)
A website devoted to peer-reviewed resources for teaching research, statistics, and writing for psychological science.
Websites
Abnormal Psychology (CC BY-NC-SA)
A wiki on abnormal psychology developed by Dr. Caleb Lack and his students at the University of Central Oklahoma and Arkansas Tech University.
|
pressbooks
|
2025-03-22T05:09:03.943973
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/psychology/#chapter-157-section-5
|
Psychology
Ancillary Resources
Scientific Reasoning MCAT Modules (CC BY)
A series of eight modules developed by Oregon State University and designed to be used by instructors teaching introductory psychology courses to teach scientific reasoning skills.
Blogs
R Psychologist (CC BY)
A blog about R, statistics, psychology, open science, and data visualization.
Open Courses
Lifespan Development (CC BY)
An open textbook covering human development over a lifespan with accompanying lecture notes, power point slides, and other resources.
Open Textbooks
Noba Project (CC BY-NC-SA)
A collection of psychology open textbooks. The Noba platform also allows you to customize textbooks or build your own. Many modules include instructor manuals, PowerPoint presentations, and test banks.
Psychology Textbooks (Licences vary)
A collection of psychology open textbooks.
Repository
Teach Psych Science (CC BY)
A website devoted to peer-reviewed resources for teaching research, statistics, and writing for psychological science.
Websites
Abnormal Psychology (CC BY-NC-SA)
A wiki on abnormal psychology developed by Dr. Caleb Lack and his students at the University of Central Oklahoma and Arkansas Tech University.
|
pressbooks
|
2025-03-22T05:09:03.962198
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/psychology/#chapter-157-section-6
|
Psychology
Ancillary Resources
Scientific Reasoning MCAT Modules (CC BY)
A series of eight modules developed by Oregon State University and designed to be used by instructors teaching introductory psychology courses to teach scientific reasoning skills.
Blogs
R Psychologist (CC BY)
A blog about R, statistics, psychology, open science, and data visualization.
Open Courses
Lifespan Development (CC BY)
An open textbook covering human development over a lifespan with accompanying lecture notes, power point slides, and other resources.
Open Textbooks
Noba Project (CC BY-NC-SA)
A collection of psychology open textbooks. The Noba platform also allows you to customize textbooks or build your own. Many modules include instructor manuals, PowerPoint presentations, and test banks.
Psychology Textbooks (Licences vary)
A collection of psychology open textbooks.
Repository
Teach Psych Science (CC BY)
A website devoted to peer-reviewed resources for teaching research, statistics, and writing for psychological science.
Websites
Abnormal Psychology (CC BY-NC-SA)
A wiki on abnormal psychology developed by Dr. Caleb Lack and his students at the University of Central Oklahoma and Arkansas Tech University.
|
pressbooks
|
2025-03-22T05:09:03.979732
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/social-studies/
|
Primary Navigation
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About This Guide
Introduction
Acknowledgements
Multidisciplinary
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Accounting
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Computer Science – General
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Open Education
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Research
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Keys to Understanding the Middle East (CC BY-SA)
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2025-03-22T05:09:04.005118
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08-23-2024
|
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"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/sociology/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Open Creation: In Progress
About This Guide
Introduction
Acknowledgements
Multidisciplinary
Business – General
Accounting
Economics
Finance
Communications
History – Computer Science
Software
Computer Science – General
Education – General
Open Education
Pedagogy
Research
Engineering – General
Civil Engineering
Computer Engineering
Electrical Engineering
Mechanical Engineering
Thermodynamics / Thermal Power Plant
Fine Arts – General
Theatre
Art
Music
Nutrition
Nursing
Veterinary
Records
Mental Health, Dementia
Addiction
Health and Medical – General
Law – General
American Law
First Nations
Criminal Justice
Environmental Law
Philosophy
Humanities – General
Art History
English
Gender Studies
History
Language and Philology
Language: OER for specific languages
Statistics
Math
Catholicism
Sciences – General
Anatomy
Astronomy
Biology
Botany
Chemistry
Environment
Forestry
Geography
Geology
Physics
Social Sciences – General
Anthropology and Archaeology
Gender, Race, Sexuality, Social Justice
Psychology
Social Studies
Sociology
Political Science
Electricity
Mechanics
Common Core
Automotive
Adult Basic Education
English as a Second Language
University Success
Le Français (French)
Nederlands (Dutch)
فارسی (Farsi)
Español (Spanish)
Audio
Courses
Photos
Publishers
Repositories
Syllabi
Tools, Software, Systems
Videos
Versioning History
Sociology Textbooks (Licences vary)
A collection of sociology open textbooks.
Previous/next navigation
OER by Discipline Guide Copyright © 2018 by BCcampus is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
|
2025-03-22T05:09:04.035811
|
08-23-2024
|
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"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/political-science/
|
Political Science
Case Studies
Open Textbooks
Keys to Understanding the Middle East (CC BY-SA)
This open textbook published by The Ohio State University is intended for readers who have never studied the Middle East, or who would like to improve their knowledge of the region. Chapters focus on the languages, cultural, religious and sectarian communities of the region, and certain turning points in history which are keys for understanding the region.
Political Science Textbooks (Licences vary)
A collection of political science open textbooks.
|
pressbooks
|
2025-03-22T05:09:04.051589
|
08-23-2024
|
{
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"title": "OER by Discipline Guide",
"author": "Lauri M. Aesoph, Josie Gray",
"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/political-science/#chapter-163-section-1
|
Political Science
Case Studies
Open Textbooks
Keys to Understanding the Middle East (CC BY-SA)
This open textbook published by The Ohio State University is intended for readers who have never studied the Middle East, or who would like to improve their knowledge of the region. Chapters focus on the languages, cultural, religious and sectarian communities of the region, and certain turning points in history which are keys for understanding the region.
Political Science Textbooks (Licences vary)
A collection of political science open textbooks.
|
pressbooks
|
2025-03-22T05:09:04.067740
|
08-23-2024
|
{
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"title": "OER by Discipline Guide",
"author": "Lauri M. Aesoph, Josie Gray",
"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/political-science/#chapter-163-section-2
|
Political Science
Case Studies
Open Textbooks
Keys to Understanding the Middle East (CC BY-SA)
This open textbook published by The Ohio State University is intended for readers who have never studied the Middle East, or who would like to improve their knowledge of the region. Chapters focus on the languages, cultural, religious and sectarian communities of the region, and certain turning points in history which are keys for understanding the region.
Political Science Textbooks (Licences vary)
A collection of political science open textbooks.
|
pressbooks
|
2025-03-22T05:09:04.084073
|
08-23-2024
|
{
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"title": "OER by Discipline Guide",
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"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/electricity/
|
Electricity
Videos
The Electric Academy – CC BY licence
Sometimes electrical theory can come across as confusing. The videos you find here will be simple and to the point. This series of dozens of easy-to-understand videos have been created by Chad Flinn, a trades instructor, at the British Columbia Institute of Technology in Vancouver, B.C., Canada.
|
pressbooks
|
2025-03-22T05:09:04.098438
|
08-23-2024
|
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"subject": "Education, REF000000 REFERENCE / General"
}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/electricity/#chapter-170-section-1
|
Electricity
Videos
The Electric Academy – CC BY licence
Sometimes electrical theory can come across as confusing. The videos you find here will be simple and to the point. This series of dozens of easy-to-understand videos have been created by Chad Flinn, a trades instructor, at the British Columbia Institute of Technology in Vancouver, B.C., Canada.
|
pressbooks
|
2025-03-22T05:09:04.112584
|
08-23-2024
|
{
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}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/mechanics/
|
Mechanics
Open Course
Drive Systems (CC BY)
Topics covered are the following: Introduction to Mechanical Drive Systems, Key Fasteners, Select Mechanical Drive System Measurements, Power Transmission Systems, V-Belt Drives, Chain Drives, Spur Gear Drives, Multiple Shaft Drives.
|
pressbooks
|
2025-03-22T05:09:04.126875
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/mechanics/#chapter-172-section-1
|
Mechanics
Open Course
Drive Systems (CC BY)
Topics covered are the following: Introduction to Mechanical Drive Systems, Key Fasteners, Select Mechanical Drive System Measurements, Power Transmission Systems, V-Belt Drives, Chain Drives, Spur Gear Drives, Multiple Shaft Drives.
|
pressbooks
|
2025-03-22T05:09:04.141015
|
08-23-2024
|
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"title": "OER by Discipline Guide",
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"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/common-core/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Open Creation: In Progress
About This Guide
Introduction
Acknowledgements
Multidisciplinary
Business – General
Accounting
Economics
Finance
Communications
History – Computer Science
Software
Computer Science – General
Education – General
Open Education
Pedagogy
Research
Engineering – General
Civil Engineering
Computer Engineering
Electrical Engineering
Mechanical Engineering
Thermodynamics / Thermal Power Plant
Fine Arts – General
Theatre
Art
Music
Nutrition
Nursing
Veterinary
Records
Mental Health, Dementia
Addiction
Health and Medical – General
Law – General
American Law
First Nations
Criminal Justice
Environmental Law
Philosophy
Humanities – General
Art History
English
Gender Studies
History
Language and Philology
Language: OER for specific languages
Statistics
Math
Catholicism
Sciences – General
Anatomy
Astronomy
Biology
Botany
Chemistry
Environment
Forestry
Geography
Geology
Physics
Social Sciences – General
Anthropology and Archaeology
Gender, Race, Sexuality, Social Justice
Psychology
Social Studies
Sociology
Political Science
Electricity
Mechanics
Common Core
Automotive
Adult Basic Education
English as a Second Language
University Success
Le Français (French)
Nederlands (Dutch)
فارسی (Farsi)
Español (Spanish)
Audio
Courses
Photos
Publishers
Repositories
Syllabi
Tools, Software, Systems
Videos
Versioning History
Trades Access Common Core, instructional (35 videos)
Previous/next navigation
OER by Discipline Guide Copyright © 2018 by BCcampus is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
|
2025-03-22T05:09:04.164059
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/automotive/
|
Automotive
Open Course
Diesel Drivetrain Systems (CC BY)
This course covers theory and operation of all drive system components including manual transmissions, automatic transmissions, clutches, drivelines and differentials. Other studies include component troubleshooting, inspecting, service, repair operations, removal, replacement and preventive maintenance practices.
|
pressbooks
|
2025-03-22T05:09:04.178410
|
08-23-2024
|
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"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/automotive/#chapter-166-section-1
|
Automotive
Open Course
Diesel Drivetrain Systems (CC BY)
This course covers theory and operation of all drive system components including manual transmissions, automatic transmissions, clutches, drivelines and differentials. Other studies include component troubleshooting, inspecting, service, repair operations, removal, replacement and preventive maintenance practices.
|
pressbooks
|
2025-03-22T05:09:04.192601
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/adult-basic-education/
|
Adult Basic Education
Computer Science 20 (CC BY SA)
This textbook was written to support the teaching of Computer Science 20 in Saskatchewan. This book is meant to provide students with an interactive experience as they learn to program. They can read the text, watch videos, and write and execute Python code.
|
pressbooks
|
2025-03-22T05:09:04.206885
|
08-23-2024
|
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"title": "OER by Discipline Guide",
"author": "Lauri M. Aesoph, Josie Gray",
"institution": "",
"subject": "Education, REF000000 REFERENCE / General"
}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/english-as-a-second-language/
|
Primary Navigation
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Book Contents Navigation
Open Creation: In Progress
About This Guide
Introduction
Acknowledgements
Multidisciplinary
Business – General
Accounting
Economics
Finance
Communications
History – Computer Science
Software
Computer Science – General
Education – General
Open Education
Pedagogy
Research
Engineering – General
Civil Engineering
Computer Engineering
Electrical Engineering
Mechanical Engineering
Thermodynamics / Thermal Power Plant
Fine Arts – General
Theatre
Art
Music
Nutrition
Nursing
Veterinary
Records
Mental Health, Dementia
Addiction
Health and Medical – General
Law – General
American Law
First Nations
Criminal Justice
Environmental Law
Philosophy
Humanities – General
Art History
English
Gender Studies
History
Language and Philology
Language: OER for specific languages
Statistics
Math
Catholicism
Sciences – General
Anatomy
Astronomy
Biology
Botany
Chemistry
Environment
Forestry
Geography
Geology
Physics
Social Sciences – General
Anthropology and Archaeology
Gender, Race, Sexuality, Social Justice
Psychology
Social Studies
Sociology
Political Science
Electricity
Mechanics
Common Core
Automotive
Adult Basic Education
English as a Second Language
University Success
Le Français (French)
Nederlands (Dutch)
فارسی (Farsi)
Español (Spanish)
Audio
Courses
Photos
Publishers
Repositories
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Tools, Software, Systems
Videos
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Project I-DEA
Study Zone (University of Victoria)
Previous/next navigation
OER by Discipline Guide Copyright © 2018 by BCcampus is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
|
2025-03-22T05:09:04.230944
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/university-success/
|
University Success
Textbooks
College Success Reading and Learning Objectives (CC BY)
Students first discover what they want from their education, then build a plan to get there. This content takes students through the steps to successfully navigate their journey in higher education. Topics include planning for success, choosing a career path, setting and attaining goals, understanding financial management, developing critical thinking skills, making healthy choices, using effective communication, managing time, developing learning strategies, developing meaningful relationships.
A Different Road to College: A Guide For Transitioning To College For Non-traditional Students (CC BY)
This book is designed to introduce students to the contextual issues of college in the United States. Non-traditional students have an ever-growing presence on college campuses, especially community colleges. This open educational resource is designed to engage students in seeing themselves as college students and understanding the complexity of what that means to their lives.
Videos
University Skills Video Series (CC BY)
The KPU Learning Centre’s YouTube channel with video collections on writing skills, time management, reading skills, and critical thinking.
Workshops
Reading Texts: An Interactive Workshop (CC BY-NC-SA)
Reading Texts: An Interactive Workshop guides you through a series of videos and exercises to help you read efficiently and purposefully. The workshop as a part of the Academic Skills Workshop series developed by the KPU Learning Centres.
|
pressbooks
|
2025-03-22T05:09:04.246504
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/university-success/#chapter-179-section-1
|
University Success
Textbooks
College Success Reading and Learning Objectives (CC BY)
Students first discover what they want from their education, then build a plan to get there. This content takes students through the steps to successfully navigate their journey in higher education. Topics include planning for success, choosing a career path, setting and attaining goals, understanding financial management, developing critical thinking skills, making healthy choices, using effective communication, managing time, developing learning strategies, developing meaningful relationships.
A Different Road to College: A Guide For Transitioning To College For Non-traditional Students (CC BY)
This book is designed to introduce students to the contextual issues of college in the United States. Non-traditional students have an ever-growing presence on college campuses, especially community colleges. This open educational resource is designed to engage students in seeing themselves as college students and understanding the complexity of what that means to their lives.
Videos
University Skills Video Series (CC BY)
The KPU Learning Centre’s YouTube channel with video collections on writing skills, time management, reading skills, and critical thinking.
Workshops
Reading Texts: An Interactive Workshop (CC BY-NC-SA)
Reading Texts: An Interactive Workshop guides you through a series of videos and exercises to help you read efficiently and purposefully. The workshop as a part of the Academic Skills Workshop series developed by the KPU Learning Centres.
|
pressbooks
|
2025-03-22T05:09:04.264311
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/university-success/#chapter-179-section-2
|
University Success
Textbooks
College Success Reading and Learning Objectives (CC BY)
Students first discover what they want from their education, then build a plan to get there. This content takes students through the steps to successfully navigate their journey in higher education. Topics include planning for success, choosing a career path, setting and attaining goals, understanding financial management, developing critical thinking skills, making healthy choices, using effective communication, managing time, developing learning strategies, developing meaningful relationships.
A Different Road to College: A Guide For Transitioning To College For Non-traditional Students (CC BY)
This book is designed to introduce students to the contextual issues of college in the United States. Non-traditional students have an ever-growing presence on college campuses, especially community colleges. This open educational resource is designed to engage students in seeing themselves as college students and understanding the complexity of what that means to their lives.
Videos
University Skills Video Series (CC BY)
The KPU Learning Centre’s YouTube channel with video collections on writing skills, time management, reading skills, and critical thinking.
Workshops
Reading Texts: An Interactive Workshop (CC BY-NC-SA)
Reading Texts: An Interactive Workshop guides you through a series of videos and exercises to help you read efficiently and purposefully. The workshop as a part of the Academic Skills Workshop series developed by the KPU Learning Centres.
|
pressbooks
|
2025-03-22T05:09:04.279781
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/university-success/#chapter-179-section-3
|
University Success
Textbooks
College Success Reading and Learning Objectives (CC BY)
Students first discover what they want from their education, then build a plan to get there. This content takes students through the steps to successfully navigate their journey in higher education. Topics include planning for success, choosing a career path, setting and attaining goals, understanding financial management, developing critical thinking skills, making healthy choices, using effective communication, managing time, developing learning strategies, developing meaningful relationships.
A Different Road to College: A Guide For Transitioning To College For Non-traditional Students (CC BY)
This book is designed to introduce students to the contextual issues of college in the United States. Non-traditional students have an ever-growing presence on college campuses, especially community colleges. This open educational resource is designed to engage students in seeing themselves as college students and understanding the complexity of what that means to their lives.
Videos
University Skills Video Series (CC BY)
The KPU Learning Centre’s YouTube channel with video collections on writing skills, time management, reading skills, and critical thinking.
Workshops
Reading Texts: An Interactive Workshop (CC BY-NC-SA)
Reading Texts: An Interactive Workshop guides you through a series of videos and exercises to help you read efficiently and purposefully. The workshop as a part of the Academic Skills Workshop series developed by the KPU Learning Centres.
|
pressbooks
|
2025-03-22T05:09:04.295330
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/le-francais/
|
Le Français (French)
Open Textbooks
L’économie (CC BY-NC-ND)
An open textbook for an introduction-to-economics class.
Repositories
Floss Manuals (CC BY-SA)
Openly licensed booklets, course materials, and manuals for free software.
Websites
Le cerveau à tous les niveaux (Copyleft)
Un site web interactif sur le cerveau et les comportements humains. (The brain from top to bottom.)
|
pressbooks
|
2025-03-22T05:09:04.313932
|
08-23-2024
|
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}
|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/le-francais/#chapter-182-section-1
|
Le Français (French)
Open Textbooks
L’économie (CC BY-NC-ND)
An open textbook for an introduction-to-economics class.
Repositories
Floss Manuals (CC BY-SA)
Openly licensed booklets, course materials, and manuals for free software.
Websites
Le cerveau à tous les niveaux (Copyleft)
Un site web interactif sur le cerveau et les comportements humains. (The brain from top to bottom.)
|
pressbooks
|
2025-03-22T05:09:04.340937
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/le-francais/#chapter-182-section-2
|
Le Français (French)
Open Textbooks
L’économie (CC BY-NC-ND)
An open textbook for an introduction-to-economics class.
Repositories
Floss Manuals (CC BY-SA)
Openly licensed booklets, course materials, and manuals for free software.
Websites
Le cerveau à tous les niveaux (Copyleft)
Un site web interactif sur le cerveau et les comportements humains. (The brain from top to bottom.)
|
pressbooks
|
2025-03-22T05:09:04.367772
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/le-francais/#chapter-182-section-3
|
Le Français (French)
Open Textbooks
L’économie (CC BY-NC-ND)
An open textbook for an introduction-to-economics class.
Repositories
Floss Manuals (CC BY-SA)
Openly licensed booklets, course materials, and manuals for free software.
Websites
Le cerveau à tous les niveaux (Copyleft)
Un site web interactif sur le cerveau et les comportements humains. (The brain from top to bottom.)
|
pressbooks
|
2025-03-22T05:09:04.394848
|
08-23-2024
|
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|
https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/nederlands-dutch/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Open Creation: In Progress
About This Guide
Introduction
Acknowledgements
Multidisciplinary
Business – General
Accounting
Economics
Finance
Communications
History – Computer Science
Software
Computer Science – General
Education – General
Open Education
Pedagogy
Research
Engineering – General
Civil Engineering
Computer Engineering
Electrical Engineering
Mechanical Engineering
Thermodynamics / Thermal Power Plant
Fine Arts – General
Theatre
Art
Music
Nutrition
Nursing
Veterinary
Records
Mental Health, Dementia
Addiction
Health and Medical – General
Law – General
American Law
First Nations
Criminal Justice
Environmental Law
Philosophy
Humanities – General
Art History
English
Gender Studies
History
Language and Philology
Language: OER for specific languages
Statistics
Math
Catholicism
Sciences – General
Anatomy
Astronomy
Biology
Botany
Chemistry
Environment
Forestry
Geography
Geology
Physics
Social Sciences – General
Anthropology and Archaeology
Gender, Race, Sexuality, Social Justice
Psychology
Social Studies
Sociology
Political Science
Electricity
Mechanics
Common Core
Automotive
Adult Basic Education
English as a Second Language
University Success
Le Français (French)
Nederlands (Dutch)
فارسی (Farsi)
Español (Spanish)
Audio
Courses
Photos
Publishers
Repositories
Syllabi
Tools, Software, Systems
Videos
Versioning History
Floss Manuals (CC BY-SA)
Openly licensed booklets, course materials, and manuals for free software.
Previous/next navigation
OER by Discipline Guide Copyright © 2018 by BCcampus is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:04.424806
|
08-23-2024
|
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https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/nederlands-dutch/#chapter-184-section-1
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Open Creation: In Progress
About This Guide
Introduction
Acknowledgements
Multidisciplinary
Business – General
Accounting
Economics
Finance
Communications
History – Computer Science
Software
Computer Science – General
Education – General
Open Education
Pedagogy
Research
Engineering – General
Civil Engineering
Computer Engineering
Electrical Engineering
Mechanical Engineering
Thermodynamics / Thermal Power Plant
Fine Arts – General
Theatre
Art
Music
Nutrition
Nursing
Veterinary
Records
Mental Health, Dementia
Addiction
Health and Medical – General
Law – General
American Law
First Nations
Criminal Justice
Environmental Law
Philosophy
Humanities – General
Art History
English
Gender Studies
History
Language and Philology
Language: OER for specific languages
Statistics
Math
Catholicism
Sciences – General
Anatomy
Astronomy
Biology
Botany
Chemistry
Environment
Forestry
Geography
Geology
Physics
Social Sciences – General
Anthropology and Archaeology
Gender, Race, Sexuality, Social Justice
Psychology
Social Studies
Sociology
Political Science
Electricity
Mechanics
Common Core
Automotive
Adult Basic Education
English as a Second Language
University Success
Le Français (French)
Nederlands (Dutch)
فارسی (Farsi)
Español (Spanish)
Audio
Courses
Photos
Publishers
Repositories
Syllabi
Tools, Software, Systems
Videos
Versioning History
Floss Manuals (CC BY-SA)
Openly licensed booklets, course materials, and manuals for free software.
Previous/next navigation
OER by Discipline Guide Copyright © 2018 by BCcampus is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:04.448236
|
08-23-2024
|
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https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/%d9%81%d8%a7%d8%b1%d8%b3%db%8c-farsi/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Open Creation: In Progress
About This Guide
Introduction
Acknowledgements
Multidisciplinary
Business – General
Accounting
Economics
Finance
Communications
History – Computer Science
Software
Computer Science – General
Education – General
Open Education
Pedagogy
Research
Engineering – General
Civil Engineering
Computer Engineering
Electrical Engineering
Mechanical Engineering
Thermodynamics / Thermal Power Plant
Fine Arts – General
Theatre
Art
Music
Nutrition
Nursing
Veterinary
Records
Mental Health, Dementia
Addiction
Health and Medical – General
Law – General
American Law
First Nations
Criminal Justice
Environmental Law
Philosophy
Humanities – General
Art History
English
Gender Studies
History
Language and Philology
Language: OER for specific languages
Statistics
Math
Catholicism
Sciences – General
Anatomy
Astronomy
Biology
Botany
Chemistry
Environment
Forestry
Geography
Geology
Physics
Social Sciences – General
Anthropology and Archaeology
Gender, Race, Sexuality, Social Justice
Psychology
Social Studies
Sociology
Political Science
Electricity
Mechanics
Common Core
Automotive
Adult Basic Education
English as a Second Language
University Success
Le Français (French)
Nederlands (Dutch)
فارسی (Farsi)
Español (Spanish)
Audio
Courses
Photos
Publishers
Repositories
Syllabi
Tools, Software, Systems
Videos
Versioning History
Floss Manuals (CC BY-SA)
Openly licensed booklets, course materials, and manuals for free software.
Previous/next navigation
OER by Discipline Guide Copyright © 2018 by BCcampus is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:04.471634
|
08-23-2024
|
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https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/%d9%81%d8%a7%d8%b1%d8%b3%db%8c-farsi/#chapter-186-section-1
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Primary Navigation
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Open Creation: In Progress
About This Guide
Introduction
Acknowledgements
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OER by Discipline Guide Copyright © 2018 by BCcampus is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
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2025-03-22T05:09:04.494975
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08-23-2024
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https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/espanol/
|
Español (Spanish)
Websites
Acceso (CC BY-NC-ND)
Acceso is intended as a complete, interactive curriculum for intermediate-level learners of Spanish.
Acceso (CC BY-NC-ND)
Acceso is intended as a complete, interactive curriculum for intermediate-level learners of Spanish.
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pressbooks
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2025-03-22T05:09:04.510702
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08-23-2024
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https://ecampusontario.pressbooks.pub/oerdiscipline/chapter/espanol/#chapter-188-section-1
|
Español (Spanish)
Websites
Acceso (CC BY-NC-ND)
Acceso is intended as a complete, interactive curriculum for intermediate-level learners of Spanish.
Acceso (CC BY-NC-ND)
Acceso is intended as a complete, interactive curriculum for intermediate-level learners of Spanish.
|
pressbooks
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2025-03-22T05:09:04.526397
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08-23-2024
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https://pressbooks.claremont.edu/studenttoolkit/chapter/step-one-what-are-oer/
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1 Step One: What Are OER, Why Are They Important, and What are the Barriers to Adoption?
What Are OER, Why Are They Important, and What are the Barriers to Adoption?
What are OER?
Open Education Resources (OER) can be any type of educational material: their scale varies from something as small as a class handout or image to something as large as a textbook or online course. While traditional course resources come with restrictive copyright laws, OER use open copyright licenses like Creative Commons. Depending on the creator’s desires, these licenses allow for different degrees of openness, and may restrict or preclude users from engaging in one or more of the 5Rs.
According to David Wiley’s definition of openness, OER are “licensed in a manner that provides users with free and perpetual permission to engage in the 5R activities:
- Retain – the right to make, own, and control copies of the content (e.g., download, duplicate, store, and manage)
- Reuse – the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video)
- Revise – the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
- Remix – the right to combine the original or revised content with other material to create something new (e.g., incorporate the content into a mashup)
- Redistribute – the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)”
Why are OER important? Cost Savings.
For students already struggling to afford rising tuition and housing costs, the additional expense of textbooks can be a hurdle to accessing higher education. In a study conducted by Florida Virtual Campus in 2012, 65% of respondents indicated that they did not purchase textbooks at one point in their schooling due to cost. The same survey also indicated that 35% of students reduced their semesterly course load due to textbook cost and that 23% of students regularly forego purchasing textbooks due to cost alone. According to a Consumer Study conducted by NBC in 2015, from January 1977 to June 2015 textbook prices within the United States have risen 1,041%; this amount has risen over three times the rate of U.S. inflation.
While there are many short-term measures that students can use to save money on textbooks, such as buying or borrowing used materials, rental programs, or using e-textbooks and library reserves, none of these options are as innovative as OER. Open educational resources, like open textbooks, can decrease the cost of education because they are either free or low cost. Lower costs will result in students being less dependent on student loans and may even result in higher program completion rates. Greater open textbook adoption will therefore result in a more affordable, more accessible post-secondary education.
Because their license allows OER to be retained and reused, OER can also be accessed repeatedly throughout one’s degree, unlike online textbooks (or e-books) and course materials that require expensive access codes that expire when a course is finished. OER can therefore be used to enhance future projects or assignments or serve as supplementary reading later in one’s degree or post-graduation, promoting low-cost, lifelong learning that is not confined to the span of a course.
OER cost savings in action:
- In its first year, the UC Davis ChemWiki replaced traditional textbooks to save students $500,000 across four US campuses
- North Dakota students saved more than $1 million on textbooks after the state invested just $110,000.
- Students at Pasadena City College saved an estimated $4.2 million on textbooks, naming it the national #1 school for open source textbooks.
- New York’s SUNY has saved students $47 million on textbooks since 2017.
Why are OER important? Pedagogical Benefits.
The many cost saving benefits of OER are matched by the equally important pedagogical benefits of open education.
One of the main teaching benefits is that, since open materials are fully revisable and remixable, they can be customized to fit the way an instructor wants to teach a course. When using static traditional resources that cannot be easily edited or combined due to copyright restrictions, instructors may be forced to teach their courses in a way that conforms to available resources, rather than teach the course in their ideal way. Using OER allows the freedom to revise material by removing irrelevant content or adding one’s own content, as well as the flexibility to combine parts of resources together, thereby ensuring materials are contextualized to a specific course.
Because anyone, including students, can be involved in the creation, revision, and distribution of OER, instructors can also use these resources to engage in “open pedagogy,” assignments that leverage OER to create more meaningful learning experiences. Traditionally, students work hard on assignments that will be handed in to their instructor, graded, and then never seen again. Instead, instructors might, for example, ask students to edit OER for redistribution, or have students openly license their own work for use by future students, thereby allowing their work to be shared with a more meaningful audience. This positions students as active participants in scholarly knowledge-sharing.
Open pedagogy in action:
- University of British Columbia students created and contributed to Wikipedia articles on Latin American literature and reached audiences in the hundreds of thousands
- Students at NC State University created instructional chemistry videos for other students, resulting in better lab performance than students instructed by TAs
Why are OER important? Knowledge Creation and Dissemination.
OER also provide benefits to members of communities beyond college and university campuses, allowing for knowledge creation and sharing outside the bounds of the traditional class and campus settings. It can be difficult for those outside of scholarly communities to access and participate in learning materials or research, and the creation of openly licensed research and teaching materials helps break down such barriers. This allows broader access to information and research, and broader participation in scholarship, helping universities to spread their core missions to society as a whole.
Open knowledge in action:
- A UBC video game law course invited members of the outside community to join in course discussions through an open course website
- Open data sets from governments, universities, businesses, and other organizations allow anyone to access and analyze information traditionally restricted to professional researchers
What are the Main Barriers to Adopting OER?
Research has shown there are many barriers to faculty and instructors adopting open educational resources. These include a mixture of true barriers and barriers caused by faculty perceptions of OER and open pedagogy. Students should keep the following list of barriers in mind when starting their own advocacy for OER; suggestions in Steps Two and Three of this toolkit attempt to address them.
- Not available or difficult to find. Faculty who are new to OER perceive knowing where to find relevant course materials, as well as the time involved in finding them, as barriers to adoption. It is thus important that institutions provide staff and library support for the adoption process, as well as incentives for faculty to spend extra time adopting OER.
- Perception of quality. Faculty are used to using traditionally published resources, and may be hesitant to adopt OER when they don’t know if they can trust their quality. However, those who have used OER often report their quality as equal to or better than traditional resources. The pedagogical benefits that come with the flexibility of OER should be emphasized in messaging to faculty, as these can contribute to improved perception.
- Traditional textbook package. Traditional textbooks often come with not just a book, but also with ancillary resources like online homework platforms or banks of exam questions. Faculty will be more likely to adopt OER if, in doing so, they can adopt both a textbook and a package of related materials.
- Institutional culture. Faculty may be reluctant to adopt OER if they perceive that they are alone in doing so, or that they are acting against the culture of their institution. Student advocacy should target not just faculty, but also university administrations who set strategic priorities and make decisions about what initiatives to fund. Showing broad support from the student body can also help to shift institutional culture.
- Not an individual decision. Often, the choice of which textbook to use in large courses is made by departments, not individual faculty members. This makes it more difficult for faculty to choose to adopt OER, because of competing interests and values of instructors. Working with faculty champions to speak to those instructors who may be reluctant to adopt OER can be successful to ensure widespread support. This can be effective in leveraging the support of instructors who are willing to do the work behind adoption.
For a more in-depth look at these issues:
- this blog post summarizes barriers from a faculty member’s perspective, and
- this research report from BCcampus studies many of these barriers, and includes links to many similar studies describing these barriers in detail.
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2025-03-22T05:09:04.541874
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04-19-2020
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https://pressbooks.claremont.edu/studenttoolkit/chapter/step-two-what-already-exists-on-your-campus/
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2 Step Two: What Already Exists On Your Campus?
How to start
When starting any new initiative as a student society, it is important to recognize that there are likely already faculty, staff, or librarians on your campus who care about an issue as much as you. This is also an issue that provides incentives and benefits to all groups on campus. Before starting to work on an OER campaign in isolation, an indispensable first step is to conduct a scan of the advocates and initiatives that already exist at your institution. This could include:
- Faculty who engage in open educational practices in their courses;
- Staff at teaching and learning centres who offer resources and professional development for faculty who wish to adopt open educational practices;
- Librarians who encourage faculty to adopt open resources in place of traditional ones;
- Administrators who are interested in making open education part of your university’s strategic goals.
If you already know of one or more such people, approach them and ask about the work they are doing, and ask them to connect you with other advocates. If you don’t know where to start, you might try reaching out to the broader OER network beyond your institution, as they likely have connections with advocates in your community. Regional organizations that have open education as part of their mandate (e.g. California OER Council, California Community Colleges) can be a good place to start.
Student PIRGS also has many great advocacy resources.
Once you have conducted this scan, some things to reflect on include:
- What is some work already being done that could use an extra boost?
You may find that many advocates have ideas for things they want to start, but they need an extra boost that can come from students expressing their passion about an issue. Talk to these advocates to encourage them to get started implementing their ideas, and offer to help in any ways you can.
- Who needs to be brought together that is working alone?
Students, especially student leaders, have access to people in all areas of the university, who may be working in silos. You may find that people in all areas have similar interests but are not working as closely together as they could, and one key role students can play is bringing all of these advocates together.
- After you consider the above, where are the remaining gaps?
Once you have determined how you can augment and build upon existing work and ideas, you can look for the remaining gaps that you can fill by starting new projects and initiatives. The next section contains some ideas for that.
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pressbooks
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2025-03-22T05:09:04.552218
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04-19-2020
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https://pressbooks.claremont.edu/studenttoolkit/chapter/step-three-how-to-advocate-on-your-campus/
|
3 Step Three: How To Advocate On Your Campus
For Student Societies and Student Leaders
Student-Facing Advocacy
#textbookbroke
One of the best ways to mobilize student voices in support of open education is to appeal to the fact that students spend too much money on textbooks each term. You can demonstrate wide student support and inform students about the high cost of textbooks through a campaign like #textbookbroke, a social media campaign that can be adapted to any institution.
This campaign involves asking students to take a photo showing how much they spent on their textbooks, then posting the photo on social media along with the hashtag #textbookbroke (or a variation of this hashtag, like #textbookbrokeCUC). The photo could be taken as the student leaves their campus bookstore, or an image of their bookstore receipt could be posted online along with the hashtag.
The campaign raises awareness of the existence of open textbooks and OER, and starts the conversation surrounding the costs of educational resources and how they are used in the classroom. More information about the #textbookbroke campaign can be found in Appendix C of this toolkit.
Engage students in programming during events like Open Education Week.
Many universities hold OER-themed programming, like panel discussions or workshops, during Open Education Week or similar annual events. These are opportunities to involve students in programming that is normally only appealing to faculty and staff, ensuring that student opinions are heard. You might try to get students involved in event planning processes, ensure students participate in panels or presentations, or advertise events to your study body. This allows information to be shared with students that are involved, and student-centric messaging to be shared with those on your campus involved in OER promotion.
Ensure that your own resources and information is openly licensed and share with other student groups and societies.
It is great to talk the talk, but make sure to walk the walk as well. The open education community is very supportive, and we can only be successful if we work together and make our resources open. You can use open licenses for resources your student society creates and adapts, to ensure that you are supporting other student groups and societies in starting their own OER initiatives. An easy way to do this is using the Creative Commons Choose a License feature. Make sure to look for existing resources you could adapt before creating your own.
Increase visibility on campus
Visibility is one of the most effective ways to educate students, faculty, and other audiences about your campaign and build awareness about open textbooks. When done well, this visibility can help your campaign succeed while also improving the name recognition and reputation of your student government.
Examples of on-campus visibility tactics:
- Create a clear, simple, memorable slogan for your campaign
- Distribute leaflets/flyers on campus
- Hang posters
- Chalk messages on sidewalks
- Put table tents on tables in dining halls, library, computer lab, etc.
- Ask the bookstore to insert a flyer in every bag
- “Tabling” – set up a table and talk to people who walk past
- Make an interactive poster or whiteboard that encourages students to participate
- Have a panel discussion
- Plan games and activities. For example, “the price is right” for textbooks.
Mentor new students leaders
Student leadership turnover is inevitable, as some of your advocates will graduate or transfer every year. Make sure that you are keeping the conversation about textbook affordability a current issue by mentoring newer student leaders and doing good succession planning.
Faculty-Facing Advocacy
Make faculty-facing advocacy a priority.
Instructors and faculty members are the ones who choose the educational resources they will be using in the classroom, so advocacy directed at faculty may be the best means for change. Having a good understanding of the pedagogical benefits of open and how to adopt and create OERs makes students able to provide instructors with the right information to support them in adopting OER and open practices.
Create opportunities for faculty engagement and professional development.
Many faculty have either never heard of OER or, even if they have, don’t know how to start using it in their courses. University teaching and learning centers and libraries often offer regular professional development workshops or events centered around themes related to improving teaching. Student leaders can encourage more content related to open education to be injected into these, and can join in their delivery to talk about what is important from the student perspective.
Encourage your institution to offer grants to faculty willing to redesign courses with OER.
Providing monetary support for faculty members willing to adopt OER as their primary course materials can incentivize greater adoption, and also shows that faculty thinking about adoption have institutional support behind them. For example, at Simon Fraser University (SFU) the Vice-President Academic Office made available a number of OER Grants valued at $5,000 which aim to support the adoption of OER in SFU courses. These are restricted to covering the costs of support for the faculty member through research assistants, persons with specific expertise, support for data collection and analysis, and travel for the dissemination of findings. Institutions should ensure that the focus includes both resources like textbooks but also ancillary materials that instructors often find as part of publishers’ packages.
Advocate for your library to make OER easily accessible in their catalog.
Faculty are more likely to trust resources if their quality is assured by librarian approval. If your library can make resources like open textbooks available to find in their online, searchable databases, faculty will be more likely to adopt them. The UBC Library, for example, has an online research guide about open education, which includes a page about finding open textbooks in the UBC collections.
Encourage creation and adoption of OER through faculty promotion and tenure processes.
Investigate the processes for faculty promotion and tenure at your institution, and determine who is responsible for setting guidelines. Ask them to consider the use of open educational practices as one (among many) of the ways faculty can demonstrate commitments to quality teaching during the promotion and tenure process. Showing that you have faculty members who support this may help, and you might consider garnering this support by connecting with your institution’s union or association of faculty.
Publicly thank faculty champions
Show faculty that you appreciate the time and effort it took to redesign their course around open or low-cost materials. Write thank-you notes, hold a public recognition ceremony, or hang a poster on their office door that was signed by all their students. Make sure that other colleagues and administrators know how you feel about faculty that adopt open textbooks!
For Students more Broadly
There are many low-barrier ways that individual students can get involved in the open education movement, and student societies can encourage these activities within their student body.
Talk to your professors or instructors about open educational resources.
The final say about what resources will be used in a course usually lies with faculty, to whom students have unique, direct access. Some ways of doing this include:
- Show faculty students care about this issue by sharing your thoughts on high textbook costs or showing them you appreciate it when they use cheap or free alternatives. One easy way to do this is through anonymous midterm or end of term course evaluations that take place at many institutions.
- Tell faculty whom you think may be interested about open education. If you know of any examples of OER that would be useful in a course you have taken, tell the instructor about it. You can also refer them to resources or OER repositories (see below), or share stories of other faculty adopting OER at your institution.
Create open content yourself.
Students can choose to publish their own work under an open license as well:
- See this open publishing guide developed by SPARC’s Right to Research Coalition for some suggestions and guidelines.
- Students can use platforms like flickr to upload photos and images they have created under open licenses, including content they may have created as part of their courses.
- Many institutions also have local opportunities for students to publish their work, often in student-led, open access journals. Students can seek out these opportunities, and student leaders can help promote them widely.
Pass this resource on to your student society.
As a member of your institution’s scholarly community you can have a lot of influence over the way in which you create content and experience teaching and learning. However, you can have much more support by working with the student society that represents you to advocate for OER, and by doing so you can ensure that it is a priority for more students. This resource is meant for you as a student, and for groups and societies, so make sure to pass it along, or adopt it for your own context.
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2025-03-22T05:09:04.567486
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04-19-2020
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https://ecampusontario.pressbooks.pub/studenttoolkit/chapter/step-three-how-to-advocate-on-your-campus/
|
Step Three: How To Advocate On Your Campus
For Student Societies and Student Leaders
Student-Facing Advocacy
#textbookbroke
One of the best ways to mobilize student voices in support of open education is to appeal to the fact that students spend too much money on textbooks each term. You can demonstrate wide student support and inform students about the high cost of textbooks through a campaign like #textbookbroke, a social media campaign that can be adapted to any institution.
This campaign involves asking students to take a photo showing how much they spent on their textbooks, then posting the photo on social media along with the hashtag #textbookbroke (or a variation of this hashtag, like #textbookbrokeBC). The photo could be taken as the student leaves their campus bookstore, or an image of their bookstore receipt could be posted online along with the hashtag.
The campaign raises awareness of the existence of open textbooks and OER, and starts the conversation surrounding the costs of educational resources and how they are used in the classroom. More information about the #textbookbroke campaign can be found in Appendix C of this toolkit.
Engage students in programming during events like Open Education Week.
Many universities hold OER-themed programming, like panel discussions or workshops, during Open Education Week or similar annual events. These are opportunities to involve students in programming that is normally only appealing to faculty and staff, ensuring that student opinions are heard. You might try to get students involved in event planning processes, ensure students participate in panels or presentations, or advertise events to your study body. This allows information to be shared with students that are involved, and student-centric messaging to be shared with those on your campus involved in OER promotion.
Ensure that your own resources and information is openly licensed and share with other student groups and societies.
It is great to talk the talk, but make sure to walk the walk as well. The open education community is very supportive, and we can only be successful if we work together and make our resources open. You can use open licenses for resources your student society creates and adapts, to ensure that you are supporting other student groups and societies in starting their own OER initiatives. An easy way to do this is using the Creative Commons Choose a License feature. Make sure to look for existing resources you could adapt before creating your own.
Faculty-Facing Advocacy
Make faculty-facing advocacy a priority.
Instructors and faculty members are the ones who choose the educational resources they will be using in the classroom, so advocacy directed at faculty may be the best means for change. Having a good understanding of the pedagogical benefits of open and how to adopt and create OERs makes students able to provide instructors with the right information to support them in adopting OER and open practices.
Create opportunities for faculty engagement and professional development.
Many faculty have either never heard of OER or, even if they have, don’t know how to start using it in their courses. University teaching and learning centres and libraries often offer regular professional development workshops or events centered around themes related to improving teaching. Student leaders can encourage more content related to open education to be injected into these, and can join in their delivery to talk about what is important from the student perspective.
Encourage your institution to offer grants to faculty willing to redesign courses with OER.
Providing monetary support for faculty members willing to adopt OER as their primary course materials can incentivize greater adoption, and also shows that faculty thinking about adoption have institutional support behind them. For example, at Simon Fraser University (SFU) the Vice-President Academic Office made available a number of OER Grants valued at $5,000 which aim to support the adoption of OER in SFU courses. These are restricted to covering the costs of support for the faculty member through research assistants, persons with specific expertise, support for data collection and analysis, and travel for the dissemination of findings. Institutions should ensure that the focus includes both resources like textbooks but also ancillary materials that instructors often find as part of publishers’ packages.
Advocate for your library to make OER easily accessible in their catalogue.
Faculty are more likely to trust resources if their quality is assured by librarian approval. If your library can make resources like open textbooks available to find in their online, searchable databases, faculty will be more likely to adopt them. The UBC Library, for example, has an online research guide about open education, which includes a page about finding open textbooks in the UBC collections.
Encourage creation and adoption of OER through faculty promotion and tenure processes.
Investigate the processes for faculty promotion and tenure at your institution, and determine who is responsible for setting guidelines. Ask them to consider the use of open educational practices as one (among many) of the ways faculty can demonstrate commitments to quality teaching during the promotion and tenure process. Showing that you have faculty members who support this may help, and you might consider garnering this support by connecting with your institution’s union or association of faculty.
For Students more Broadly
There are many low-barrier ways that individual students can get involved in the open education movement, and student societies can encourage these activities within their student body.
Talk to your professors or instructors about open educational resources.
The final say about what resources will be used in a course usually lies with faculty, to whom students have unique, direct access. Some ways of doing this include:
- Show faculty students care about this issue by sharing your thoughts on high textbook costs or showing them you appreciate it when they use cheap or free alternatives. One easy way to do this is through anonymous midterm or end of term course evaluations that take place at many institutions.
- Tell faculty about open education that you think may be interested. If you know of any examples of OER that would be useful in a course you have taken, tell the instructor about it. You can also refer them to resources or OER repositories (see below), or share stories of other faculty adopting OER at your institution.
Create open content yourself.
Students can choose to publish their own work under an open license as well:
- See this open publishing guide developed by SPARC’s Right to Research Coalition for some suggestions and guidelines.
- Students can use platforms like flickr to upload photos and images they have created under open licenses, including content they may have created as part of their courses.
- Many institutions also have local opportunities for students to publish their work, often in student-led, open access journals. Students can seek out these opportunities, and student leaders can help promote them widely.
Pass this resource on to your student society.
As a member of your institution’s scholarly community you can have a lot of influence over the way in which you create content and experience teaching and learning. However, you can have much more support by working with the student society that represents you to advocate for OER, and by doing so you can ensure that it is a priority for more students. This resource is meant for you as a student, and for groups and societies, so make sure to pass it along, or adopt it for your own context.
|
pressbooks
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2025-03-22T05:09:04.580386
|
09-13-2024
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https://ecampusontario.pressbooks.pub/studenttoolkit/chapter/step-three-how-to-advocate-on-your-campus/#chapter-26-section-1
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Step Three: How To Advocate On Your Campus
For Student Societies and Student Leaders
Student-Facing Advocacy
#textbookbroke
One of the best ways to mobilize student voices in support of open education is to appeal to the fact that students spend too much money on textbooks each term. You can demonstrate wide student support and inform students about the high cost of textbooks through a campaign like #textbookbroke, a social media campaign that can be adapted to any institution.
This campaign involves asking students to take a photo showing how much they spent on their textbooks, then posting the photo on social media along with the hashtag #textbookbroke (or a variation of this hashtag, like #textbookbrokeBC). The photo could be taken as the student leaves their campus bookstore, or an image of their bookstore receipt could be posted online along with the hashtag.
The campaign raises awareness of the existence of open textbooks and OER, and starts the conversation surrounding the costs of educational resources and how they are used in the classroom. More information about the #textbookbroke campaign can be found in Appendix C of this toolkit.
Engage students in programming during events like Open Education Week.
Many universities hold OER-themed programming, like panel discussions or workshops, during Open Education Week or similar annual events. These are opportunities to involve students in programming that is normally only appealing to faculty and staff, ensuring that student opinions are heard. You might try to get students involved in event planning processes, ensure students participate in panels or presentations, or advertise events to your study body. This allows information to be shared with students that are involved, and student-centric messaging to be shared with those on your campus involved in OER promotion.
Ensure that your own resources and information is openly licensed and share with other student groups and societies.
It is great to talk the talk, but make sure to walk the walk as well. The open education community is very supportive, and we can only be successful if we work together and make our resources open. You can use open licenses for resources your student society creates and adapts, to ensure that you are supporting other student groups and societies in starting their own OER initiatives. An easy way to do this is using the Creative Commons Choose a License feature. Make sure to look for existing resources you could adapt before creating your own.
Faculty-Facing Advocacy
Make faculty-facing advocacy a priority.
Instructors and faculty members are the ones who choose the educational resources they will be using in the classroom, so advocacy directed at faculty may be the best means for change. Having a good understanding of the pedagogical benefits of open and how to adopt and create OERs makes students able to provide instructors with the right information to support them in adopting OER and open practices.
Create opportunities for faculty engagement and professional development.
Many faculty have either never heard of OER or, even if they have, don’t know how to start using it in their courses. University teaching and learning centres and libraries often offer regular professional development workshops or events centered around themes related to improving teaching. Student leaders can encourage more content related to open education to be injected into these, and can join in their delivery to talk about what is important from the student perspective.
Encourage your institution to offer grants to faculty willing to redesign courses with OER.
Providing monetary support for faculty members willing to adopt OER as their primary course materials can incentivize greater adoption, and also shows that faculty thinking about adoption have institutional support behind them. For example, at Simon Fraser University (SFU) the Vice-President Academic Office made available a number of OER Grants valued at $5,000 which aim to support the adoption of OER in SFU courses. These are restricted to covering the costs of support for the faculty member through research assistants, persons with specific expertise, support for data collection and analysis, and travel for the dissemination of findings. Institutions should ensure that the focus includes both resources like textbooks but also ancillary materials that instructors often find as part of publishers’ packages.
Advocate for your library to make OER easily accessible in their catalogue.
Faculty are more likely to trust resources if their quality is assured by librarian approval. If your library can make resources like open textbooks available to find in their online, searchable databases, faculty will be more likely to adopt them. The UBC Library, for example, has an online research guide about open education, which includes a page about finding open textbooks in the UBC collections.
Encourage creation and adoption of OER through faculty promotion and tenure processes.
Investigate the processes for faculty promotion and tenure at your institution, and determine who is responsible for setting guidelines. Ask them to consider the use of open educational practices as one (among many) of the ways faculty can demonstrate commitments to quality teaching during the promotion and tenure process. Showing that you have faculty members who support this may help, and you might consider garnering this support by connecting with your institution’s union or association of faculty.
For Students more Broadly
There are many low-barrier ways that individual students can get involved in the open education movement, and student societies can encourage these activities within their student body.
Talk to your professors or instructors about open educational resources.
The final say about what resources will be used in a course usually lies with faculty, to whom students have unique, direct access. Some ways of doing this include:
- Show faculty students care about this issue by sharing your thoughts on high textbook costs or showing them you appreciate it when they use cheap or free alternatives. One easy way to do this is through anonymous midterm or end of term course evaluations that take place at many institutions.
- Tell faculty about open education that you think may be interested. If you know of any examples of OER that would be useful in a course you have taken, tell the instructor about it. You can also refer them to resources or OER repositories (see below), or share stories of other faculty adopting OER at your institution.
Create open content yourself.
Students can choose to publish their own work under an open license as well:
- See this open publishing guide developed by SPARC’s Right to Research Coalition for some suggestions and guidelines.
- Students can use platforms like flickr to upload photos and images they have created under open licenses, including content they may have created as part of their courses.
- Many institutions also have local opportunities for students to publish their work, often in student-led, open access journals. Students can seek out these opportunities, and student leaders can help promote them widely.
Pass this resource on to your student society.
As a member of your institution’s scholarly community you can have a lot of influence over the way in which you create content and experience teaching and learning. However, you can have much more support by working with the student society that represents you to advocate for OER, and by doing so you can ensure that it is a priority for more students. This resource is meant for you as a student, and for groups and societies, so make sure to pass it along, or adopt it for your own context.
|
pressbooks
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2025-03-22T05:09:04.597581
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09-13-2024
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https://ecampusontario.pressbooks.pub/studenttoolkit/chapter/step-two-what-already-exists-on-your-campus/
|
Step Two: What Already Exists On Your Campus?
How to start
When starting any new initiative as a student society, it is important to recognize that there are likely already faculty, staff, or librarians on your campus who care about an issue as much as you. This is also an issue that provides incentives and benefits to all groups on campus. Before starting to work on an OER campaign in isolation, an indispensable first step is to conduct a scan of the advocates and initiatives that already exist at your institution. This could include:
- Faculty who engage in open educational practices in their courses;
- Staff at teaching and learning centres who offer resources and professional development for faculty who wish to adopt open educational practices;
- Librarians who encourage faculty to adopt open resources in place of traditional ones;
- Administrators who are interested in making open education part of your university’s strategic goals.
If you already know of one or more such people, approach them and ask about the work they are doing, and ask them to connect you with other advocates. If you don’t know where to start, you might try reaching out to the broader OER network beyond your institution, as they likely have connections with advocates in your community. Regional organizations that have open education as part of their mandate (e.g. BCcampus, Campus Manitoba) can be a good place to start.
Once you have conducted this scan, some things to reflect on include:
- What is some work already being done that could use an extra boost?
You may find that many advocates have ideas for things they want to start, but they need an extra boost that can come from students expressing their passion about an issue. Talk to these advocates to encourage them to get started implementing their ideas, and offer to help in any ways you can.
- Who needs to be brought together that is working alone?
Students, especially student leaders, have access to people in all areas of the university, who may be working in silos. You may find that people in all areas have similar interests but are not working as closely together as they could, and one key role students can play is bringing all of these advocates together.
- After you consider the above, where are the remaining gaps?
Once you have determined how you can augment and build upon existing work and ideas, you can look for the remaining gaps that you can fill by starting new projects and initiatives. The next section contains some ideas for that.
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pressbooks
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2025-03-22T05:09:04.607712
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09-13-2024
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https://ecampusontario.pressbooks.pub/studenttoolkit/chapter/step-one-what-are-oer/
|
Step One: What Are OER, Why Are They Important, and What are the Barriers to Adoption?
What Are OER, Why Are They Important, and What are the Barriers to Adoption?
What are OER?
Open Education Resources (OER) can be any type of educational material: their scale varies from something as small as a class handout or image to something as large as a textbook or online course. While traditional course resources come with restrictive copyright laws, OER use open copyright licenses like Creative Commons. Depending on the creator’s desires, these licenses allow for different degrees of openness, and may restrict or preclude users from engaging in one or more of the 5Rs.
According to David Wiley’s definition of openness, OER are “licensed in a manner that provides users with free and perpetual permission to engage in the 5R activities:
- Retain – the right to make, own, and control copies of the content (e.g., download, duplicate, store, and manage)
- Reuse – the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video)
- Revise – the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
- Remix – the right to combine the original or revised content with other material to create something new (e.g., incorporate the content into a mashup)
- Redistribute – the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)”
Why are OER important? Cost Savings.
For students already struggling to afford rising tuition and housing costs, the additional expense of textbooks can be a hurdle to accessing higher education. In a study conducted by Florida Virtual Campus in 2012, 65% of respondents indicated that they did not purchase textbooks at one point in their schooling due to cost. The same survey also indicated that 35% of students reduced their semesterly course load due to textbook cost and that 23% of students regularly forego purchasing textbooks due to cost alone. According to a Consumer Study conducted by NBC in 2015, from January 1977 to June 2015 textbook prices within the United States have risen 1,041%; this amount has risen over three times the rate of U.S. inflation.
While there are many short-term measures that students can use to save money on textbooks, such as buying or borrowing used materials, rental programs, or using e-textbooks and library reserves, none of these options are as innovative as OER. Open educational resources, like open textbooks, can decrease the cost of education because they are either free or low cost. Lower costs will result in students being less dependent on student loans and may even result in higher program completion rates. Greater open textbook adoption will therefore result in a more affordable, more accessible post-secondary education.
Because their license allows OER to be retained and reused, OER can also be accessed repeatedly throughout one’s degree, unlike online textbooks (or e-books) and course materials that require expensive access codes that expire when a course is finished. OER can therefore be used to enhance future projects or assignments or serve as supplementary reading later in one’s degree or post-graduation, promoting low-cost, lifelong learning that is not confined to the span of a course.
OER cost savings in action:
- BCcampus Open Textbook Project saved students over $350,000 in its first two years
- Introductory Physics students at the University of British Columbia saved $90,000 in one year
- In its first year, the UC Davis ChemWiki replaced traditional textbooks to save students $500,000 across four US campuses
Why are OER important? Pedagogical Benefits.
The many cost saving benefits of OER are matched by the equally important pedagogical benefits of open education.
One of the main teaching benefits is that, since open materials are fully revisable and remixable, they can be customized to fit the way an instructor wants to teach a course. When using static traditional resources that cannot be easily edited or combined due to copyright restrictions, instructors may be forced to teach their courses in a way that conforms to available resources, rather than teach the course in their ideal way. Using OER allows the freedom to revise material by removing irrelevant content or adding one’s own content, as well as the flexibility to combine parts of resources together, thereby ensuring materials are contextualized to a specific course.
Because anyone, including students, can be involved in the creation, revision, and distribution of OER, instructors can also use these resources to engage in “open pedagogy,” assignments that leverage OER to create more meaningful learning experiences. Traditionally, students work hard on assignments that will be handed in to their instructor, graded, and then never seen again. Instead, instructors might, for example, ask students to edit OER for redistribution, or have students openly license their own work for use by future students, thereby allowing their work to be shared with a more meaningful audience. This positions students as active participants in scholarly knowledge-sharing.
Open pedagogy in action:
- University of British Columbia students created and contributed to Wikipedia articles on Latin American literature and reached audiences in the hundreds of thousands
- Students at NC State University created instructional chemistry videos for other students, resulting in better lab performance than students instructed by TAs
Why are OER important? Knowledge Creation and Dissemination.
OER also provide benefits to members of communities beyond college and university campuses, allowing for knowledge creation and sharing outside the bounds of the traditional class and campus settings. It can be difficult for those outside of scholarly communities to access and participate in learning materials or research, and the creation of openly licensed research and teaching materials helps break down such barriers. This allows broader access to information and research, and broader participation in scholarship, helping universities to spread their core missions to society as a whole.
Open knowledge in action:
- A UBC video game law course invited members of the outside community to join in course discussions through an open course website
- Open data sets from governments, universities, businesses, and other organizations allow anyone to access and analyze information traditionally restricted to professional researchers
What are the Main Barriers to Adopting OER?
Research has shown there are many barriers to faculty and instructors adopting open educational resources. These include a mixture of true barriers and barriers caused by faculty perceptions of OER and open pedagogy. Students should keep the following list of barriers in mind when starting their own advocacy for OER; suggestions in Steps Two and Three of this toolkit attempt to address them.
- Not available or difficult to find. Faculty who are new to OER perceive knowing where to find relevant course materials, as well as the time involved in finding them, as barriers to adoption. It is thus important that institutions provide staff and library support for the adoption process, as well as incentives for faculty to spend extra time adopting OER.
- Perception of quality. Faculty are used to using traditionally published resources, and may be hesitant to adopt OER when they don’t know if they can trust their quality. However, those who have used OER often report their quality as equal to or better than traditional resources. The pedagogical benefits that come with the flexibility of OER should be emphasized in messaging to faculty, as these can contribute to improved perception.
- Traditional textbook package. Traditional textbooks often come with not just a book, but also with ancillary resources like online homework platforms or banks of exam questions. Faculty will be more likely to adopt OER if, in doing so, they can adopt both a textbook and a package of related materials.
- Institutional culture. Faculty may be reluctant to adopt OER if they perceive that they are alone in doing so, or that they are acting against the culture of their institution. Student advocacy should target not just faculty, but also university administrations who set strategic priorities and make decisions about what initiatives to fund. Showing broad support from the student body can also help to shift institutional culture.
- Not an individual decision. Often, the choice of which textbook to use in large courses is made by departments, not individual faculty members. This makes it more difficult for faculty to choose to adopt OER, because of competing interests and values of instructors. Working with faculty champions to speak to those instructors who may be reluctant to adopt OER can be successful to ensure widespread support. This can be effective in leveraging the support of instructors who are willing to do the work behind adoption.
For a more in-depth look at these issues:
- this blog post summarizes barriers from a faculty member’s perspective, and
- this research report from BCcampus studies many of these barriers, and includes links to many similar studies describing these barriers in detail.
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pressbooks
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2025-03-22T05:09:04.622960
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09-13-2024
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https://pressbooks.bccampus.ca/oertoolkitfortrades/chapter/chapter-1/
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Getting to Know Open Education Resources (OERs)
Brief Introduction to OERs
At the heart of the open movement lie two central ideas:
- Publicly-funded knowledge and knowledge products should be made freely available to the public.
- Coordinated peer production is a powerful way to create quality products for education.
Open Educational Resources (OERs) are typically developed by publically-funded educators, who contribute their creations into the public domain using an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation.
The research shows that OERs not only reduce student debt, they also (when used appropriately in a course) improve student learning.
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pressbooks
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2025-03-22T05:09:04.631917
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11-21-2023
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https://pressbooks.bccampus.ca/oertoolkitfortrades/chapter/quick-start-know-the-jargon-terms-definitions/
|
Getting to Know Open Education Resources (OERs)
Quick Start: Know the Jargon (Terms & Definitions)
| Term | Definition |
|---|---|
| Course Delivery Terminology | |
| Blended learning (“Flipped classroom”) |
Blended learning is a combination of both face-to-face and online instruction. For example, a student alternates studying in class, with studying independently using Internet-based resources and spaces. |
| Face-to-face | Face-to-face instructional typically occurs in a classroom and that is bound by time, space, and place. |
| LMS (Learning Management System) |
An LMS is a software application for the administration, documentation, tracking, reporting and delivery of educational courses or training programs. |
| Licensing & Permissions Terminology | |
| Copyright | Copyright means the sole right to produce or reproduce a work or a substantial part of it in any form. |
| Fair dealing / Fair use | Fair dealing is a user right contained in the Copyright Act (Canada). Fair dealing allows one to copy from a copyrighted work, without the copyright owner’s permission, if the copy is research, private study, education, parody, satire, criticism, review or news reporting; and, the dealing (use) is fair. |
| OER (Open Educational Resource) |
Open Educational Resources are “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and repurposing by others.An OER gives instructors and students the legal permission to engage in the “5Rs”.[1]
An OER is:
OERs include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.”[2] |
| Open license | This is the “intellectual property license that permits their free use and repurposing by others” that defines a resource as “open”.For example, all new open textbooks added to the BC Open Textbook collection are released under a Creative Commons CC-BY 4.0 International license. With this open license, you are free to:
for any purpose, even commercial. |
| Public domain | The state of belonging or being available to the public as a whole, and therefore not subject to copyright. |
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pressbooks
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2025-03-22T05:09:04.646395
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11-21-2023
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https://pressbooks.bccampus.ca/oertoolkitfortrades/chapter/phase-1-moira-reviews-her-course/
|
Using an Open Textbook and a Learning Management System in Trades Courses: A (Possible) Case Study
Phase 1: Moira Reviews Her Course
Moira’s Course
Meet Moira.
Moira is an instructor in a Trades program at a college in B.C. Since she started working at the college, she has taught all of her courses face-to-face, both in a classroom and on the shop floor. Over the years, Moira has designed and taught her classes around a framework that includes the following:
- Course pack.
Each term, Moira photocopies dozens of articles and excerpts from assorted textbooks and works with the college’s printing services to assemble the readings into a course pack for her students. Moira’s students are responsible for purchasing a copy of this course pack at the college bookstore at the beginning of term. Moira assigns readings from the course pack each week with the expectation students will have completed them before the week’s lecture and gained some grounding in the topic well before they spend hands-on time in the shop. - In-class lectures & discussions.
Moira uses the 6 hours of in-class time she has with her students each day to expand on that week’s topic and to supplement any areas not addressed in enough detail – or covered at all – by the readings in the course pack. She creates PowerPoint presentations to use in her lectures; her PowerPoint slides are full of Trades images and photos Moira finds online and downloads to use in her course to help illustrate Trades practices for her students. Sometimes other Trades instructors come to class to demonstrate to students how the course theory is applied in practice. - In-class “self-assessment” quizzes.
Moira also uses some in-class time to give her students quizzes (paper handouts) and she marks these quizzes that same day. These quizzes are not part of the students’ formal grade in the course but Moira does require that students achieve a score of 70% or more; the quizzes are intended to give students an opportunity to confirm their comprehension of the theory and their readiness to apply the theory in the shop.
In summary: Moira’s students acquire their course theory during class lectures and from the course pack. They then go on to have hands-on time in the shop to apply the theory they learned in class and from the course pack readings.
Moira’s Review
Recently, Moira has been reviewing her course. She has developed a list of recurring issues she wants to address through some course revisions:
- Course pack:
Moira has a few significant concerns about her course pack of photocopied readings.- Several students have told Moira that they chose not to buy the course pack. Some explained that their decision was based on their own budget restraints, while others gave her a variety of reasons why they have difficulty using it (e.g. font size is too small, or the quality of the photocopies is too poor to read, or the course pack is heavy and too cumbersome to be easily portable to bring to-and-from campus).
- After attending a workshop at her college, Moira is now also concerned that she may have been unintentionally violating copyright laws by creating copies of some articles and textbook chapters and republishing them without permission in the course pack.
- There have been times when Moira has felt like she is constantly photocopying readings and working with the college’s printing services to prepare yet another version of the course pack. This is a time-consuming task and Moira is frustrated that after all the time she spends on it, the course pack still isn’t the resource her students really need.
- In-class lectures and demonstrations:
Moira also has a couple of concerns with the in-class lecture time she has with her students.- The in-class, practical demonstrations give students a chance to see how the concepts they learn in class are applied in the shop. However, there is no way for students to review demonstrations again, and if students miss a class, they miss the demonstration altogether.
- After what she learned at the copyright workshop, Moira also has concerns about all of the images and photos she has downloaded. She does not want to inadvertently infringe on copyright and she has not kept track of the source sites she collected them from.
- Quizzes (& Grade Management):
Moira does not feel that her current practice of giving students the “self-assessment” quizzes via paper-handouts in class is sustainable for her or even particularly helpful for her students.- Moira is concerned that between tracking which student is ready to move on to the hands-on time in the shop and scheduling time for students to re-take a quiz in order to achieve the passing score, she is wasting opportunities to spend meaningful contact time with her students. Similarly, Moira worries that in her rush to mark the quizzes and help get students into the shop more quickly, she is missing opportunities to give the students more meaningful feedback and specific guidance on course concepts they may be struggling with.
- Further to these concerns, since many of her students have acknowledged they don’t have the course pack, Moira realizes that many of her students must also be completing the self-assessment quizzes without having read the foundational materials. Moira is concerned that they are missing out on learning opportunities and are just trying to achieve the minimum score they need in order to get into the shop.
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pressbooks
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2025-03-22T05:09:04.657971
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11-21-2023
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https://pressbooks.bccampus.ca/oertoolkitfortrades/chapter/phase-2-moira-plans-her-course-revisions/
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Using an Open Textbook and a Learning Management System in Trades Courses: A (Possible) Case Study
Phase 2: Moira Plans Her Course Revisions
After discussing these concerns with some of her teaching colleagues, Moira feels encouraged to make some significant revisions to her face-to-face course. However, she does not have a lot of time to spare on these revisions; not only will she teach this course again in 3 months but Moira is currently teaching another course and will not have release time to complete her course revisions.
Moira’s goal now is to shift the theory part of her course into a blended delivery format; she will deliver part of the course online and part of it in the classroom. She plans to use her college’s LMS[1] to post readings, her own lecture notes, and videos of practical demonstrations. She believes this will give her students more flexibility in when and where they can review course materials. Moira also hopes that this shift will leave more time in-class for discussions about challenging concepts and preparation for the hands-on time in the shop.
In addition, Moira intends to move all of her self-assessment quizzes into the LMS. Her students will still need to achieve at least 70% to pass the quizzes, but she understands that in the LMS, she can set up the quizzes so students can have more than one attempt to achieve that grade. And she has learned that it’s possible to set these quizzes up so students can receive feedback on their answers as soon as they submit – feedback that could include references back to specific content and readings students should review and can also find in the context of the course site.
Moira has given a lot of thought to the course pack she has been using, especially since hearing from students about the barriers it presents to some of them. Since she will now be using the LMS to support her course, Moira hopes to be able to provide all the instructional materials for the course – including all of the course readings – in a digital format and give her students more flexibility in how they access their content. In her earlier discussions with colleagues about where to begin looking for digital readings and images that she could post to an LMS site, Moira was excited to learn about OERs and the B.C. Open Textbook collection of free textbooks and she began to explore the available titles in the collection. Not only did she discover the collection includes many textbooks geared towards Trades subjects, but she was pleased that she could adopt as much or as little of a textbook as she needed without any concerns about copyright infringement or financial cost to her students.
While Moira is excited to begin implementing her plans for course revisions, she is quickly realizing that she is going to need some help adopting an open textbook and setting up her course site in the LMS. She has created a list of questions and has begun to collect answers from some other Trades instructors with more blended-learning experience. In the process, she is also creating her own list of recommendations for other instructors who may be looking to try something similar.
Moira’s Questions and Planning Notes
| Moira’s Questions | Moira’s Planning Notes & Recommendations for Colleagues | |
|---|---|---|
| #1 | Where do I find help at my institution for moving my course into a blended delivery format? | Colleagues at [my college] have recommended that I connect with an instructional designer for advice about moving from a face-to-face to a blended, partially-online format. At [my college], instructional design support is provided through our Teaching & Learning Centre.
Speaking of colleagues, I would like to ask a couple of colleagues who have prior experience with any of this process if it’s alright for me to ask for their advice and recommendations when I have questions along the way. |
| #2 | How much time will it take for me to convert my course into a blended format? Do I have enough time to make the revisions I want to make? |
I know that 3 months of working “off the side of my desk” does not leave me with a lot of time to complete significant course revisions like this and I understand that I may not have enough time to do everything on my list.
I’m dividing my list of priorities into two categories: “must have” by the next time I teach this course and “nice to have” (but may have to wait until I can work on the course again). I will create a 3-month project implementation plan to complete my “must-have” items and will work on any remaining “nice to haves” in the time remaining or at a future date if I run out of time now. “MUST HAVE”
“NICE TO HAVE”
|
| #3 | What LMS does my institution use?
Where do I find help at my institution for learning how to use the LMS? (Does this support include help around incorporating selected OERs into my LMS course site?) |
I started by talking to some of my colleagues who have experience teaching their courses in a blended format.
|
| #4 | Where do I find help for adopting OERs? (e.g. Open textbooks, open images, ancillary resources) |
These are a few “getting started”-type resources I’ve found helpful with the more specific questions I have about OERs:
|
| #5 | Where do I actually find an Open Textbook and then how do I create a copy for my students?
Where can I find open images that I can be sure I am allowed to post online for my students? |
These are the resources I would recommend my colleagues use to work through the next steps in an open textbook adoption process:
I would definitely recommend that any colleagues who are searching for open-license images use this web service called Creative Commons Search:
|
| #6 | How do I prepare my students for the online portion of my blended course? | I’ve spoken to an instructional designer and also some of my colleagues about things I can do to prepare my students for the online part of the course. Based on their recommendations, I am planning to:
|
| #7 | Where do students get technical support at my institution for the online portion of my course? | Colleagues have told me to expect that some students will find it challenging at first to use the LMS, and that even those students who have a lot of confidence with technology may need technical assistance on occasion.
I have investigated at our college where students can get technical assistance when they are on campus, and I’ve also looked into what technical support they can get when they working in the LMS off-campus. At my college, most students on campus use the Helpdesk run by our IT Services. However, for specific assistance with the LMS, the Helpdesk often redirects students to the Teaching & Learning Centre – since they are the unit that supports the LMS. Based on the recommendations I’ve collected from my colleagues and also from the instructional designer I’m working with, I am planning to:
|
| #8 | Where do students with a learning disability get support (if they need it) at my institution? | In my discussions with colleagues and my instructional designer, I have learned there is a strong possibility that some students in my course may have some type of a learning disability.
I have learned that at my college, students who have a disability can connect with our “Disability Resource Centre” if they need some form of assistance or accommodation in support of their needs. I have also learned that some students who have a learning disability are reluctant to tell their instructor due to fears of being stigmatized. I’m concerned that there might be students in my course who, due to some form of learning disability, experience challenges with the LMS or the Open Textbook and don’t tell me about this. Based on what I have learned so far, I am planning to:
|
[1] Examples of popular LMSs currently in use at BC post-secondary institutions include: D2L, Moodle, Sakai, Blackboard.
|
pressbooks
|
2025-03-22T05:09:04.679586
|
11-21-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/oertoolkitfortrades/chapter/phase-2-moira-plans-her-course-revisions/",
"book_url": "https://pressbooks.bccampus.ca/oertoolkitfortrades/front-matter/snapshot-of-the-oer-adoption-process-described-in-this-toolkit/",
"title": "OER Toolkit for Trades Instructors",
"author": "Sue Doner, Susan Chandler",
"institution": "",
"subject": "Language: reference and general,"
}
|
https://pressbooks.bccampus.ca/oertoolkitfortrades/chapter/phase-3-moira-adopts-an-open-textbook-uses-an-lms-and-creates-a-more-accessible-experience-for-her-students/
|
Using an Open Textbook and a Learning Management System in Trades Courses: A (Possible) Case Study
Phase 3: Moira Implements Her Plan
How Moira Adopted an Open Textbook, Began to Use an LMS, and Created a More Accessible Experience for Her Students
Guided by the information she collected during the planning stage, Moira moved forward with her course revisions. With only 3 months before she had to deliver the course again, this is what Moira was able to do to address the key issues she noted in Phase 1 of this guide:
- Adopted an Open Textbook for her Trades course and the ancillary resources available alongside it (videos and question bank);
- Revised her course to be delivered in a blended format – partially online in her institution’s LMS and partially face-to-face in the classroom.
- Located online videos of hands-on demonstrations of Trades practices; confirmed that these were licensed under Creative Commons open licenses.
- Learned enough about her institution’s LMS to set up weekly modules, make the OERs (textbook, videos, quiz questions) she adopted available to her students, and begin to create online quizzes.
Note: in Moira’s 3-month “Implementation of Planned Revisions” which is described on the following pages:
- OT = task associated with Open Textbook and/or OER goal;
- LMS = task associated with goal of moving into blended format with a Learning Management System
|
pressbooks
|
2025-03-22T05:09:04.689542
|
11-21-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/oertoolkitfortrades/chapter/phase-3-moira-adopts-an-open-textbook-uses-an-lms-and-creates-a-more-accessible-experience-for-her-students/",
"book_url": "https://pressbooks.bccampus.ca/oertoolkitfortrades/front-matter/snapshot-of-the-oer-adoption-process-described-in-this-toolkit/",
"title": "OER Toolkit for Trades Instructors",
"author": "Sue Doner, Susan Chandler",
"institution": "",
"subject": "Language: reference and general,"
}
|
https://pressbooks.bccampus.ca/oertoolkitfortrades/chapter/phase-3-implementation-of-planned-course-revisions-1st-month/
|
Using an Open Textbook and a Learning Management System in Trades Courses: A (Possible) Case Study
Phase 3 – Implementation: 1st Month
| Moira’s Tasks (Weeks 1-4) |
“Must Have” Goal This Task Supports | Supports Moira Used | |
|---|---|---|---|
| #1 | Connected with 2 colleagues in the Trades school who were willing to share suggestions and recommendations based on their own prior experience with similar course revisions and moving into the LMS. | LMS | Informal “buddy” or mentor system with more experienced “blended delivery” colleagues in Moira’s program. |
| #2 | Met with an instructional designer at the college. | LMS; OT | Instructional Designer Specific to Moira’s college; locate the teaching & learning services at your institution for suggestions. |
| #3 | Booked hands-on training sessions to learn how to use the LMS to:
|
LMS | LMS Training & workshops Specific to Moira’s college; locate the teaching & learning services at your institution for suggestions. |
| #4 | Reviewed the “Common Core” section of the “Trades” collection in the BC Open Textbook library | OT | Common Core section of Open Textbook “Trades” collection: https://open.bccampus.ca/find-open-textbooks/?subject=Common Core |
| #5 | Searched this collection for anything that covered “tools and equipment”.
|
OT | From the BC Open Textbook Collection: Line C: Tools and Equipment Competency C-4: Describe Ladders and Work Platforms |
| #6 | Read through the textbook and information about the ancillary resources associated with the textbook.
[Note: The ancillary resources available with the open textbook Moira adopted included demonstration videos AND a question bank to use for online “self tests”. Moira is free to use all or some of the resources as she likes, and can create new videos and new questions to add to the question bank as her time permits.] |
OT | Open Textbook plus ancillary resources: videos, question library. |
| #7 | Downloaded all textbook files + specific ancillary-resource files formatted for Moira’s LMS (D2L) | OT; LMS | Saved to a folder on her own computer at this point. |
| #8 | Filled out and submitted the BC Open Textbook Adoption Form | OT | BC Open Textbook Adoption Form: https://open.bccampus.ca/about-2/adoption-form/ |
| Moira’s recommendation at this point in the project: Check-in with “buddy system” and instructional designer: “How am I doing so far?” |
|
pressbooks
|
2025-03-22T05:09:04.703126
|
11-21-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/oertoolkitfortrades/chapter/phase-3-implementation-of-planned-course-revisions-1st-month/",
"book_url": "https://pressbooks.bccampus.ca/oertoolkitfortrades/front-matter/snapshot-of-the-oer-adoption-process-described-in-this-toolkit/",
"title": "OER Toolkit for Trades Instructors",
"author": "Sue Doner, Susan Chandler",
"institution": "",
"subject": "Language: reference and general,"
}
|
https://pressbooks.bccampus.ca/oertoolkitfortrades/chapter/phase-3-implementation-of-planned-course-revisions-2nd-month/
|
Using an Open Textbook and a Learning Management System in Trades Courses: A (Possible) Case Study
Phase 3 – Implementation: 2nd Month
| Moira’s Tasks (Weeks 5-8) |
“Must Have” Goal This Task Supports | Supports Moira Used | |
|---|---|---|---|
| #1 | BEFORE STARTING TO USE THE LMS: Using only Microsoft Word, Moira developed a framework or outline of how she would organize information in her LMS site. She wanted to have a clear plan of her online course components in place BEFORE she started working in the LMS. Moira knew that she wanted her LMS site to support a weekly lesson structure, provide quick access to student services information, and give her students access to all of the course materials they needed in order to prepare for classes and to review before taking quizzes and moving into the shop. Using only the technology of Word, Moira decided she would organize her weekly lessons (or “Modules”) and she identified the common components she planned to include in each Module:
|
LMS | For this task, Moira used:
Moira’s mock-up in Word of Module structure: |
| #2 | Implemented planned framework in the LMS: Referring to the course site plan she had previously outlined in a Word document, Moira created the structural framework (i.e. Module outlines) for her course in the LMS. |
LMS | For this task, Moira used:
Moira’s mock-up in LMS of Module structure: |
| #3 | Uploaded all of the Open Textbook files (textbook chapters + the ancillary video and quiz resources) to the LMS site. | OT; LMS | For this task, Moira used:
|
| #4 | Connected with direct supervisor (Program Chair) to confirm necessary updates to the course description in the institution’s course calendar.
Course description modified to include notifications to prospective students so that they would know:
|
LMS | Program Chair [Specific to Moira’s college & her program; locate your supervisor for suggestions.] |
| #5 | Connected with the college’s “Disability Resource Centre” for their recommendations about what information Moira should provide to her students about help that is available for students with a disability and how they locate help when and if they need it. | LMS; OT | Disability Resource Centre / Accessibility Services Specific to Moira’s college; locate the accessibility or disability-support services at your institution for suggestions. |
| Moira’s recommendation at this point in the project: Check-in with “buddy system” and instructional designer: “How am I doing so far?” |
|
pressbooks
|
2025-03-22T05:09:04.716608
|
11-21-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/oertoolkitfortrades/chapter/phase-3-implementation-of-planned-course-revisions-2nd-month/",
"book_url": "https://pressbooks.bccampus.ca/oertoolkitfortrades/front-matter/snapshot-of-the-oer-adoption-process-described-in-this-toolkit/",
"title": "OER Toolkit for Trades Instructors",
"author": "Sue Doner, Susan Chandler",
"institution": "",
"subject": "Language: reference and general,"
}
|
https://pressbooks.bccampus.ca/oertoolkitfortrades/chapter/phase-3-implementation-of-planned-course-revisions-3rd-month/
|
Using an Open Textbook and a Learning Management System in Trades Courses: A (Possible) Case Study
Phase 3 – Implementation: 3rd Month
| Moira’s Tasks (Weeks 9-12) |
“Must Have” Goal This Task Supports | Supports Moira Used | |
|---|---|---|---|
| #1 | BUILT OUT THE ONLINE COURSE MODULES: Moira fleshed out the framework she had created in the LMS during Weeks 5-8. She worked through each Module page she had created, and inserted information into each of the sections she had outlined.
|
LMS | For this task, Moira used:
|
| #2 | Followed accessibility standards for web content while setting up online content.
Based on the recommendations and advice Moira had collected through consultations with an instructional designer, her “buddy system” and with her college’s Disability Resource Centre, Moira understands that if she follows some web accessibility guidelines, she can do a lot to make the content on her course LMS site accessible to all of her students, including students with a disability. |
LMS | BC Open Textbook Accessibility Toolkit: https://opentextbc.ca/accessibilitytoolkit/ |
| #3 | Created a “Helpful Resources” section on the homepage of the course site.
This section includes short descriptions and links to critical support services that were identified during the Planning stage,:
|
LMS | For this task, Moira used:
|
| #4 | Set up a Gradebook in the LMS to more easily track student progress through self-assessment quizzes.
During her LMS training, Moira realized that even if she did not have time to create online quizzes to replace the paper-based self-assessments she currently uses, she could at least take advantage of the Gradebook tool to keep track of her students’ progress and opportunities to move on to hands-on time in the shop. Moira was very keen to replace her own paper-based method of tracking this information, and setting up the Gradebook was something she was going to do when she created online quizzes anyway. |
LMS (but was also originally listed as a “Nice to Have“) |
For this task, Moira used:
|
| #5 | Added selected demonstration videos to the course content.
Moira selected several of the available demonstration videos (ancillary resources to the open textbook) and inserted them into the appropriate Modules. |
“Nice to have” | Ancillary open-education resources: Videos |
| #6 | Quizzes (An “in-progress” task for Moira at this time) Moira was happy to find that a sizeable question bank was one of the ancillary resources available with the open textbook she adopted. However, with only 3 months to work on her revisions, she ran out of time to review all of the questions and convert all of her self-assessment “quizzes” into an online format. At this point, Moira has set up just a couple of quizzes in her site. Her current plan is to evaluate how her students approach the two online quizzes she has created, and whether or not giving them
helps her students to become better prepared for their hands-on time in the shop. Moira will also administer quizzes through paper hand-outs in class and continue to create more of the LMS-based self-assessment quizzes whenever she has time. |
“Nice to have” | Ancillary open-education resources: Question bank |
| #7 | Open-licensed images and photos (An “out-of-scope” task for Moira at this time) As she expected, Moira did not have enough time to search out openly-licensed images to replace the images she had been using (whose copyright permissions were not known to Moira). Moira’s long-term goal is to search for more images online and download only those images that are openly-licensed. In the meantime, Moira has decided not upload any of her current images to the LMS course site unless she is certain she has copyright-clearance to do so. |
“Nice to have” | For this task, Moira used:
NOTE from the CC Search service: You should always verify that the work is actually under a CC license by following the link…If you are in doubt you should contact the copyright holder directly, or try to contact the site where you found the content.” |
| Moira’s recommendation at this point in the project: Check-in with “buddy system” and instructional designer: “How am I doing now?” |
|||
| #8 | Moira has set aside most of the first face-to-face class to give students a hands-on orientation to the LMS course site and the open textbook | LMS; OT | For this task, Moira used:
|
| And (FINALLY): Moira highly recommends you take a moment at this point to celebrate all your efforts! (You can resume planning for the next phase of your course revisions soon enough.) |
|
pressbooks
|
2025-03-22T05:09:04.734895
|
11-21-2023
|
{
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"url": "https://pressbooks.bccampus.ca/oertoolkitfortrades/chapter/phase-3-implementation-of-planned-course-revisions-3rd-month/",
"book_url": "https://pressbooks.bccampus.ca/oertoolkitfortrades/front-matter/snapshot-of-the-oer-adoption-process-described-in-this-toolkit/",
"title": "OER Toolkit for Trades Instructors",
"author": "Sue Doner, Susan Chandler",
"institution": "",
"subject": "Language: reference and general,"
}
|
https://pressbooks.bccampus.ca/oertoolkitfortrades/chapter/a-sample-module-from-moiras-newly-blended-course/
|
Using an Open Textbook and a Learning Management System in Trades Courses: A (Possible) Case Study
A Sample Module from Moira’s Newly Blended Course
Sample Module: Extension Ladders
This page includes screen-shots of the first module Moira built in her LMS course site.
|
pressbooks
|
2025-03-22T05:09:04.743618
|
11-21-2023
|
{
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"url": "https://pressbooks.bccampus.ca/oertoolkitfortrades/chapter/a-sample-module-from-moiras-newly-blended-course/",
"book_url": "https://pressbooks.bccampus.ca/oertoolkitfortrades/front-matter/snapshot-of-the-oer-adoption-process-described-in-this-toolkit/",
"title": "OER Toolkit for Trades Instructors",
"author": "Sue Doner, Susan Chandler",
"institution": "",
"subject": "Language: reference and general,"
}
|
https://ecampusontario.pressbooks.pub/oetraining/chapter/introductory-content-for-learning-management-system/
|
1 Introductory Content for Learning Management System
Introduction
It is beneficial to include introductory information for your asynchronous course, as it will describe the purpose of the program and other house keeping information such as whether or not there will be optional in-person meetings.
Suggested Content
Open Education Training Program for Instructors and Staff
Welcome to [name of institution] Open Education Training Program for instructors and staff! I am delighted that you can join us. This training will support instructors in learning more about open education (OE) and help you develop the skills you need to start an open educational resources (OER) project.
How does this program work?
- OER: 101
- Copyright & Open Licensing
- Finding & Evaluating OER
- Adapting & Creating OER
Time Commitment & Program Structure:
Each module will take one week to complete. There are 4 components to each module:
1. Warm-Up (Recommended): Each module includes a short warm-up activity, such as a video clip and a short survey. Warm-up activities will take no more than 10 minutes to complete. I encourage you to complete each warm-up activity prior to viewing the pre-recorded lecture, so you can fully engage in the activities embedded in the lecture.
2. Pre-Recorded Lecture (Required): The pre-recorded lectures (approximately 40 minutes of content) have been developed by the program’s facilitator and will introduce all participants to the module content. There will be interactive questions and activities embedded in the pre-recorded lectures to help you test your understanding of the material. The slides will also be made available as a PDF document.
3. Building Block Activity (Recommended): Each module will have a building block assignment which is designed to help you apply your new knowledge and create deliverables that feed directly into the planning and development of an OER project. The time commitment for these activities will vary, but will typically take 20-30 minutes to complete.
4. Additional Resources: For those who would like to delve deeper into the module content, I have included a set of additional readings and videos for each module. These are not mandatory.
5. Drop-In Zoom Q&A Sessions with the Facilitators (Optional): The facilitator will be hosting two optional drop-in Zoom Q&A sessions to answer any questions participants may have about the training program. Each participant has been sent an Outlook invite for the sessions with the Zoom information; however, the information is also listed below:
- Drop-In Zoom Session #1: Date and Time
- Zoom link | Meeting ID # | Passcode #
- Drop-In Zoom Session #2: Date and Time
- Zoom link | Meeting ID # | Passcode #
Discussion Forums Used in this Program:
- Course Announcements Forum: Program announcements will be posted in this forum.
- Building Block Activity Forums: Participants are encouraged to post their completed Building Block activities for each module to their respective building block forums. While these forums will be monitored by the facilitator(s), I encourage participants to also provide peer feedback.
- Discussion Forum: Participants are encouraged to post questions, thoughts, ideas, progress updates, and any challenges they encounter on this forum. The forum will be monitored by the facilitator(s), but I also encourage participants to respond to each other and provide peer feedback.
Important! [Name of learning management system] is meant to be a safe, private space where you and your fellow module participants can interact. Please treat the information you read there as confidential.
Program Facilitator(s):
- Name, Job Title, Department, Email address
- Name, Job Title, Department, Email address
Program Credits:
- Stephanie Quail, Director, Open Scholarship department, York University Libraries
- Sarah Coysh, Associate Dean, Digital Engagement & Strategy division, York University Libraries
- HIlary Barlow, W. P. Scott Chair in Librarianship at York University Libraries from 2022 to 2024
|
pressbooks
|
2025-03-22T05:09:04.757381
|
03-1-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/oetraining/chapter/introductory-content-for-learning-management-system/",
"book_url": "https://ecampusontario.pressbooks.pub/oetraining/front-matter/copyright/",
"title": "Open Education Training Guide",
"author": "Stephanie Quail, Sarah Coysh, Hilary Barlow",
"institution": "York University",
"subject": "Open learning, distance education"
}
|
https://ecampusontario.pressbooks.pub/oetraining/chapter/introduction-to-module/
|
2 Introduction to Module 1
Introduction
The content in Module 1 covers open educational resources (OER) basics. It is the foundation for the rest of the course’s content. The module includes four distinct parts that participants should complete. However, in the York University version of the course, only the Pre-recorded lecture component was required.
Image of Content in eClass, York’s Learning Management System
The below image shows what the module looks like in York University’s learning management system (LMS). York uses Moodle as their LMS. You’ll notice that each module has four components:
- Warm-up activity (optional)
- Pre-recorded lecture (required)
- Building block activity (optional)
- Additional resources (optional)
|
pressbooks
|
2025-03-22T05:09:04.766275
|
03-1-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/oetraining/chapter/introduction-to-module/",
"book_url": "https://ecampusontario.pressbooks.pub/oetraining/front-matter/copyright/",
"title": "Open Education Training Guide",
"author": "Stephanie Quail, Sarah Coysh, Hilary Barlow",
"institution": "York University",
"subject": "Open learning, distance education"
}
|
https://ecampusontario.pressbooks.pub/oetraining/chapter/content-for-module-1/
|
3 Content for Module 1
Image for Module 1
Module Image Credit: Untitled image by harishs on Pixabay / Available under a Pixabay license
Warm-Up Activity
Please watch this video and complete the following questionnaire before viewing the pre-recorded lecture for Module 1. This task is recommended, but not required and will take no more than 10 minutes to complete.
Video Attribution: Mireles, N. (2012, June 5). Open education matters: Why is it important to share content? [Video file]. YouTube. https://www.youtube.com/watch?v=dTNnxPcY49Q / Available under Creative Commons Attribution 3.0 Unported license
Questionnaire Questions
Your answers to this brief questionnaire will only be viewed by the program facilitators.
1. How would you describe your knowledge of Open Educational Resources?
- Excellent
- Very Good
- Good
- Poor
2. How often do you use Open Educational Resources in your own teaching?
- Always
- Sometimes
- Never
3. Please list any questions about Open Educational Resources that you are hoping will be answered in these modules.
- Allow for open-ended responses
Pre-Recorded Lecture for Module 1: OER 101
After you complete the pre-recorded lecture content, you will be able to:
- Define the key characteristics of open educational resources (OER).
- List and describe examples of OER.
- Identify key benefits OER provide to faculty and students.
- Transcript to videos in pre-recorded lecture (new tab)
- Slides for Pre-recorded lecture (Google Slides – new tab)
Building Block Activity
Open in order to…what?
Introduction:
During 2017’s Open Access Week, the Scholarly Publishing and Academic Resources Coalition (SPARC) provided the prompt of “open in order to” to focus on the why of open, and not just the how. This reflection helps individuals make thoughtful, deliberate choices when designing learning materials that are also meant to be free and open.
Instructions:
This activity is recommended, but not required. It will take approximately 10 minutes to complete. Please answer the following questions. Writing in point form or sentence form is appropriate.
Questions for Instructors:
-
Describe which components of your OER project will benefit [Institution’s name] faculty and students the most.
-
Will all of the components of your project be made into an OER? If yes, how will this benefit students, faculty, and community members outside of [Institution’s name]?
Optional:
Please post your ideas to the building block forum and also try to comment on 1 to 2 of the other participants’ answers.
Recommended Due Date:
[Due date]
Additional Resources
Getting Started with OER:
- eCampusOntario. (2023). Mastering open ed: Licensing, accessibility, creation, and publishing OER. Available under a Creative Commons Attribution-NonCommercial 4.0 International licence.
- Elder, A. (2019). The OER starter kit. Iowa State University Digital press. Available under a Creative Commons Attribution 4.0 International licence.
Defining OER:
Benefits of OER:
- DeRosa, R. (2017, November 1). OER: Bigger than affordability. Inside Higher Education. https://www.insidehighered.com/digital-learning/views/2017/11/01/oer-catalyst-national-conversation-about-public-higher-education#.WhRt03-s_bh.link
- Hilton, J. (2016). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Educational Technology Research and Development, 64, 573-590. https://doi.org/10.1007/s11423-016-9434-9
- Video summary of research paper: Research Shorts. (2016, December 2). A review of the effectiveness & perceptions of open educational resources as compared to textbooks [Video file]. YouTube. https://www.youtube.com/watch?v=SX0K0hb_xKE / Available under a Creative Commons Attribution license
Considerations Before Using or Creating an OER:
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pressbooks
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2025-03-22T05:09:04.782469
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03-1-2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/oetraining/chapter/content-for-module-1/",
"book_url": "https://ecampusontario.pressbooks.pub/oetraining/front-matter/copyright/",
"title": "Open Education Training Guide",
"author": "Stephanie Quail, Sarah Coysh, Hilary Barlow",
"institution": "York University",
"subject": "Open learning, distance education"
}
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https://ecampusontario.pressbooks.pub/oetraining/chapter/test/
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4 Introduction to Module 2
Introduction
The content in Module 2 covers Canadian copyright and open licensing basics, with a specific focus on Creative Commons licences. The module includes four distinct parts that participants should complete. However, in the York University version of the course, only the Pre-recorded lecture component was required.
Image of Content in eClass, York’s Learning Management System
The below image shows what the module looks like in York University’s learning management system (LMS). York uses Moodle as their LMS. You’ll notice that each module has four components:
- Warm-up activity (optional)
- Pre-recorded lecture (required)
- Building block activity (optional)
- Additional resources (optional)
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pressbooks
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2025-03-22T05:09:04.791165
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03-1-2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/oetraining/chapter/test/",
"book_url": "https://ecampusontario.pressbooks.pub/oetraining/front-matter/copyright/",
"title": "Open Education Training Guide",
"author": "Stephanie Quail, Sarah Coysh, Hilary Barlow",
"institution": "York University",
"subject": "Open learning, distance education"
}
|
https://ecampusontario.pressbooks.pub/oetraining/chapter/content-for-module-2/
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5 Content for Module 2
Image for Module 2
Module Image Credit: Photo by GLady on Pixabay / Available under a Pixabay licence
Warm-Up Activity
Please read the FAQ Online Course Materials and Copyright (PDF) and complete the following questionnaire before viewing the pre-recorded lecture for Module 2. This task is recommended, but not required and will take no more than 10 minutes to complete.
Questionnaire Questions
Your answers to this brief questionnaire will only be viewed by the program facilitators.
1. How would you describe your knowledge of open licences, such as Creative Commons licences?
- Excellent
- Very Good
- Good
- Poor
2. Have you ever licensed any of your educational materials with a Creative Commons licence?
- Yes
- No
3. List any questions you have about open licensing that you hope will be answered in Module 2.
- Allow for open-ended responses
Pre-Recorded Lecture for Module 2: Copyright and Open Licensing
After you complete the pre-recorded lecture content, you will be able to:
- Define key Canadian copyright protections as they relate to creators of academic and/or creative works.
- Describe how Creative Commons licences provide a standardized approach for granting more permissive copyright permissions for academic and creative works.
- Explain how Creative Commons licences facilitate the creation of OER and describe the permissions provided by the most commonly used Creative Commons licences (i.e. CC BY, CC BY-NC)
- Create a well-structured Creative Commons licence statement for the open component of your OER project.
- Transcript to videos in pre-recorded lecture (new tab)
- Slides for Pre-recorded lecture (Google Slides – new tab)
Building Block Activity
Introduction:
In the pre-recorded lecture for Module 2 we discussed Creative Commons licences and how they can be used to create OER. This building block activity (approximately 15 minutes) will help you learn more about incorporating other OER into your own project and combining content that uses different Creative Commons licences.
Instructions:
Watch Part 2 of this video from the Orange Grove Repository on combining OER licences (5 minutes).
Video Attribution: The Orange Grove Repository. (2012, September 5). Creating OER and combining licenses – Full [Video file]. YouTube. https://youtu.be/Hkz4q2yuQU8 / Available under a Creative Commons Attribution-ShareAlike 3.0 Unported licence
Answer the following questions (10 minutes):
1. Which Creative Commons licence do you plan on using for your OER project? Why does this licence appeal to you?
2. Based on the above video, what are some challenges you may experience when using other OER in your project (i.e., openly licensed images, photos, exercises, etc.)
Recommended Due Date:
[Due date]
Additional Resources
Canadian Copyright Resources:
York University. (2020). Copyright @ York. https://copyright.info.yorku.ca/
- This website was prepared by York’s Copyright Office and provides official university guidance on copyright related questions.
- Includes video modules on fair dealing, history of Canadian copyright, open licensing and Creative Commons
- Includes seven short modules on Canadian copyright basics, as well as links to fair dealing assessment tools.
Creative Commons licences:
- Describes the four Creative Commons licence components and discusses why some Creative Commons licences are not compatible with creating OER.
- This interactive module describes the four elements of Creative Commons licences and how they are combined to create six different licensing options.
- This module covers the differences between collections of Creative Commons licensed works and remixes / adaptations of Creative Commons licensed works. It also provides licensing basics for Creative Commons remixes and adaptations.
Creative Commons Attribution best practices:
Aesoph, L. M. (2020). Chapter 21: Citation vs. attribution. In Self-publishing guide. BCcampus.
- Describes how the practice of academic citation differs from the practice of creating attributions for openly-licensed content.
- Provides attribution best practices for websites, blogs, offline documents, images, presentations, videos, audio, and datasets that use a Creative Commons licence.
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pressbooks
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2025-03-22T05:09:04.811725
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03-1-2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/oetraining/chapter/content-for-module-2/",
"book_url": "https://ecampusontario.pressbooks.pub/oetraining/front-matter/copyright/",
"title": "Open Education Training Guide",
"author": "Stephanie Quail, Sarah Coysh, Hilary Barlow",
"institution": "York University",
"subject": "Open learning, distance education"
}
|
https://ecampusontario.pressbooks.pub/oetraining/chapter/introduction-to-module-3/
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6 Introduction to Module 3
Introduction
The content in Module 3 covers various search strategies for finding open educational resources (OER), as well as some frameworks for evaluating OER. The module includes four distinct parts that participants should complete. However, in the York University version of the course, only the Pre-recorded lecture component was required.
Image of Content in eClass, York’s Learning Management System
The below image shows what the module looks like in York University’s learning management system (LMS). York uses Moodle as their LMS. You’ll notice that each module has four components:
- Warm-up activity (optional)
- Pre-recorded lecture (required)
- Building block activity (optional)
- Additional resources (optional)
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pressbooks
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2025-03-22T05:09:04.820483
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03-1-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/oetraining/chapter/introduction-to-module-3/",
"book_url": "https://ecampusontario.pressbooks.pub/oetraining/front-matter/copyright/",
"title": "Open Education Training Guide",
"author": "Stephanie Quail, Sarah Coysh, Hilary Barlow",
"institution": "York University",
"subject": "Open learning, distance education"
}
|
https://ecampusontario.pressbooks.pub/oetraining/chapter/content-for-module-3/
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7 Content for Module 3
Image for Module 3
Module Image Credit: Photo by Ann H on Pexels / Available under a Pexels licence
Warm-Up Activity
Please watch this video (2:12 minutes) and complete the following questionnaire before viewing the pre-recorded lecture for Module 3.
Video Attribution: Blair, J. (2022, January 27). Searching for OERs: Where to start [Video file]. YouTube. https://www.youtube.com/watch?v=0c0Xhn64vS8 / Available under Creative Commons Attribution 4.0 International license.
Questionnaire Questions
Your answers to this brief questionnaire will only be viewed by the program facilitators.
1. How would you describe your familiarity with OER repositories, such as eCampusOntario’s Open Library or the Open Textbook Library?
- Excellent
- Very Good
- Good
- Poor
2. Have you ever used resources from OER repositories in your teaching?
- Yes
- No
- Unsure
3. List any questions you have about finding and evaluating OER that you hope will be answered in Module 3.
- Allow for open-ended responses
Pre-Recorded Lecture for Module 3: Finding and Evaluating Open Educational Resources
After you complete the pre-recorded lecture content, you will be able to:
- Create strategic search strategies to search major OER repositories and locate resources that could be integrated into your OER project.
- Evaluate OER using high-quality OER evaluation rubrics and checklists.
- Transcript to videos in pre-recorded lecture (new tab)
- Slides for Pre-recorded lecture (Google Slides – new tab)
Building Block Activity
Introduction:
During the pre-recorded lecture for Module 3, we discussed how to find and evaluate OER. This building block activity will help you find and evaluate OER that you can incorporate into your own OER project.
Instructions:
Complete the Finding & Locating OER Worksheet (new tab) (approximately 20 to 30 minutes).
Optional:
Please consider posting your answers to Part 5: Reflect to the below Forum and also commenting on 1 to 2 other participants’ answers.
Recommended Due Date:
[Due date]
Additional Resources
Detailed List of OER by Discipline:
- OER By Discipline Guide by University of Ottawa (new tab): The openly-licensed guide suggests open educational resources for courses at the University of Ottawa.
- BCcampus’ Adoption Finder (Google Spreadsheet): This Google Spreadsheet lists open textbooks that are used by courses at colleges, institutes, and universities in British Columbia.
OER Tracking Spreadsheet
- Finding & Evaluating OER Tracking Spreadsheet (Google Spreadsheet): This spreadsheet will help you track the OER you find and would like to use in your courses or AIF project.
Detailed Rubrics for Evaluating Open Resources:
- BC OER Librarians’ OER checklist (PDF): This checklist is succinct, easy to follow, and can be used to evaluate a variety of OER.
- Achieve’s Rubric for Evaluating Open Education Resources Objects (PDF): Achieve, an educational non-profit in the U.S., has developed a more extensive rubric to use when evaluating the appropriateness and quality of OER. This rubric uses 8 evaluation criteria. This 2-page chart summarizes the evaluation criteria in a more succinct format.
- iRubric’s Evaluating OER rubric (new tab): Developed by RCampus, a business focused on creating educational productivity tools, this rubric provides a list of recommended questions to ask yourself when selecting an OER.
- BC Open Textbook Accessibility Toolkit (new tab): While this open textbook helps OER content creators develop accessible resources, its accessibility checklist is a useful resource to consult when determining if an OER is accessible.
- OER Evaluation Criteria by Affordable Learning Georgia (PDF): This checklist is a list of questions that can be used to evaluate an OER.
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pressbooks
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2025-03-22T05:09:04.841386
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03-1-2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/oetraining/chapter/content-for-module-3/",
"book_url": "https://ecampusontario.pressbooks.pub/oetraining/front-matter/copyright/",
"title": "Open Education Training Guide",
"author": "Stephanie Quail, Sarah Coysh, Hilary Barlow",
"institution": "York University",
"subject": "Open learning, distance education"
}
|
https://ecampusontario.pressbooks.pub/oetraining/chapter/introduction-to-module-4/
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8 Introduction to Module 4
Introduction
The content in Module 4 covers basics for creating and adapting open educational resources (OER), such as common technologies to use, technical considerations to keep in mind, and some project management basics. The module includes four distinct parts that participants should complete. However, in the York University version of the course, only the Pre-recorded lecture component was required.
Image of Content in eClass, York’s Learning Management System
The below image shows what the module looks like in York University’s learning management system (LMS). York uses Moodle as their LMS. You’ll notice that each module has four components:
- Warm-up activity (optional)
- Pre-recorded lecture (required)
- Building block activity (optional)
- Additional resources (optional)
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pressbooks
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2025-03-22T05:09:04.850823
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03-1-2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/oetraining/chapter/introduction-to-module-4/",
"book_url": "https://ecampusontario.pressbooks.pub/oetraining/front-matter/copyright/",
"title": "Open Education Training Guide",
"author": "Stephanie Quail, Sarah Coysh, Hilary Barlow",
"institution": "York University",
"subject": "Open learning, distance education"
}
|
https://ecampusontario.pressbooks.pub/oetraining/chapter/content-for-module-4/
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9 Content for Module 4
Image for Module 4
Module Image Credit: Photo by FelixMittermeier on Pixabay / Available under Pixabay licence
Warm-Up Activity
Please watch this video and complete the following questionnaire before viewing the pre-recorded lecture for Module 4. This task is recommended, but not required and will take no more than 10 minutes to complete.
Video Attribution: Elder, A. (2017, December 28). Creating open educational resources: Tips for new creators [Video file]. YouTube. https://www.youtube.com/watch?v=DV-HiWtMq1U / Available under a Creative Commons Attribution 4.0 International license
Questionnaire Questions
Your answers to this brief questionnaire will only be viewed by the program facilitators.
1. Have you ever adapted an OER?
- Yes
- No
2. Have you ever created an OER?
- Yes
- No
3. List any questions you have about adapting or creating OER that you hope will be answered in this module:
- Allow for open-ended responses
Pre-Recorded Lecture for Module 4: Adapting and Creating OER
After you complete the pre-recorded lecture content, you will be able to:
- Describe a structured project management framework for creating or adapting an OER
- List accessibility best practices for creating digital materials
- Describe common technologies used to develop or adapt OER
- Identify provincial and campus supports for OER projects
- Transcript to videos in pre-recorded lecture (new tab)
- Slides for Pre-recorded lecture (Google Slides – new tab)
Building Block Activity
Introduction:
During the pre-recorded lecture for Module 4, we discussed a common OER project management framework.
We would also like to highlight another set of OER project management resources that have been developed by the Rebus Community.
The Rebus Community is a non-profit organization that supports the development of OER, specifically open textbooks. They run the Textbook Success Program (new tab), which helps faculty, librarians, and other academic professionals learn how to manage large-scale OER creation projects.
Instructions:
For your last Building Block Activity, please review the following Rebus Community templates for managing an OER project (new tab). Select one of the templates and answer the following questions:
Questions for York Instructors:
-
Which template did you select and why did it interest you?
-
How would this template help you with managing your OER project?
Optional:
Please consider posting any questions that arise while completing the template to the below Forum.
Recommended Due Date:
[Due date]
Additional Resources
Creating OER:
- Aesoph, L.M. (2016). Adaptation guide. BCcampus. https://opentextbc.ca/adaptopentextbook/
- Ashok, A., Wake Hyde, Z., & Schilling, K. (2022). The Rebus guide to publishing open textbooks (so far). Rebus Community. https://press.rebus.community/the-rebus-guide-to-publishing-open-textbooks/
- Elder, A. (2019). The OER starter kit. Iowa State University Digital Press. https://iastate.pressbooks.pub/oerstarterkit/
- Elder, A. (2019). Production of OER. Iowa State University. https://docs.google.com/drawings/d/1Fn8ZnewHFLCqtwJaIPcajpbLMCH4jUkzk6KzzssPB44/edit
- Mays, E. (Ed). (2017, August 29). A guide to making open textbooks with students. Rebus Community. https://press.rebus.community/makingopentextbookswithstudents/
Accessibility and Inclusivity:
- BC Open Textbook Accessibility Toolkit:
- This open textbook helps OER content creators develop accessible resources. Of particular interest may be Appendix C: Inclusive Design Webinar Series & Appendix A: Checklist for Accessibility.
- Accessibility Fundamentals Course for Microsoft Products
- Introduction to Web Accessibility Course (free, by W3C Web Accessibility Initiative)
Accessibility and Usability Considerations:
- Elder, A. K. (n.d.). Accessibility and Usability. In The OER starter kit. Iowa State University Digital Press. https://iastate.pressbooks.pub/oerstarterkit/chapter/accessibility/
Diversity and Inclusion:
- Elder, A. K. (n.d.). Diversity and Inclusion. In The OER starter kit. Iowa State University Digital Press. https://iastate.pressbooks.pub/oerstarterkit/chapter/diversity-inclusion/
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pressbooks
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2025-03-22T05:09:04.872511
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03-1-2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/oetraining/chapter/content-for-module-4/",
"book_url": "https://ecampusontario.pressbooks.pub/oetraining/front-matter/copyright/",
"title": "Open Education Training Guide",
"author": "Stephanie Quail, Sarah Coysh, Hilary Barlow",
"institution": "York University",
"subject": "Open learning, distance education"
}
|
https://opentextbc.ca/tradesopenpedagogy/chapter/student-generated-quiz-questions/
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1 Student-Generated Quiz Questions
Detailed Description of Learning Activity
At the end of any module of learning, have students work in pairs or small groups to design a set of 2-5 multiple choice questions. Have students defend each question against a criteria of importance, relevance or validity, and difficulty level. Students should choose three distractors: one that predicts the kind of mistake a student will commonly make, one that is similar to the correct answer, and one that is clearly wrong. These should also be identified.
After the questions have been created, they should be exchanged with another pair/group to order according to quality of question. Feedback can be given at this stage.
Questions are then given to the instructor who will take the best 2-3 questions from each set and collate into a single quiz. This can be then used as a practice quiz for the class, or added a test bank that can be used for a different cohort of students.
Purpose of Activity
- Review and consolidate content from the module; build long-term memory.
- Practice multiple choice test taking.
What Makes This Open?
- Students create content.
- Students share learning or resources.
- It includes peer critique.
- It incorporates reflective practice.
- Collaborative/team-based learning.
Assessment
These questions can be used as a practice quiz. They can be loaded into the learning management system and set up for multiple attempts for mastery.
The quality of the test question, along with the additional information provided to justify the question design can also be evaluated and scored for an assignment mark.
Time
| Activity | Time |
|---|---|
| Explanation of activity and organization of groups | 15 minutes |
| Group collaboration (create questions and justification of question design) | 1 hour |
| Distribution and peer critique | 30 min –1 hour |
| Instructor critique and consolidation | 1 hour |
| Practice quizzing | 30 minutes |
Resources Required
- Module resources (content).
- Collaborative space (virtual or face-to-face).
- Way to distribute final quiz (learning management system or a paper quiz).
|
pressbooks
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2025-03-22T05:09:04.884421
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11-14-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/tradesopenpedagogy/chapter/student-generated-quiz-questions/",
"book_url": "https://opentextbc.ca/tradesopenpedagogy/front-matter/accessibility-statement/",
"title": "Open Pedagogy in the Trades",
"author": "Bruce Neid, Nicki Rehn",
"institution": "",
"subject": "Curriculum planning and development, Traditional trades, crafts and skills, Open learning, distance education"
}
|
https://opentextbc.ca/tradesopenpedagogy/chapter/sequence-of-events/
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2 Sequence of Events
Detailed Description of Learning Activity
This could be used as an introduction to a topic or a finishing exercise to reinforce learning.
Separate the class into two teams. Choose a topic that follows a set of ordered steps, such as how to assemble and light an oxy-fuel bottle setup safely. Write each step onto a separate strip of paper and provide each team with a randomly shuffled set of steps. The goal is to have each member stand in a single file line holding the steps in what they believe is the correct order. Usually five minutes is given for the teams to collaborate and come to their conclusion.
When the proper order is revealed, open the floor up for discussion and debate. Have students then brainstorm some memory techniques to help them remember the steps when they are in the shop.
This topic is especially great for the safety side of using welding equipment.
Purpose of Activity
- Create a visual representation of list of steps.
- Strengthen understanding through discussion and debate.
What Makes This Open?
- Includes peer critique.
- Incorporates reflective practice.
- Collaborative/team-based learning.
Assessment
This is a great formative assessment task that can be turned into a team challenge. It can be used to test prior knowledge (before the students have read the module) or reinforce what they have learned.
Time
| Activity | Time |
|---|---|
| Explanation of activity and organization of teams | 5 minutes |
| Group collaboration | 5 minutes |
| Presentation of solution, discussion and debate | 15 minutes |
Resources Required
- Two envelopes with individual steps in random order.
- Learning space.
*Online alternative – this could be set up in a LMS quizzing tool, or a digital collaborative space, such as Google Jamboards
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pressbooks
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2025-03-22T05:09:04.895047
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11-14-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/tradesopenpedagogy/chapter/sequence-of-events/",
"book_url": "https://opentextbc.ca/tradesopenpedagogy/front-matter/accessibility-statement/",
"title": "Open Pedagogy in the Trades",
"author": "Bruce Neid, Nicki Rehn",
"institution": "",
"subject": "Curriculum planning and development, Traditional trades, crafts and skills, Open learning, distance education"
}
|
https://opentextbc.ca/tradesopenpedagogy/chapter/create-a-resource/
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3 Create a Resource Bank
Detailed Description of Learning Activity
Give your students a topic that they will be studying in the next block. Ask them to read about the topic in their texts and research on the internet to get a good understanding of it. Once a baseline of knowledge is set, ask them to search for 1–2 good resources that could be used as future classroom materials to enhance the learning. Encourage them to use whatever they find to best compliment the topic chosen – videos, slide presentations, practice questions, posters, text quotes, or the students could even create their own media.
Have the students share what they found to the class (with a summary of each resource), and then collectively review, critique, and rank the resources. Use a polling tool to determine the top 5.
This activity will engage the students and give them a sense of value as to helping create future materials for any program.
Purpose of Activity
- Collect supplementary or auxiliary resources to improve learning on different topics.
- Expand understanding by having students review and critique these resources.
What Makes This Open?
- Uses open education resources.
- Students share learning and resources.
- Incorporates reflective practice.
- Connected to wider community.
- Collaborative/team-based learning.
Assessment
This can be used as formative assessment to see how much students understand the concept or topic when presented in other formats.
Time
| Activity | Time |
|---|---|
| Explanation of activity | 5 minutes |
| Time to research | 1–2 hours |
| Presentation of auxiliary resources | 1 hour |
| Review, critique, and rank | 30 minutes |
Resources Required
- Textbook or module.
- Access to internet.
- Means to post and share resource links to the class.
- Polling tool for ranking resources.
|
pressbooks
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2025-03-22T05:09:04.905814
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11-14-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/tradesopenpedagogy/chapter/create-a-resource/",
"book_url": "https://opentextbc.ca/tradesopenpedagogy/front-matter/accessibility-statement/",
"title": "Open Pedagogy in the Trades",
"author": "Bruce Neid, Nicki Rehn",
"institution": "",
"subject": "Curriculum planning and development, Traditional trades, crafts and skills, Open learning, distance education"
}
|
https://opentextbc.ca/tradesopenpedagogy/chapter/explainer-video/
|
4 Explainer Video
Detailed Description of Learning Activity
Have students pair up and choose a practical task that is relevant to the current stage in the program. Have them make a short 1–2 minute video on their smartphone that demonstrates the task and explains the theory behind it.
As an example, in welding, students learn the relationship between arc length, amperage and voltage. One student would be in the booth welding while the other is outside the booth keeping track of the amperage and voltage settings. Open dialogue could be kept when the welder is using a short arc or a long arc so the student outside the booth can note the changes in amperage and voltage on the video. To take this a little further, one could show what effect short or arc length have on the weld deposition and bead shape.
Once this video is completed and presented to the rest of their classmates, peers can critique the video and then summarize what they learned. This short video can then be used as a future resource for the program.
Purpose of Activity
- Articulate theory behind practical.
- Produce a video that can shared with peers.
What Makes This Open?
- Students create content.
- Students share learning.
- Participatory technology.
- Includes peer critique.
- Collaborative/team-based learning.
Assessment
Peers will provide critique and feedback.
This can also be used to assess application of theory (formative or summative assessment)
Time
| Activity | Time |
|---|---|
| Explanation of activity and organization of teams | 10 minutes |
| Activity – planning, execution, editing | 1–2 hour |
| Distribution and peer critique | 1 hour |
Resources Required
- Time in shop and access to proper safety equipment and tools.
- Recording device or smartphone.
- Place to upload (YouTube channel or learning management system).
|
pressbooks
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2025-03-22T05:09:04.916655
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11-14-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/tradesopenpedagogy/chapter/explainer-video/",
"book_url": "https://opentextbc.ca/tradesopenpedagogy/front-matter/accessibility-statement/",
"title": "Open Pedagogy in the Trades",
"author": "Bruce Neid, Nicki Rehn",
"institution": "",
"subject": "Curriculum planning and development, Traditional trades, crafts and skills, Open learning, distance education"
}
|
https://opentextbc.ca/tradesopenpedagogy/chapter/real-welds/
|
5 Real Welds
Detailed Description of Learning Activity
Have students take pictures of a variety of welds in their real world – their backyard, their homes, their workplaces, their places of leisure. Have them share their pictures with the group. Have the group pose questions that can be discussed as a group.
At the end of the task, have students submit a reflective summary of what was learned.
This activity could be done as an introduction, or as a culminative activity to showcase all the kinds of welding they have learned about during the course.
Purpose of Activity
- Connect book learning with real world.
- Build a sense of community.
What Makes This Open?
- Students create content.
- Incorporates reflective practice.
- Collaborative/team-based learning.
Assessment
This could form part of a capstone portfolio that provides evidence of being able to identify certain kinds of welds.
It could also be turned into a “weld scavenger hunt”, where the competitive element becomes formative assessment.
Time
| Activity | Time |
|---|---|
| Explanation of activity and organization of groups | 15 minutes |
| At-home collecting of weld pictures | 1–2 hours |
| Distribution and peer discussion | 1–2 hours |
| Summary and reflection | 30 minutes |
Resources Required
- Smart phone.
- Collaborative space (virtual or face-to-face).
- Way to share photos (email to instructor, load to a learning management system, add to a virtual noticeboard, such as Padlet).
|
pressbooks
|
2025-03-22T05:09:04.927461
|
11-14-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/tradesopenpedagogy/chapter/real-welds/",
"book_url": "https://opentextbc.ca/tradesopenpedagogy/front-matter/accessibility-statement/",
"title": "Open Pedagogy in the Trades",
"author": "Bruce Neid, Nicki Rehn",
"institution": "",
"subject": "Curriculum planning and development, Traditional trades, crafts and skills, Open learning, distance education"
}
|
https://opentextbc.ca/tradesopenpedagogy/chapter/start-with-the-problem/
|
6 Start with the Problem
Detailed Description of Learning Activity
Before you open the textbook or introduce a new topic, start with the real-life problem for which knowing the theory will solve it.
For example, what if you were a surgeon who needed to use two plates from a stack to secure a bone break but there were no labels or information on or about the plates? How would you determine which plates were stainless steel?
Group the students into pairs with a couple different pieces of material. Ask the groups to come up with a solution to the problem using their text books, online resources, tools, equipment, prior experience, etc.
Have the students present their solution and rationale to the group. When completed, ask the teams to vote on which team had the best solution to the problem.
Purpose of Activity
- Have students engage in an authentic task.
- Provide a purpose for knowing the theory.
What Makes This Open?
- Students create content.
- Collaborative/team-based learning.
- Incorporates reflective practice.
Assessment
Problem-solving is an important skill in the trades. This could be used anecdotally to assess how students approach novel problems.
Time
| Activity | Time |
|---|---|
| Explanation of activity and organization of groups | 15 min |
| Collaborative research and problem-solving | 1 hour |
| Sharing and peer discussion | 30 min |
Resources Required
- Access to internet and other informative resources.
- Collaborative space (virtual or face-to-face).
|
pressbooks
|
2025-03-22T05:09:04.937789
|
11-14-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/tradesopenpedagogy/chapter/start-with-the-problem/",
"book_url": "https://opentextbc.ca/tradesopenpedagogy/front-matter/accessibility-statement/",
"title": "Open Pedagogy in the Trades",
"author": "Bruce Neid, Nicki Rehn",
"institution": "",
"subject": "Curriculum planning and development, Traditional trades, crafts and skills, Open learning, distance education"
}
|
https://opentextbc.ca/tradesopenpedagogy/chapter/localize-a-resource/
|
7 Localize a Resource
Detailed Description of Learning Activity
Complete this activity in small groups. Many resources have generic content. Take a module (or an OER resource) and annotate the content with notes and examples that make it relevant to the local context. Different regions have different considerations for safety, operation, resourcing…etc. For example, Welding Competency A2 requires students to understand workplace responsibilities. Consider an actual workplaces in your region (ones that are likely to hire graduates from your program or ones that have already employed students), and have students outline what specific responsibilities each position in the organization will have. This could also be extended into the local community by having students reach out to workplaces and employers to discuss how this content applies to their context.
Publish these annotations in a shared document that can be distributed beyond the individual learner.
Purpose of Activity
- Bring content alive with relevancy.
- Apply theory to actual case studies and situations.
What Makes This Open?
- Uses OER.
- Students create content.
- Collaborative/team-based learning.
- Students share learning or resources beyond class.
- Connected to wider community,
Assessment
This could be given as a graded assignment.
Time
| Activity | Time |
|---|---|
| Explanation of activity and organization of groups | 15 minutes |
| Discussion, information-collecting, annotation. | 1 hour-multiple days of asynchronous time |
| Compilation and distribution of annotated modules to peers. | 30 minutes |
| Discussion and Reflection | 30 minutes |
Resources Required
- Access to module content that can be annotated.
- List of local contexts and factors.
- Collaborative space (virtual or face-to-face).
|
pressbooks
|
2025-03-22T05:09:04.948810
|
11-14-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/tradesopenpedagogy/chapter/localize-a-resource/",
"book_url": "https://opentextbc.ca/tradesopenpedagogy/front-matter/accessibility-statement/",
"title": "Open Pedagogy in the Trades",
"author": "Bruce Neid, Nicki Rehn",
"institution": "",
"subject": "Curriculum planning and development, Traditional trades, crafts and skills, Open learning, distance education"
}
|
https://opentextbc.ca/tradesopenpedagogy/chapter/community-projects/
|
8 Community Projects
Detailed Description of Learning Activity
Design a project that students can do safely (and to code) that will serve a community partner. Ideas include:
- Create finisher medals for a local race on the CNC.
- Design and weld a box for storage.
- Build a welded table or piece of art for a charity auction.
- Make welding repairs of the snow groomer for the local cross country ski club.
- Build sturdy bases or racks for other departments in the institution.
Purpose of Activity
- Motivate students with a real project that serves the community.
- Provide relevancy and authentic experience.
What Makes This Open?
- Non-disposable assignment.
- Collaborative/team-based learning.
- Students share learning or resources beyond class.
- Connected to wider community.
Assessment
Feedback is best given by the community member receiving the project. Self-reflection by the student can be assessed for grades.
Time
| Activity | Time |
|---|---|
| Explanation of activity | 1 hour |
| Execute the project (which may include consultation and feedback with community partner) | depends on project |
| Presentation to the community partner | 30 minutes |
| Self-reflection | 30 min – 1 hour |
Resources Required
- A community project and resources to complete it.
|
pressbooks
|
2025-03-22T05:09:04.959694
|
11-14-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/tradesopenpedagogy/chapter/community-projects/",
"book_url": "https://opentextbc.ca/tradesopenpedagogy/front-matter/accessibility-statement/",
"title": "Open Pedagogy in the Trades",
"author": "Bruce Neid, Nicki Rehn",
"institution": "",
"subject": "Curriculum planning and development, Traditional trades, crafts and skills, Open learning, distance education"
}
|
https://opentextbc.ca/tradesopenpedagogy/chapter/cheat-sheet-compressed-content/
|
9 Cheat Sheet – Compressed Content
Detailed Description of Learning Activity
Take a module and have students create a 1-page summary of the content. Use visual notetaking to make it easily read and digested. These can be shared among peers, laminated for future reference, or made into posters for the classroom. Students can pull information and images direct from OER.
You’ll need to provide some resources on how to create visual notes (see below). Provide the students with the content scope. These are best created by hand and photographed for sharing digitally.
Purpose of Activity
- Summarize learning in a visual and meaningful way.
- Study for end-of-module test.
What Makes This Open?
- Students create content.
- Incorporates reflective practice.
- Uses OER.
Assessment
The can be used as preparation for an end-of-module test, or they can submitted as an appendix to a summative test and assigned a portion of the marks. Marks are given for detail, comprehensiveness, and design.
Time
| Activity | Time |
|---|---|
| Explanation of activity | 10 minutes |
| Explore examples and provide tools for visual note-taking | 30 minutes |
| Creation of visual poster | 2 days |
| Presentation to peers | 30 minutes |
Resources Required
- Modules resources and internet for OER.
- Paper, pens, and coloured pencils.
- Device to photograph and share final posters.
Media Attributions
- #JISC Webinar © Giulia Forsythe is licensed under a Public Domain license
|
pressbooks
|
2025-03-22T05:09:04.970777
|
11-14-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/tradesopenpedagogy/chapter/cheat-sheet-compressed-content/",
"book_url": "https://opentextbc.ca/tradesopenpedagogy/front-matter/accessibility-statement/",
"title": "Open Pedagogy in the Trades",
"author": "Bruce Neid, Nicki Rehn",
"institution": "",
"subject": "Curriculum planning and development, Traditional trades, crafts and skills, Open learning, distance education"
}
|
https://opentextbc.ca/tradesopenpedagogy/chapter/h5p/
|
10 H5P
Detailed Description of Learning Activity
H5P is a free, open technology that allows users to build simple, interactive learning objects such as quizzes, word searches, and games…etc. In this activity, have students create learning objects on a particular module or line item that can be shared with each other and made available for future classes.
Here is an example of a set of H5P flash cards for welding:
Here is an example of H5P fill-in-the-blank questions for knots:
Purpose of Activity
- Consolidate learning and study for up-coming test.
- Create learning objects that others can use.
What Makes This Open?
- Uses OER.
- Students create content.
- Participatory technology.
- Students share learning or resources beyond class.
Assessment
These can be used as formative feedback for students if shared as a study tool. The creation of a learning object could be made into a formal assignment that is evaluated for a grade.
Time
| Activity | Time |
|---|---|
| Explanation of activity and review of examples. | 1 hour |
| Student exploration of the platform. | 1–2 hours |
| Build learning object | 1–2 days |
| Share learning objects | 1 hour |
Resources Required
- Module resources (textbook, OER, internet).
- Laptops or computers.
- Access to H5P.
- The H5P PB Kitchen Guide.
|
pressbooks
|
2025-03-22T05:09:04.983454
|
11-14-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/tradesopenpedagogy/chapter/h5p/",
"book_url": "https://opentextbc.ca/tradesopenpedagogy/front-matter/accessibility-statement/",
"title": "Open Pedagogy in the Trades",
"author": "Bruce Neid, Nicki Rehn",
"institution": "",
"subject": "Curriculum planning and development, Traditional trades, crafts and skills, Open learning, distance education"
}
|
https://opentextbc.ca/tradesopenpedagogy/chapter/design-thinking-challenge/
|
11 Design Thinking Challenge
Detailed Description of Learning Activity
Design thinking is an innovative process with which to approach difficult and ill-defined problems. It leads learners to think outside the box to solve real challenges in the discipline or workforce. This activity would work well as a capstone project, where a difficult welding problem, with multiple factors and variables, needs to be solved. Students work collaborative as a whole group or in teams to research the problem, ideate solutions, test them, and recommend a final design.
| Empathize | Define | Ideate | Prototype | Test |
|---|---|---|---|---|
| Develop a deep understanding of challenge. Ask questions. Research. Observe. | Clearly articulate the problem you want to solve. State the goal in one sentence. | Brainstorm potential solutions. No idea is a bad one. Order your ideas. Select one to develop. | Develop a prototype to test your solution. | Test your solution and make improvements as you go. Iterate your solution. Make a final recommendation. |
Purpose of Activity
- Solve real problems.
- Apply theory and practical skills to complex challenges.
What Makes This Open?
- Connected to wider community.
- Non-disposable assignment.
- Incorporates reflective practice.
- Collaborative/team-based learning.
Assessment
This works well as a capstone project. Student can be asked to summarize the project goals and processes in a report with a reflective element. Students can be asked to self-evaluate, and evaluate the contribution of their peers to their project.
Time
| Activity | Time |
|---|---|
| Explanation of activity and presentation of problem/challenge | 1 hour |
| Empathize and Define | depends on complexity of project |
| Ideate | 1–2 hours |
| Prototype and Test | depends on complexity of project |
| Report writing | 1–2 days |
Resources Required
- Design challenge to present to students (preferably a real problem that needs solving in the community).
- Scrap paper, post-it notes, pens.
- Appropriate welding materials for prototype.
|
pressbooks
|
2025-03-22T05:09:04.995189
|
11-14-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/tradesopenpedagogy/chapter/design-thinking-challenge/",
"book_url": "https://opentextbc.ca/tradesopenpedagogy/front-matter/accessibility-statement/",
"title": "Open Pedagogy in the Trades",
"author": "Bruce Neid, Nicki Rehn",
"institution": "",
"subject": "Curriculum planning and development, Traditional trades, crafts and skills, Open learning, distance education"
}
|
https://opentextbc.ca/tradesopenpedagogy/chapter/guide-for-future-students/
|
12 Guide for Future Students
Detailed Description of Learning Activity
Toward the end of the program have your students build a guide for future students of the program: “How to be successful in Welding Foundation”. Students should start by brainstorming all the possible ideas and then sorting then into topics. Suggestions include:
- How to stay motivated and engaged.
- How to pass your quizzes and tests.
- How to prepare for the ITA exams.
- How to improve your skills in the shop.
- How to stay safe.
- How not to get into trouble.
- How to stay organized and on top of your workload.
- How to make the most of your time at the college/university.
- How to build a sense of community among your fellow tradespeople.
- How to work with your instructor.
- What to do if things get tough (resources available).
- Why welding is so great!
The students could then build this in Pressbooks with integrated video messages for easy sharing, or create a PDF that can be printed at the print shop and distributed to the next cohort of students.
Purpose of Activity
- Consolidate learning over the program.
- Create a sense of legacy.
- Support future students.
What Makes This Open?
- Participatory technology.
- Students create content.
- Student share learning or resources beyond class.
- Non-disposable assignment.
- Incorporates reflective practice.
- Collaborative/team-based learning.
Assessment
Marks can be assigned for self-evaluated participation.
Time
| Activity | Time |
|---|---|
| Explanation of activity and presentation of problem/challenge | 30 minutes |
| Brainstorm | 1 hour |
| Build resource | 1–2 days |
Resources Required
- Pressbooks account and/or print shop.
- Laptops or computer lab.
|
pressbooks
|
2025-03-22T05:09:05.006944
|
11-14-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/tradesopenpedagogy/chapter/guide-for-future-students/",
"book_url": "https://opentextbc.ca/tradesopenpedagogy/front-matter/accessibility-statement/",
"title": "Open Pedagogy in the Trades",
"author": "Bruce Neid, Nicki Rehn",
"institution": "",
"subject": "Curriculum planning and development, Traditional trades, crafts and skills, Open learning, distance education"
}
|
https://opentextbc.ca/tradesopenpedagogy/chapter/jigsaw-content/
|
13 Jigsaw Content
Detailed Description of Learning Activity
At the beginning of a new module or line item, divide up the sections and assign them to small groups of 2-3 students. Have the students create an 8-10 slide deck with content, images, and a few quiz questions that teaches that module to fellow students. Use a platform like Google slides for easy sharing. Each group takes one section and then shares with their peers in a short oral presentation. This is a good way to introduce a topic rather than the instructor doing all the talking.
Purpose of Activity
- Have students review content before it is taught.
- Students prepare a resource for each other.
What Makes This Open?
- Participatory technology.
- Students create content.
- Collaborative/team-based learning.
Assessment
This could be done on a regular basis (the first class of each week, or the first class of each new module) and evaluated for a grade. The instructor should give plenty of feedback at the start so that students learn expectations of quality and detail.
Time
| Activity | Time |
|---|---|
| Explanation of activity | 30 minutes at start of program |
| Students research and build slide deck | 3-4 hours, on an on-going, regular basis. |
| Sharing and presentations | 5-10 minutes per group. |
Resources Required
- Student devices or computer lab.
- Module resources (textbooks, OER, internet).
|
pressbooks
|
2025-03-22T05:09:05.016955
|
11-14-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/tradesopenpedagogy/chapter/jigsaw-content/",
"book_url": "https://opentextbc.ca/tradesopenpedagogy/front-matter/accessibility-statement/",
"title": "Open Pedagogy in the Trades",
"author": "Bruce Neid, Nicki Rehn",
"institution": "",
"subject": "Curriculum planning and development, Traditional trades, crafts and skills, Open learning, distance education"
}
|
https://opentextbc.ca/tradesopenpedagogy/chapter/further-reading/
|
14 Further Reading
Additional reading and resources can be found here:
- Article: Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. [PDF]. Educational Technology, July-August, 3–13.
- Website: Jhangiani, R., & DeRosa, R. (n.d). Open Pedagogy Notebook.
- Blog post: Lalonde, C. (2017, February 4). Does open pedagogy require OER? ClintLalonde.net.
|
pressbooks
|
2025-03-22T05:09:05.025017
|
11-14-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/tradesopenpedagogy/chapter/further-reading/",
"book_url": "https://opentextbc.ca/tradesopenpedagogy/front-matter/accessibility-statement/",
"title": "Open Pedagogy in the Trades",
"author": "Bruce Neid, Nicki Rehn",
"institution": "",
"subject": "Curriculum planning and development, Traditional trades, crafts and skills, Open learning, distance education"
}
|
https://open.library.okstate.edu/studentvoice/chapter/introduction/
|
OpenOKState Student Fellows
The statements below describe the learning goals associated with this micro-course. They might be helpful, and they might be horribly dull. Read them if you want. Definitely read the stuff after the course objectives. I worked hard on it, and it says nice stuff about you. ~KE
In this micro-course you will
-
- Discover how the use of open educational resources can improve lives by reducing the cost of university education, enhancing academic freedom, and increasing access to teaching, learning and research opportunities.
- Explore how the use of open educational resources aligns with the Oklahoma State University mission.
- Identify ways to share student experiences and partner with others to articulate achievable actions that build community, further knowledge, and advance open and affordable resource solutions.
Students,
You’ve got a lot going on, and you’re doing it. Your energy, your dedication to making this a better world, you are amazing. Your faculty and professors admire you too, and they are trying to do whatever they can to help support your success. They know that it is frustrating to spend a bunch of money on textbooks that are seldom used in class or required only for homework. They realize that representation matters, and that many, many people in our community do not see themselves in the textbooks we require you purchase. They know that what drives you to explore and learn has nuances unique to your lived experiences, and that ‘one-size-fits-all’ instructional experiences are frequently actually ‘one-size-fits-hardly-anyone’ or ‘one-size-fits-people-life-already-works-for’.
They are trying to fix this by shifting to research, teaching and learning resources that you do not have to purchase. They are finding and creating resources that reflect you and your communities. They are crafting instructional designs which can be modified to address and help give life to your goals and what you know to be true. They want your time in their course to be the transformational university experience you have been told you can expect at OSU.
Your voices matter . As university administration becomes aware of your appreciation for faculty engaged in this work, they will be able to justify allocating more resources to supporting faculty doing this work. The result will be even more courses which don’t require you to purchase a textbook, and even more faculty empowered to discard the traditional, commercial educational resources which frequently act as a barrier to innovation in teaching and learning. My gig is to help support this shift. At the end of this micro-course, you will have the opportunity to help influence this campaign by sharing your story, evaluating course materials, or volunteering to help raise awareness.
Thank you for taking the time to learn about open, and thank you for sharing your voice. ~Kathy
Updated 11.18.2024, kathy.essmiller@okstate.edu
|
pressbooks
|
2025-03-22T05:09:05.034867
|
11-18-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/studentvoice/chapter/introduction/",
"book_url": "https://open.library.okstate.edu/studentvoice/front-matter/openokstate-and-student-data/",
"title": "OpenOKState Student Fellows",
"author": "Kathy Essmiller",
"institution": "Oklahoma State University",
"subject": "Open learning, distance education, Political activism / Political engagement, Funding of education and student finance, Student life, Higher education, tertiary education, Library and information services"
}
|
https://open.library.okstate.edu/studentvoice/chapter/chapter-1/
|
OER 101
3 min. read
Open educational resources (OER) are research, teaching and learning materials intentionally created and licensed to encourage distribution, modification, and retention. Resources may be in the form of textbooks, multimedia, full courseware, and more.
Use of OER increases affordability of and access to educational experiences. It also encourages faculty experimentation with innovative pedagogies, and centers faculty expertise and scholarship.
The use of OER can improve lives by reducing the cost of university education, enhancing academic freedom, and increasing access to research, teaching, and learning opportunities.
In short:
Why Does This Matter?
A recent study found that at least 89% of undergraduate students report increased stress levels due to textbook costs (Jenkins et al., 2020). In order to cope with textbook costs, that same study shared that over 60% of the students reported not purchasing the required text, with 30% of students doing so even when they know it will hurt their grade.
Students who cope with textbook costs by taking fewer courses each semester take longer to finish their degrees, and many avoid specific courses or even change majors because of the cost of textbooks. You have no doubt had your own experiences with this, or know others who have. The wheel below is populated based on the findings described above. Give it a spin.
I always think maybe it is broken, because negative outcomes come up so often. But it isn’t. That’s really what things are like for a lot of people. But you know that, you are living it, you don’t need me to tell you.
College is expensive, and that makes it less accessible for many. Major expense categories for students include tuition and fees, room and board, books and supplies, personal expenses, and transportation (OEN, 2021). Since books and supplies are not the highest cost leading to these affordability issues, you might ask, “why are we talking about this one?”. Here’s why.
Books and supplies are one cost that faculty can directly impact. Academic freedom means that faculty, for the most part, have the agency to choose whatever resources they feel will create the best learning, teaching, and research environment for their students. Additionally, the cost of books and supplies has a disproportionate impact of the academic success of students. It makes hard things even more difficult. If we can fix that, we should.
What Would You Say?
Do the student statements shared above seem familiar? Click on the Padlet below (or scan the QR code to navigate to the Padlet on another device) and share your thoughts about textbook costs. After that, read on to learn how OSU Libraries and OpenOKState are partnering with others to help reduce textbook costs.
Reviewed 11.18.2024, kathy.essmiller@okstate.edu
|
pressbooks
|
2025-03-22T05:09:05.047574
|
11-18-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/studentvoice/chapter/chapter-1/",
"book_url": "https://open.library.okstate.edu/studentvoice/front-matter/openokstate-and-student-data/",
"title": "OpenOKState Student Fellows",
"author": "Kathy Essmiller",
"institution": "Oklahoma State University",
"subject": "Open learning, distance education, Political activism / Political engagement, Funding of education and student finance, Student life, Higher education, tertiary education, Library and information services"
}
|
https://open.library.okstate.edu/studentvoice/chapter/openokstate/
|
OpenOKState
3 min. read
In response to the nationally documented impact the cost of commercial textbooks has on the personal lives and academic progress of university students, the Oklahoma State University Libraries created the OpenOKState open educational resources program. The OpenOKState program partners with the Oklahoma State Regents for Higher Education to provide faculty stipends, instructional design support, advocacy and education to facilitate collaboration and innovation among OSU faculty, instructors, administrators and students working to increase access to higher education.
Contributions to OER can also count as scholarly work for faculty being considered for tenure and promotion. Dr. Gary Sandefur, former Oklahoma State University provost, spoke in support of this, making OSU one of the first United States research institutions to do so. The video is about a minute long, and worth a watch.
OSU and OER
One of the reasons Provost Sandefur supported faculty engagement with OER is because he viewed its use as very much in alignment with the mission of Oklahoma State University. The OSU Mission states that the University “promotes learning, advances knowledge, enriches lives, and stimulates economic development through teaching, research extension, outreach and creative activities.”
Think back to what you read in the OER 101 chapter. In what ways do you think the use of OER aligns with the OSU mission statement? Add your observations to the Padlet below, building on our observations from the previous chapter.
Most definitely, having 89% of our students experiencing stress related to the cost of textbooks does not enrich lives, one of the goals stated in the OSU mission statement. Students having to choose majors based on whether or not they can afford to purchase the textbooks does little to promote learning or advance knowledge. On the other hand, the innovative pedagogy and creative scholarship which frequently emerges through the use of OER does contribute to productive teaching, research, outreach and creative activities.
How might you articulate the ways the creation and use of OER supports the goals outlined in our university mission statement? What would you add to the statements below? Can you create a statement that more accurately represents the student perspective?
“Open Educational Resources can help reduce student anxiety related to the cost of textbooks (Jenkins et al., 2020). Because OSU is committed to promoting learning through creation of effective learning environments, the OSU Library supports the creation and use of OER.”
“The use of Open Educational Resource is a high impact strategy which can assist in addressing social justice issues (Jenkins et al., 2020). Because OSU is committed to access to knowledge creation across a diverse community, the OSU Library supports the creation and use of OER.”
Measuring Impact
As of Fall 2024, classroom use of OpenOKState grant supported OER has saved OSU students over $2,600,000.00. Over 50 course modifications have been completed with support from OpenOKState programs, and with the Fall 2022 implementation of OER for ENGL 1113 all incoming freshmen have the option of taking at least one course that does not require a textbook purchase.
At least 97 OSU courses are no longer requiring textbook purchases. All sections of English Composition, Technical Writing (ENGL 3323), Introduction to Speech Communications (SPCH 2173), and GRMN are using OER. Over 3500 students per semester are impacted by department-wide adoption of OER.
Faculty and students from OSU are active in state-wide advocacy regarding the use of OER, sharing OSU experiences with colleges and universities throughout Oklahoma and beyond. OSU scholarship and research related to OER is being used to inform legislative and funding efforts aimed to support OER, and OSU leads the way for the state in providing course markings which make it easier for students to identify and enroll in courses using OER.
Want to lend your voice? The next chapter provides a Call to Action and explores ways you might consider joining the movement.
“Building on its land-grant heritage, Oklahoma State University promotes learning, advances knowledge, enriches lives, and stimulates economic development through teaching, research, extension, outreach and creative activities.” ~OSU Mission Statement, 2021
Reviewed and updated
11.19.2024, kathy.essmiller@okstate.edu
|
pressbooks
|
2025-03-22T05:09:05.059319
|
11-18-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/studentvoice/chapter/openokstate/",
"book_url": "https://open.library.okstate.edu/studentvoice/front-matter/openokstate-and-student-data/",
"title": "OpenOKState Student Fellows",
"author": "Kathy Essmiller",
"institution": "Oklahoma State University",
"subject": "Open learning, distance education, Political activism / Political engagement, Funding of education and student finance, Student life, Higher education, tertiary education, Library and information services"
}
|
https://open.library.okstate.edu/studentvoice/chapter/call-to-action/
|
Call to Action
10 min. read
Hopefully you see that the voices of students impacted by textbook costs are actually being heard, and that administrators and faculty are trying to provide options other than just dealing with it and buying the textbook.
These efforts will be strengthened as students like you continue to share your stories and experiences. Those who participate in the conversation, those who take action–a little or a lot–will have a direct influence on the way education is conducted at OSU.
Evaluating Course Materials
Faculty and instructors may be unaware of how much the course materials they are requiring cost their students. In addition, they may not understand the impact of requiring homework to be completed in a commercial publisher’s learning management system. Use the student checklist to tell us about the materials used in your courses and how they impact your learning experience here at OSU.
Student Checklist | Course Evaluating Course Materials
Textbooks in Real Life
It is helpful to hear from the student perspective how required textbook purchases impacts your experiences at the beginning of of the semester and throughout the school year. Do you end up having to juggle your budget? Does financial aid cover the cost of the books? Are you able to tell when and if automatic charges hit your bursar? Sharing your story can help make a difference in the lives of OSU students.
One Next Step
The OpenOKState Student Advocacy Team has room for anyone who wants to join the movement to reduce the costs of textbooks at OSU. Complete the OER Call to Action form or reach out directly to one of the team members listed below. Thank you!
Updated 11.19.2024, kathy.essmiller@okstate.edu
|
pressbooks
|
2025-03-22T05:09:05.069075
|
11-18-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://open.library.okstate.edu/studentvoice/chapter/call-to-action/",
"book_url": "https://open.library.okstate.edu/studentvoice/front-matter/openokstate-and-student-data/",
"title": "OpenOKState Student Fellows",
"author": "Kathy Essmiller",
"institution": "Oklahoma State University",
"subject": "Open learning, distance education, Political activism / Political engagement, Funding of education and student finance, Student life, Higher education, tertiary education, Library and information services"
}
|
https://openoregon.pressbooks.pub/portlandpeopleandplaces/chapter/a-small-city/
|
A Small City
This is Susan. She is a student at Portland Community College. She lives in Portland.
Portland is a small city in Oregon. Oregon is a state in the United States of America.
There are many trees, rivers, and mountains in Oregon.
This is the flag of Oregon. It is blue. Oregon is called the “Beaver State.”
Summers are warm and dry in Portland. Susan likes the sun.
Winters in Portland are different. They are cool and wet. Susan doesn’t like the rain.
Portland is near a mountain. The name of the mountain is Mt. Hood.
(Mt. = Mount. This is another word for “mountain.”)
This is the flag of Portland. The green is nature. The blue lines are two rivers. The names of the rivers are the Willamette River and the Columbia River.
Portland has many bridges. Some are for cars. Some are for trains. Some are for people and bikes.
Portland has five parts. Susan lives in Southeast.
Susan has a garden with lots of trees and flowers. One flower is a pink rose.
Portland has lots of parks. Many parks have gardens with roses. Portland is the “City of Roses.”
Susan rides her bike to the parks. Portland has many bike lanes on the streets. It’s easy to ride a bike in Portland.
Susan eats lunch outside in the summer. She likes food carts. There are many food carts in Portland. Susan is vegan.
(vegan = she does not eat animals)
Susan also likes soccer. Portland has two soccer teams. They are called the Portland Thorns (women) and the Portland Timbers (men).
Susan likes living in Portland.
|
pressbooks
|
2025-03-22T05:09:05.085073
|
02-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openoregon.pressbooks.pub/portlandpeopleandplaces/chapter/a-small-city/",
"book_url": "https://openoregon.pressbooks.pub/portlandpeopleandplaces/front-matter/welcome/",
"title": "Portland People and Places",
"author": "Timothy Krause",
"institution": "",
"subject": "Language readers, Portland (OR)"
}
|
https://openoregon.pressbooks.pub/portlandpeopleandplaces/chapter/a-strange-hobby/
|
A Strange Hobby
That is Brian. He is always learning new things. He learns very fast.
Brian has a strange hobby. He plays the bagpipes. The bagpipes make weird music.
(“Weird” means unusual.)
One day, Brian sees something strange in the trash. He thinks it is a bicycle. It isn’t. But it’s a unicycle!
The unicycle isn’t easy to ride. It has only one wheel. There are no handlebars. There are no brakes. But Brian likes to learn new things. He learns very fast. He rides well.
A friend asks Brian, “Can you play the bagpipes and ride the unicycle at the same time?” “Yes, I think I can,” says Brian.
And he does. Brian rides his unicycle and plays the bagpipes. He also thinks of an unusual name: the Unipiper.
Brian tries to be on TV. They say no. Brian tries again. They say no again.
Then Brian wears a mask like Darth Vader. He plays music from the movie “Star Wars.” He makes a YouTube video, and 2,000,000 people watch it!
(Darth Vader is a person in the “Star Wars” movies.)
Now everybody knows the Unipiper. He is in newspapers, and he is on TV. People come to Portland to see the Unipiper.
Look and listen carefully! Maybe one day you will see and hear the Unipiper, too!
Do you want to know more about the Unipiper? Then visit his web page at www.unipiper.com.
Comprehension Questions
Discussion Question
Talk with a classmate. What are your hobbies? Say what you like to do. Example: I read books. I play soccer. I bake cakes.
|
pressbooks
|
2025-03-22T05:09:05.100327
|
02-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openoregon.pressbooks.pub/portlandpeopleandplaces/chapter/a-strange-hobby/",
"book_url": "https://openoregon.pressbooks.pub/portlandpeopleandplaces/front-matter/welcome/",
"title": "Portland People and Places",
"author": "Timothy Krause",
"institution": "",
"subject": "Language readers, Portland (OR)"
}
|
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