Almost 30 participants braved the extremely cold weather on January 10, 2014 for the afternoon session of the second day of the Spring Teaching Effectiveness Institute on Beyond the Textbook: Using Open Educational Resources.
Creating educational resources for students can be time-consuming and potentially expensive. Open Educational Resources (OER) are free resources that can supplement teaching and learning needs. OER can include lesson plans, learning modules, videos, and interactives, just to name a few. However, Institute participants wanted to know: How do we find reliable resources, do we have permission to use them, and how do we add it to our courses?
The workshop began with a quick lesson on how to search, find, and evaluate open educational resources. Facilitator Tracy Miller suggested some search strategies, which can increase the likelihood of quick success. Every search should begin with your learning objectives in mind. Next, consider the type of resource you are looking for: an image, a lesson plan, a video. She offered some techniques to search for and find valuable OER to enhance courses. The first technique was to start at common places people search for resources such as Google or YouTube; however consider adding “scholar” or “education” to the search field or URL. Including such words can help refine and locate more reliable resources. But, always make sure you completely review the resource before sharing it with students.
Next, participants explored OER repositories such as OERCommons or Merlot. These repositories are designed to target searches and organize resources. Repositories are also a great place for faculty to share the learning objects and course materials they have created. Faculty who share their materials with the open community offer great recognition for themselves and their university.
Another option is to begin searching for OER by using Creative Commons (CC). Materials with a Creative Commons license are available for faculty to use, share, and adapt (depending on the specific CC license). Creative Commons allows individuals to use the work of others free of charge and provides clear guidelines on how the author prefers others to expand and share their original work. If you decide to share your materials with the open education community, Creative Commons can provide you with a license to copyright your work the way you choose.
Once you have found a potential open educational resource for your course, evaluate it carefully before sharing it with students. First, be sure that it aligns with learning objectives. Determine if the copyright or Creative Commons license allows the resource to be modified or shared. Check that the resource is accessible to all learners. When in doubt, ask colleagues for their opinion of the resource.
Participants also learned how to embed OERs into Blackboard Courses. Dan Cabrera provided best-practice methods for embedding videos and other popular resources. Faculty Development and Instructional Design Center staff can help you learn how to best incorporate OERs into your course. Doing so can be as easy as linking to the resource or embedding the resource within your Blackboard course.
The afternoon wrapped up with a discussion on incorporating OERs in active learning strategies. Here are some tips from Jason Rhode for introducing active learning activities to your students by using OER in your courses.
- Keep your course objectives in mind
- Identify activities and resources you currently use to create key learning moments
- Look for activities or resources that will enhance the learning experience
- Be explicit – Provide clear guidelines and expectations for students on assigned resources and activities
- Help students realize why resources and assigned activities are not just “busy work”
- Whenever possible select resources and activities that all of your students can access
- If multiple resources or activities are available, let students choose the option that fits them best
- Consider incorporating student-generated content for future classes