This 2020 report analyzes current Open Education policies and practices in the Northeast states (Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Rhode Island, and Vermont) and highlights efforts of particular note that could be replicated in other states.

This resource provides an overview of Open Education and Open Education Resources (OERs).

An introduction to Open Educational Resources (OER) by the Justice Institute of British Columbia Library.

An introduction to the purpose and use of Open Educational Resources (OERs). From Thompson Rivers University (TRU) Library.

This resource is designed to provide instructors with an outline for a 1 hour professional development session aimed at introducing teachers to OER commons.

This course is a guide for creating a self-paced community of learning-style curriculum for understanding the basics of Open Educational Resources (OERs). Originally developed in Canvas, this guide includes five learning modules with reflection questions, optional live discussion topics, and quizzes.  The purpose of this OER Community of Learning curriculum is to establish a campus-wide baseline knowledge on the subject of OERs.

The resource is made available by the UNESCO to achieve its mandate of sustainable developmental goal by year 2030.

A handout with information for instructors at the University of Kansas regarding OER, additional resources, and suggested readings for implementing OER in the classroom.

The Open Educational Resources (OER) in Texas Statewide Playbook is a resource developed by practitioners and advocates actively involved in the labor of open education to guide new and expanding OER work at institutions of higher education. The Playbook is the result of partnerships between the Division of Digital Learning, the Institution for the Study of Knowledge Management in Education (ISKME) – creators of OER Commons and experts in open education practice and research – and faculty, librarians, staff, and administrators from institutions and systems across Texas. It aims to support institutions as they work to build capacity and drive systems change around OER. It also serves as a guiding document for institutions that have not yet engaged in OER work or taken advantage of existing programs and opportunities. The hope is that the Texas OER Playbook will serve as a companion on the journey towards OER awareness and advocacy at your institution.

This Open Educational Resource (OER) manual instructs educators on how to begin creating OERs. It includes an overview of OERs, their alignment with UNESCO Sustainable Development Goals, their definition, creation, discovery and evaluation, accessibility, licencing, hosting and production, metadata, and OER hosting and curation.

This resource was developed by a working group from the Iowa Open Education Action Team (Iowa OER). Our team built upon DOERS3's OER in Tenure & Promotion Matrix to help faculty and staff advocate for the inclusion of open educational practices (OEP) in promotion, tenure, and faculty evaluation practices at their institutions. Below, you can find our main document, directions for interacting with the text, and handouts you can use or adapt for your own advocacy work.

Open licensing of instructional materials such as textbooks, videos, and other related resources makes possible free sharing and remixing which reduces cost barriers for students. Creative Commons provides the legal infrastructure for easily sharing creative works including instructional materials but how do the different licenses indicate a resource can be re-used. Join us for an interactive session of playbook license scenarios where you test your knowledge of the OER re-use based on license type.

Faculty, Library, and Student Collaborations

Short Description:
Buy a print copy

Long Description:
The term “open” has been heavily used in the past decade or more and can come with multiple interpretations: open access, open source, open textbook, open pedagogy … In general, “open” within these contexts implies unlimited, free, public access with the ability to manipulate and transform the educational content.Within the educational realm, we see even greater nuances of “open” in terms of how the access to and adapted creation work together. Our book aims to shed light on multiple definitions and how they are applied in a variety of learning experiences.Chapters provide case studies of library-teaching faculty collaborations that explore the intersecting roles and desired outcomes that each partner contributes toward student learning in an open environment.

Word Count: 146386

ISBN: 978-1-942341-64-2

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

We identified open pedagogy projects from various resources (ex. Listservs, books, websites, etc.). Reading through the open pedagogy project, we focused on learning outcomes the students had to accomplish that were not related to the subject matter of the project, but rather the communication and soft skills that often go unnoticed. We used these resources to build these learning outcomes. Additionally, we leaned on the vocabulary from Bloom’s taxonomy and the SMART framework for actionable outcomes.

On this site, you will find an entry for each open pedagogy project that includes a title, a short description, a link, and the learning outcomes we assigned to it. We also created a common list of learning outcomes that are hyperlinked to each project entry, so that this resource is browsable for various skills and competencies.

We invite professionals to contribute to this growing resource. Anyone can submit a resource by emailing us a completed template and we will add it and hyperlink to the list of learning outcomes on the site.

This website is designed to serve as a resource for educators interested in learning more about Open Pedagogy. The website includes examples of open pedagogy practices, which include both classroom-tested practices and budding ideas.

The materials in this module -- which include promotional materials, presentation slides, activity options, and supporting videos -- were developed for a 90-minute "back to basics" professional development workshop for college faculty and staff. This workshop was co-led by an Instructional Designer and OER Librarian. The information serves as an introduction to open pedagogy and student-driven assignments, with a particular focus on students sharing, in their own words, how open pedagogy boosted their learning experience.

The materials in this module -- which include promotional materials, presentation slides, activity options, and supporting videos -- were developed for a 90-minute "back to basics" professional development workshop for college faculty and staff. This workshop was co-led by an Instructional Designer and OER Librarian. The information serves as an introduction to open pedagogy and student-driven assignments, with a particular focus on students sharing, in their own words, how open pedagogy boosted their learning experience.

Listen to New England college and university open education leaders Dr. Robin DeRosa from New Hampshire, Dr. Jennifer Van Allen from New York, and Dr. Heather Miceli from Rhode Island share what Open pedagogy looks like in their classrooms, lessons learned they’ve learned along the way, and why their praxis is ever-changing.

This webinar was intended for faculty, librarians, and anyone interested in seeing real examples of what Open Pedagogy looks like in practice and advice for getting started on your campus.

This resource is intended to provide practitioners with introductory, practical content that they can learn from and adapt to better support their own campus Open Education efforts, particularly Open Pedagogy. It is not intended to be an extensive or exhaustive resource about the educational theories and frameworks out of which Open Pedagogy has emerged, as there are several other wonderful resources that cover that information. It includes a podcast series of teaching faculty interviews that will be helpful for other faculty seeking to learn more about their peers’ experiences with open pedagogy, and librarians will benefit from hearing firsthand perspectives so they can better understand the necessary support. Also included are one-shot lesson plans intended to assist academic librarians tasked with supporting faculty embarking on open pedagogy projects, however, we recognize that it often takes a village, and individuals in other roles will also benefit from these (adaptable) lesson plans.

Open Pedagogy is a collection of open practices in the classroom made possible by replacing commercial textbooks with open educational resources. These emerging practices enabled by open content licensing (and an open mindset) involve students in making decisions about their own learning experiences and contributing directly to global knowledge to impact not only other students but generate renewable value outside of the classroom.

This is a recording of a webinar presented by three faculty members and two students who have participated in open pedagogy projects that were enabled through the adoption of open education resources and open practices. Learn how students working with instructional designers and librarians have begun to help faculty adopt, create and implement open content across their campus.