Iterating Toward Openness
AUGUST 31, 2022
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!”
Iterating Toward Openness
AUGUST 27, 2019
They were relatively easy to tell apart from one another and advocacy was rather straight forward. As the movement grew and more people began advocating for the adoption of OER in place of traditionally copyrighted materials in classes, some advocates chose to make cost the primary focus of their advocacy. grey below).
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Edsurge
NOVEMBER 12, 2020
That’s what the initiative found when it commissioned research about how Black Studies, Women’s Studies and Environmental Studies proliferated in higher education. But that’s not the approach Kagan and Thornburg are taking with their effort to spread the study of early childhood policy.
Iterating Toward Openness
MARCH 10, 2020
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. In this second installment, I want to describe how it appears that many in the OER community have taken their eye off the ball.
Iterating Toward Openness
MAY 8, 2019
The most recent issue of IRRODL included an article titled Effectiveness of OER Use in First-Year Higher Education Students’ Mathematical Course Performance: A Case Study , by Juan I. This was justified by the fact that there is a lack of empirical evidence to support expanding the use of OER. When Grimaldi et al.
Iterating Toward Openness
MARCH 9, 2018
However, it also includes several other thoughts that were prompted by my study of the framework, but that aren’t direct responses to the framework per se. Issues of sustainability are absolutely critical to the future of OER and education more broadly, and we spend far too little time talking about them.
The Learning Revolution Has Begun
JULY 29, 2021
Her current research involves the deployment and study of emerging information technologies supportive of digital inclusion and resiliency. Kristen Radsliff Rebmann, Ph.D., MLIS Professor, SJSU School of Information (She, Her, Hers) Kristen Radsliff Rebmann joined SJSU's School of Information in 2007 after completing a Ph.D.
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