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Faculty are Losing Interest in Adopting OER

Iterating Toward Openness

The faculty survey asked the following question in 2018 and again in 2021: Which, if any, of the following open educational resources have you created and/or used in your courses? The authors then explain these results as follows: There has been a notable increase in the amount of faculty creating and using OER since 2018 (see Figure 39).

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On the Relationship Between Adopting OER and Improving Student Outcomes

Iterating Toward Openness

This article started out with my being bothered by the fact that ‘OER adoption reliably saves students money but does not reliably improve their outcomes.’ ’ For many years OER advocates have told faculty, “When you adopt OER your students save money and get the same or better outcomes!”

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Thoughts on Continuous Improvement and OER

Iterating Toward Openness

Recently I’ve been doing both more thinking and more roll-up-your-sleeves working on continuous improvement of OER. And this process of making OER more effective every semester – also known as “continuous improvement” – is where we see some of the most exciting opportunities to collaborate with faculty.

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OER Had Its Breakthrough in 2017. Next Year, It Will Become an Essential Teaching Tool

Edsurge

Open educational resources (OER) have long been touted as “the next big thing” in higher education, but the drawn-out hype has led many educators and administrators to wonder if it would ever live up to its expectations. Those days are over: 2017 was OER’s breakthrough year. That happened in 2017. Ohio University is doing the same.

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As OER Grows Up, Advocates Stress More Than Just Low Cost

Edsurge

Open educational resources hit a turning point in 2018. But fans of OER are increasingly facing a problem. While OER started off as free online textbooks, it still costs money to produce these materials, and professors often need guidance finding which ones are high quality. What have faculty attitudes been like towards this?

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Solving Challenges for Deeper Learning in Science

Digital Promise

In 2012, the National Research Council released A Framework for K-12 Science Education , a consensus report that outlined how research in the learning sciences should inform the development of a new set of science standards. For more information on Challenge Based Learning, visit cbl.digitalpromise.org.

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Interoperability Boosts the Speed of School Communications

EdTech Magazine

Mon, 06/25/2018 - 12:40. As K–12 institutions digitally progress, slow data sharing between parents, teachers and administrators is leaving all players increasingly frustrated as they are forced to wait for important information sent through what is quickly becoming an outdated system. eli.zimmerman_9856.