Some Thoughts on the UNESCO OER Recommendation

Iterating Toward Openness

There’s great news out of the recent UNESCO meeting in Paris, where member states unanimously adopted the draft Recommendation on Open Educational Resources (OER). First, and it will surprise no one that this is the first item on my list, is the definition. UNESCO’s canonical definition of OER does not require “free public access” to a resource for that resource to be an OER, as some have tried to argue it should.

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Self as OER

ProfHacker

When we look at common definitions of Open Educational Resources or OERs (e.g., OER Commons , The William and Flora Hewlett Foundation ) it is clear that there is tendency to equate open educational resources to open educational materials and tools , such as course materials in text, audio, or video format, open textbooks, and educational software. However, we go beyond these definitions of open scholarship – beyond open access and public scholarship.

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Beyond Textbooks and OER: reflecting on #OpenEd15

ProfHacker

I realize I only have a biased slice of the conference based mainly around tweeters I know who (I realize now) mostly have similar stances as mine on openness (Phil Hill and Mike Feldstein in their keynote made a good point about how utterly useless this kind of social circle is for advocacy). So if free textbooks or OER offer learners free access to good quality knowledge (even if it’s static), it can make a difference. Profession Teaching #OpenEd15 OER Open Textbooks

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From here to there: Musings about the path to having good OER for every course on campus

Iterating Toward Openness

I spend most of my time doing fairly tactical thinking and working focused on moving OER adoption forward in the US higher education space. I made what was probably the clearest statement of my vision for the future of learning materials in my Shuttleworth Fellowship application several years ago: My long-term goal is to create a world where OER are used pervasively throughout primary, secondary, and post-secondary schools. Now, make no mistake – OER is a means, not an end.

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Taking Our Eye Off the Ball

Iterating Toward Openness

I posted the first installment yesterday, explaining how a fundamental failure to understand copyright makes the definition of OER in the new UNESCO recommendation nonsensical. It seems like much of the OER community has all but forgotten about student learning.

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Coda on The Content Paradox (or Why We Should Celebrate Open Access to Art)

Improving Education Environments

The end of my #opened15 presentation used an example about OER from the perspective of art museums to solidify my thesis. I challenged the audience to recognize the history of the groups we sometimes chastise as guilty of openwashing, to consider their histories and spaces, to approach advocacy by encouraging these groups to further stretch their definitions of open rather than demanding they adhere to ours. million resources as OER for use and repurpose.

More on the Cost Trap and Inclusive Access

Iterating Toward Openness

Back in 2012 – 2013] I was impressed (like many others I’m sure) with how Wiley was able to frame the cost-savings argument around open textbooks to build broader interest for OERs. ” For reasons I have outlined countless times (relating to the pedagogical innovation only possible in the context of permission to engage in the 5R activities), I believe OER adoption is a critically important means to achieving this end. I fear it is OER wanting it both ways.

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The Cost Trap, Part 3

Iterating Toward Openness

In my recent post I asked us each to consider what “what is the real goal of our OER advocacy?” Ismael tweeted: My own take: these are two complementary approaches to #OER that should enrich each other, not exclude (or even blame) each other. As someone concerned with equality, I like #OER as a way to make teaching cheaper. As an educator, I like #OER as a tool for transforming learning. I settled on OER-enabled pedagogy.

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On Research – a #dLRN15 (and beyond) reflection

Improving Education Environments

The only term there I feel comfortable w/ definition is “in” — Rolin Moe (@RMoeJo) October 17, 2015. Some research, some advocacy, some activism, some reflection, some public policy, some VC partners? I gave a presentation at #dlrn15 that was critical of the OER movement message, which my research and scholarship identifies as an attempt to be inclusive while pragmatic. “Solutions mindset based in research” from @gsiemens as ballast for #dLRN15.

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On Research – a #dLRN15 (and beyond) reflection

Improving Education Environments

The only term there I feel comfortable w/ definition is “in” — Rolin Moe (@RMoeJo) October 17, 2015. Some research, some advocacy, some activism, some reflection, some public policy, some VC partners? I gave a presentation at #dlrn15 that was critical of the OER movement message, which my research and scholarship identifies as an attempt to be inclusive while pragmatic. “Solutions mindset based in research” from @gsiemens as ballast for #dLRN15.

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Hack Education Weekly News

Hack Education

Definitely no one I trust more on this topic, no siree. iNACOL has released a report on advocacy for competency-based education. Via Mindwire Consulting’s Phil Hill : “About That Cengage OER Survey.” US Presidential Campaign Politics. There was a Vice Presidential debate this week. Among the education highlights: Republican VP candidate Mike Pence made up a name for the university hosting the event.

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The 100 Worst Ed-Tech Debacles of the Decade

Hack Education

At the time, David Wiley expressed his concern that the lawsuit could jeopardize the larger OER movement, if nothing else, by associating open educational materials with piracy.